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PPDI5039 Project/Placement Design and Implementation Summer 2018 Resit Coursework Brief Handout: [Time (am/pm), Date Month Year] Deadline for Submission: 2pm, Thursday 9th August, 2018 Submit this...

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PPDI5039 Project/Placement Design and Implementation Summer 2018 Resit Coursework Brief Handout: [Time (am/pm), Date Month Year] Deadline for Submission: 2pm, Thursday 9th August, 2018 Submit this coursework through the Student Portal with a Turn-it-in Report Word Limit:  Learning Contract: 1,500 words (Plus or minus 10%)  Project Report: 2,500 words (Plus or minus 10%) Learning outcomes assessed: 1. Build a portfolio of evidence using a range of methodologies and activities (log books; critical incident diaries; employer or supervisor feedback) 2. Identify and articulate the development of work related skills mapped to evidence drawn from either the project or placement. 3. Demonstrate knowledge and understanding of the background and context relative to the chosen project or placement opportunity. 4. Evaluate the effectiveness of preparation and planning undertaken prior to the placement or project implementation. This coursework is worth 100 % of the total marks for this module. PPDI5039 Project/Placement Design and Implementation Summer 2018 Coursework Brief GSM LONDON Page 1 of 13 Assessment criteria Explanatory comments on the assessment criteria Maximum marks for each section KNOWLEDGE & UNDERSTANDING  Knowledge and critical understanding (demonstrates project content, identifies learning that has occurred, demonstrates how it is achieved and establishes the validity of the conclusion)  Use of materials (demonstrates inclusion of project aim, work-based action planning and problem solving, learning contract, learning objectives, justification, methods, project scheduling etc.)  Independent reading (identifies, appropriate use of learning theories, concepts and themes of learning such as Kolb’s learning cycle, Honey and Mumford etc.) 40% INTELLECTUAL & COGNITIVE SKILLS  Conceptualisation (idea generation; using theories, concepts and principles)  Critical thinking and creativity (selects relevant evidence from the project to support recommendation and / or conclusion)  Synthesis, analysis and evaluation (critical analysis and summarising of project information, dealing with incomplete information, analysing risk, analysing and evaluating own performance)  Application (apply relevant concepts to the project and beyond, indicate the activities that have been carried out, problem solving, evaluating using theories such as Kolb’s learning cycle, personal SWOT analysis and project tools etc.)  Problem solving and research/investigation  Reflecting and evaluating performance (analysing and evaluating own performance; moral and ethical issues. reflecting critically and effectively and generating logical argument) 35% Graduate Skills: transferable employability , practical and academic skills  Written, oral and presentation skills (receiving and responding to information during the project, communicating accurate, clear and concise project information in written, oral and graphical 25% PPDI5039 Project/Placement Design and Implementation Summer 2018 Coursework Brief GSM LONDON Page 2 of 13 forms, data collection and analysis in the project)  Interpersonal, group and teamwork skills (working with individuals and team(s)/group(s), recognising and respecting views and opinions in the project)  Leadership skills (planning and allocating work in the project)  Numeracy (solving numerical problems in the project)  Digital skills (use of technology and internet for communication and information sourcing in the project, research-related skills evidenced by collection and interpretation of data)  Practical, professional and academic skills including referencing/presentation (demonstrates self-management, adaptability, time management and organisational skills in the project, sets targets, works towards achieving them, generates portfolio of evidence, demonstrates professional behaviour and competence and shows right level of detail/ complexity, academic honestyavoiding plagiarism, using Harvard referencing style) PPDI5039 Project/Placement Design and Implementation Summer 2018 Coursework Brief GSM LONDON Page 3 of 13 Coursework Instructions Please read carefully • Carefully read the module handbook, the marking criteria and the grade descriptors. Academic Misconduct You are responsible for ensuring you understand the policy and regulations about academic misconduct. You must: • Complete this work alone except where required or allowed by this assignment briefing paper and ensure it has not been written or composed by or with the assistance of any other person. • Make sure all sentences or passages quoted from other people’s work in this assignment (with or without trivial changes) are in quotation marks, and are specifically acknowledged by reference to the author, work and page. PPDI5039 Project/Placement Design and Implementation Summer 2018 Coursework Brief GSM LONDON Page 4 of 13 Blank PPDI5039 Project/Placement Design and Implementation Summer 2018 Coursework Brief GSM LONDON Page 5 of 13 Scenario You are required to complete a project portfolio containing the tasks outlined below. Please bear in mind that the tasks are generic for all projects types, but your learning contract will make the project particular to you and your programme. Therefore the area of the project will be agreed by the module tutor/supervisor as per your programme in the Learning Contract (Task 1) according to your programme option. The Learning Contract, when complete, will be a form of written permission to undertake the project related tasks or research methods that you plan to undertake in order to carry out the project and compile the portfolio. The Project Report (Task 2) will normally focus on the experiences thrown up by the project, how you solved problems, improving practices over the period, or implemented a new process. Portfolio Assignment Task 1 You are required to complete the learning contract (see Appendix 1), agreed with the module tutor/supervisor. For detailed guidelines on learning contract, please refer to the module handbook and gsmlearn. PPDI5039 Project/Placement Design and Implementation Summer 2018 Coursework Brief GSM LONDON Page 6 of 13 Portfolio Assignment Task 2 After you have agreed and signed of your learning contract, you are to complete the project and write a project report which must focus on the following. 1. A brief background and context of the project being discussed and analysed; 10% of the task 2. To demonstrate trans-disciplinary models / theories to underpin your analysis; 15% of the task 3. To assess the project phases (preparation and implementation) and evaluate their effectiveness; 15% of the task 4. To discuss the skills that you developed to solve work based problems; 10% of the task 5. To analyse and evaluate the action you did / did not take and why; 20% of the task 6. What learning you took from the project by giving a portfolio of evidence (log books, critical incident diaries and feedback, to be included in the appendices). 30% of the task Total Marks for Assignment: 100 Guidelines Your report must be based on a work related problem / practice / product. A good report will do or contain the following elements: • demonstrate the process of experiential learning in the work based project; • be well-structured and presented (both report and a learning contract); • evidence a range of secondary research using texts, journals, magazines, newspapers, and computer based information sources; • analysis; • reflect upon the impact of the work based project and work based learning on your future career plans • be fully researched and provide references to both organizational data and academic theory, and experience and data arising from the project itself; • make explicit reference to relevant theories and relevant market data. • your report should be carefully presented; PPDI5039 Project/Placement Design and Implementation Summer 2018 Coursework Brief GSM LONDON Page 7 of 13 • optional appendices that give evidence of the experience having happened or other data sets that have been referred to and discussed in the report main body text. Note: Throughout the project you will be taking decision and acting to achieve the project ends. You are expected to be applying theory relevant to you discipline of field of study (that is, what you have been learning on your particular programme) to help you to justify what you do and to evaluate the outcome. You should therefore make sure you are familiar with your particular module handbook (available on the GSM Learn module on the relevant department section) and the guidance as to relevant literature and theory contained therein. Alternatively you may discuss this with you tutor as part of the Learning Contract negotiations or during sessions as the project unfolds. PPDI5039 Project/Placement Design and Implementation Summer 2018 Coursework Brief GSM LONDON Page 8 of 13 ASSESSMENT MARKING CRITERIA MARKING BAND MODULE LEARNING OUTCOMES CLASSIFICATION KNOWLEDGE & UNDERSTANDING (WEIGHTED AT 40%) INTELLECTUAL & COGNITIVE SKILLS (WEIGHTED AT 35%) Graduate Skills: transferable employability, practical and academic skills (WEIGHTED AT 25%)  Factual and conceptual knowledge and critical understanding (demonstrates subject content from the modules that are used in the project (identified where learning has occurred, and demonstrated how it was achieved, established the validity of the conclusions)  Use of class materials (demonstrates inclusion of project aim, work-based action planning and problem solving, learning contract, learning objectives, justification, methods, project scheduling etc.)  Independent reading (identified, appropriate use of learning theories, concepts and themes of learning such as Kolb’s learning cycle, personal SWOT analysis and project tools etc.)  Conceptualisation (idea generation; using discipline theories, concepts and principles)  Critical thinking and creativity (select relevant evidence to support recommendation and / or conclusion)  Synthesis, analysis and evaluation ( e.g. critical analysis and summarising of information; dealing with incomplete information; understanding risk; analysing and evaluating own performance)  Application (apply relevant concepts to the project and beyond indicating the activities that have been carried out enhancing cognitive skills, problem solving; evaluation; idea generation; using discipline theories, concepts and principles)  Problem solving and research/investigation  Reflecting and evaluating performance (analysing and evaluating own performance; moral and ethical issues. Reflecting critically and effectively and generating logical argument)  Written, oral and presentation skills (Receiving and responding to information, communicating accurate, clear concise information in written, oral and graphical forms, data collection and analysis in the project)  Interpersonal, group and teamwork skills ( working with individuals and team(s)/group(s), recognising and respecting views and opinions)  Leadership skills (planning and allocating work in the project)  Numeracy (solving numerical problems in the project)  Digital skills (use of Internet for communication and information sourcing carrying out the work based project, research-related skills evidenced by collection and interpretation of data)  Practical, professional and academic skills including referencing/presentation (working independently, self-management, adaptability, time management and organisational skills, setting targets and working towards achieving targets, demonstrating professional behaviour and competence, work has right level of detail/ complexity, academic honestyavoiding plagiarism, using Harvard referencing style XXXXXXXXXX% Achieved at this level FIRST (1ST) Includes all required factual content, accurately and succinctly summarised. Well developed, highly relevant, reasoned introduction and conclusions, demonstrating some originality. Within word count or presentation time. Includes relevant factual content only. Clearly and logically structured material, showing excellent understanding of the discipline. Accurate spelling, grammar, punctuation, paragraphing. Systematic, accurate identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from a very good range of highly relevant, current primary and secondary sources, and categorised, analysed or evaluated using relevant, methods or techniques. Professional, fluent writing style, appropriate to the assignment OR professional, engaging, confident, audible and well paced presentation. Excellent use of technical vocabulary, where appropriate. PPDI5039 Project/Placement Design and Implementation Summer 2018 Coursework Brief GSM LONDON Page 9 of 13 Exceptional understanding of factual and conceptual material, relative to this level, including some understanding of the limits to knowledge in this area. Well developed, coherent arguments, systematically referencing primary and secondary literature, with clear rationale for choices. Professional visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are accurate, clearly set out, with precise explanations. Excellent integration of theory and practice, for this level, using appropriate conceptual frameworks. Correct and systematic use of academic conventions, references and bibliography. Independent, wideranging, relevant reading and research, from authoritative primary and secondary sources, appropriate to this level. Excellent application of numerical and statistical methods to defined problems. Outstanding, consistent, flexible delivery of group work obligations, for this level. Accepts responsibility and ameliorates conflict. Undertakes complex tasks. Substantiated, highly relevant recommendations. Excellent awareness of ethical issues, where relevant. Excellent, well-articulated reflection on own strengths and weaknesses in relation to defined professional and practical skills at this level. Identifies required actions XXXXXXXXXX% Achieved at this level FIRST (1ST) Includes all required factual content, accurately summarised. Well developed, relevant, reasoned introduction and conclusions, demonstrating some originality. Within word count or presentation time. Includes relevant factual content only. Clearly and logically structured material, showing very good understanding of the discipline. Accurate spelling, grammar, punctuation, paragraphing. Accurate identification of relevant concepts, theories and/or principles, with evidence of a systematic approach, appropriate to this level. Information or data selected from a good range of relevant, current primary and secondary literature, and categorised, analysed or evaluated using relevant, methods or techniques. Professional writing style, appropriate to the assignment OR engaging, confident, audible and well-paced presentation. Very good use of technical vocabulary, where appropriate. Excellent understanding of factual and conceptual material, relative to this level, including some understanding of the limits to knowledge in this area. Coherent arguments, systematically referencing primary and secondary sources, with clear rationale for choices. Professional visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are accurate, clearly set out, with very good explanations. Very good integration of theory and practice, for this level, using appropriate conceptual frameworks. Correct use of academic conventions, references and bibliography. Independent, relevant reading and research, from authoritative primary and secondary sources, appropriate to this level. Very good application of numerical and statistical methods to defined problems. Very good, consistent, flexible delivery of group work obligations, for this level. Accepts responsibility and ameliorates conflict. Undertakes complex tasks. Substantiated relevant recommendations. Very good awareness of ethical issues, where relevant. Very good, well-articulated reflection on own strengths and weaknesses in relation to defined professional and practical skills at this level. Identifies required actions XXXXXXXXXX% Achieved at this level UPPER SECOND (2:1) Includes most required factual content, mostly accurately summarised. Relevant and valid introduction and conclusions. Within word count or presentation time. Includes relevant factual content only. Clearly structured material, with some gaps in logic, but showing understanding of the discipline. Mostly accurate spelling, grammar, punctuation, paragraphing. PPDI5039 Project/Placement Design and Implementation Summer 2018 Coursework Brief GSM LONDON Page 10 of 13 Mainly accurate identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from mainly relevant primary and secondary sources, and categorised, analysed or evaluated using relevant methods or techniques but with minor gaps or misunderstandings. Mainly fluent writing style, appropriate to the assignment OR mainly engaging, audible and well-paced presentation. Good use of technical vocabulary, where appropriate. Very good understanding of factual and conceptual material, relative to this level, showing some appreciation of the limits of knowledge in this area. Mostly coherent arguments, with some perceptive points, referencing well selected primary and secondary literature. Mostly professional visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are mainly accurate, clearly set out, with good explanations. Good integration of theory and practice, for this level, using appropriate conceptual frameworks. Mostly correct use of academic conventions, references and bibliography. Independent reading and research from a range of mostly authoritative primary and secondary sources, appropriate to this level. Mainly good application of numerical and statistical methods to defined problems, with some gaps, errors or misunderstandings. Consistent delivery of group work obligations, for this level. Some ability to accept responsibility and modify responses. Undertakes nonroutine tasks. Some relevant recommendations. Satisfactory awareness of ethical issues, where relevant. Clear reflection on own strengths and weaknesses in relation to defined professional and practical skills. Partial identification of required actions XXXXXXXXXX% Achieved at this level LOWER SECOND (2:2) Includes essential required factual content, but with some gaps or misunderstandings. Satisfactory introduction and conclusions. Within 10% of word count or presentation time. Includes some irrelevant factual content. Mostly clearly structured material, with some gaps in logic. Some mistakes in spelling, grammar, punctuation, paragraphing. Adequate identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from mainly secondary sources, and categorised, analysed or evaluated using mostly relevant methods or techniques but with gaps or misunderstandings. Writing style is appropriate but not always fluent OR a presentation that is not always engaging, audible or well-paced. Some use of technical vocabulary, where appropriate. Satisfactory understanding of factual and conceptual material, relative to this level, showing basic appreciation of the limits of knowledge in this area. Satisfactory arguments, referencing mostly secondary literature. Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations may have some inaccuracies, or issues relating to set out and explanation. An adequate attempt to relate theory to practice, for this level. Inconsistent use of academic conventions, references and bibliography. Adequate independent reading and research from mostly secondary sources, appropriate to this level. Adequate application of numerical and statistical methods to defined problems, with some gaps or errors. Inconsistent delivery of group work obligations, for this level. Some awareness of responsibility and options. Basic recommendations. Satisfactory awareness of ethical issues, where relevant. Some evaluation of own strengths and weaknesses in relation to defined professional and practical skills. Limited identification of required actions XXXXXXXXXX% Marginal achievement at this level THIRD (3RD) Includes limited required factual content, with many gaps or inaccuracies. Basic introduction and conclusions. Within 10% of word count or presentation time. Includes considerable irrelevant factual content. Unevenly structured material, with many gaps in logic. Frequent mistakes in spelling, grammar, punctuation, paragraphing. PPDI5039 Project/Placement Design and Implementation Summer 2018 Coursework Brief GSM LONDON Page 11 of 13 Some identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from secondary sources, and poorly categorised, analysed or evaluated using inappropriate methods or techniques. Awkward or inappropriate writing style OR a presentation that is not engaging, audible or wellpaced. Does not use technical vocabulary, where appropriate. Basic understanding of factual and conceptual material, relative to this level, showing very limited appreciation of the limits of knowledge in this area. Sense of emerging argument, mainly descriptive or personal opinion, with limited and superficial reference to literature. Negligible use of primary literature. Inappropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are often inaccurate, with many issues relating to set out and explanation. Little attempt to relate theory to practice, using appropriate conceptual frameworks. Inconsistent or incomplete use of academic conventions, references and bibliography. Basic independent reading and research from secondary sources, appropriate to this level. Weak application of numerical and statistical methods to defined problems, with many gaps or errors. Unreliable delivery of group work obligations, for this level. Limited awareness of options. Confused recommendations. Little awareness of ethical issues, where relevant. Limited reflection on own strengths and weaknesses in relation to defined professional and practical skills XXXXXXXXXX% Marginal failure at this level FAIL. POSSIBLE COMPENSATION. Includes insufficient required factual content, with significant gaps or inaccuracies. Incoherent or irrelevant introduction and conclusions. More than 10% outside word count or presentation time. Includes substantial irrelevant factual content. Incoherently structured material. Serious mistakes in spelling, grammar, punctuation, paragraphing. Limited identification of relevant concepts, theories and/or principles, appropriate to this level, showing no appreciation of the limits of knowledge in this area. Little selection of information or data, and little attempt at collation, categorisation, analysis or evaluation. Poor writing style OR a presentation that is not engaging, audible or well-paced. Does not use technical vocabulary, where appropriate. Limited understanding of factual and conceptual material, relative to this level. Little or no argument, entirely descriptive or personal opinion, with no reference to literature. Poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are mostly inaccurate, or incorrectly set out or explained. Theory not related to practice, using appropriate conceptual frameworks. Inaccurate or incomplete use of academic conventions, references and bibliography. Minimal independent reading and research, appropriate to this level. Very weak application of numerical and statistical methods to defined problems, with significant errors. Poor delivery of group work obligations, for this level. No awareness of options. Irrelevant or no recommendations. Little or no awareness of ethical issues, where relevant. Very limited reflection on own strengths and weaknesses in relation to defined professional and practical skills XXXXXXXXXX% Not achieved at this level FAIL. NO COMPENSATION. Includes almost no required factual content, and with very significant inaccuracies. Incoherent or missing introduction and conclusions. More than 10% outside word count or presentation time. Includes mainly irrelevant factual content. Very incoherently structured material. Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing. Minimal or inaccurate identification of relevant concepts, theories and/or principles. No evidence of the selection, categorisation, analysis or evaluation of information or data. Incoherent writing style OR an inaudible, poorly paced and unengaging presentation. PPDI5039 Project/Placement Design and Implementation Summer 2018 Coursework Brief GSM LONDON Page 12 of 13
Answered Same Day Jul 26, 2020 EVRE5017

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EFFECTIVE STRATEGIES FOR SAFE TRAVELLING
Table of Contents
Chapter 1: Introduction    4
1.0 Introduction    4
1.1 Research aim    4
1.2 Research questions    4
1.3 Research Rationale    5
1.4 Background of the research    5
1.5 Research overview    5
Chapter 2: Literature review    6
2.0 Transdisciplinary theories    6
2.1 Climate change and sustainable tourism    6
2.2 Challenges of sustainable tourism due to climate change    7
2.3 Cultural tourism and sustainable development in tourism    8
2.4 Challenges of cultural tourism    8
2.5 Governance in sustainable tourism    9
Chapter 3: Methodology    10
3.0 Introduction    10
3.1 Research onion    10
3.2 Research approach    11
3.3 Research design    11
3.4 Research philosophy    11
3.5 Data collection method    11
3.5.1 Data collection technique and tool    11
3.6 Sampling method and sample size    12
3.7 Data analysis    12
3.8 Ethical consideration    12
3.9 Summary    12
3.10 Research timeline    13
Chapter 4 Data analysis    14
4.0 Introduction    14
4.1 Quantitative data    14
4.2 Summary    17
Chapter 5: Conclusion    18
5.0 Conclusion    18
5.1 Recommendation    18
5.2 Research limitations    19
5.3 Future scope    19
Reference list    20
Chapter 1: Introduction
1.0 Introduction
The cu
ent study analyses the strategies for travelling and related safety securities while travelling. The following elicit the facts about the theoretical approach in this context. Transdisciplinary models explain the application of policy behind the sustainable tourism. Issues of climate change and cultural variation is considered for finding significant problems in the cu
ent study. Research methodology analyses the data collection method for the present analysis. Research aim and objectives are found to explain the purpose of the cu
ent research.
1.1 Research aim
This study aims to identify the practical strategies that would be beneficial for safe travelling.
Research Objectives
· To explore the short-term goals in the planning schedule of tourism and travelling
· To study a career based analysis on the cu
ent topic
· To elaborate the challenges while having climate change in destination tourism
· To find out the implementation of strategies of multicultural tourism
· To find out the issues related to the multicultural tourism
· To analyse the effectiveness of transdisciplinary models in the analysis of safety issues travelling and tourism
1.2 Research questions
1. Is the application of the theoretical perspective is fruitful for the topic of travelling and tourism?
2. Is having multicultural tourism in various countries troublesome for the organisers?
3. How the factor of climate change affects the strategies of travelling and tourism?
4. How can sustainable tourism be acquired to overcome multiple challenges and issues in the cu
ent topic?
5. How can new approach be forecasted to diminish the problems about the travelling and tourism?
1.3 Research Rationale
As per the comment of Tobin (2017) strategies and planning for the analysis of tourism is often not enough for the travellers. In case of recent travel and tourism agencies, a severe lack of experience cause significant mismanagement in strategy making. On the other hand, VisitBritain (2018) opined that theoretical application perspectives are not applied appropriate that can resolve several issues in the cu
ent context.
1.4 Background of the research
The following research has taken primary research approach where survey and sampling have taken relevant data. Fundamental qualitative research has been considered as cu
ent research has to the analytical. Advantages of this the present study are the application of the theoretical approach.
1.5 Research overview
Overall research in the present investigation has oriented about the strategies and issues about the travelling and tourism. Several problems have been prevalent in the cu
ent context. Cultural variation has the primary challenge. Adaption of a new culture is the most crucial thing that might affect the strategies and planning. Apart from that in many cases, climate variation has postponed much destination tourism.
Chapter 2: Literature review
2.0 Transdisciplinary theories
This is the single theory that can relate hypothetical perspectives with that of real-life scenarios in any context. In the cu
ent research, the topic of travel and tourism has been oriented about many practical issues about cultural variation and climate changes. As per the opinion of Carter and Thomas (1997), the application of Transdisciplinary theory incorporates the academic skills and the non-academic skills in a given context. Integration of these two topics elaborates the importance of educational qualification in solving real-life issues. There are some key factors of this theory such as critical thinking capabilities and analytical skill in any situation, a collaboration of interpersonal skills with that of the social skills cooperation skill at the moment of crisis and others. Thus many vital skills have co
elated theoretical perspectives with that of the practical skills. On the other hand, Cantor (1973) opined that both the academic and non-academic skills are related to the actual issue solving.
Academic skills:
These are the sills that have been inherited the formal, education system of our society. Application and implementation of the project are included in the cu
ent research. As per the opinion of Dornyei and Hadfield (2014), there is some basic structure in the academic learning that can also be considered as right events.
Non-academic skills:
Tourism is a sector that is filled with practical issues at the destination of tourism or maybe during the organisation of the destination tourism. This sector includes all the social skills and analytical skills that can be implemented in the situation of crisis.
2.1 Climate change and sustainable tourism
As per the opinion of Ke
y (2002), climate change is the global issue that has hampered the business of travel and tourism in a great way. Climate is at the core of every strategy making of tourism agencies. There are many varieties of tourism and nature tourism is one of the most popular ones among them. Summer tourism and winter tourism is held according to the weather and climate of the destination of the tourist spot. Thus drastic changes in the climate condition are the actual depending factor in this case. On the other hand, Lavrakas (2008) opined that winter tourism is the riskiest one that has affected the prior planning of destination tourism.
In support, Phillips and Phillips (2008) opined that climatic variation in destination tourism is a spatial variation factor occu
ing in the planning of tourism agencies. This climate changing is also a temporal factor that gets varied according to seasonal timing in various destination tourist spots.
On the contrary Darter (2016) opined that sustainable tourism always tries to impact on the environment of the tourist spot most effectively and positively. Sustainable tourism means the application of tourism strategies in developing the environment. Climate change is an integrated factor with the sustainable tourism management. Planning and strategy making have to justify with the weather and climate condition of the spot so that tourist spot do get harmed by unintentional intervene of the tourists. Doyle (2017) stated that both the socio-economic factor and the natural conservation are taken into consideration in the sustainable tourism strategies.
2.2 Challenges of sustainable tourism due to climate change
Climate change is an essential factor in travel and tourism. Franzoni (2015) stated that there are large varieties of stakeholders that have considered as the prime person in destination tourism. The main challenge for teen climatic variation is the comfort and satisfaction of the tourists who have already been committed by the organisers to have all the associations and comfort at that spot. Climatic variation raises many unwanted obstacles that may restrict the tourist to roam around the locality. At this situation, organisers face a huge problem in managing the tourists. On the other hand, Jaaskelainen (2018) opined that drastic and random change in the climatic condition affects the local economy of the tourist spots. There are many places in the world where the backbone of the economy is standing travelling and tourism business in a significant manner. Drastic changes in the weather condition block the road for the foreigners, and this affects the local economy badly. On the contrary Hild et al. (2011) opined that this has always been a challenge for the tour organisers to become susceptible to the changing environment along with managing the tourists. Adaptive capacity of the travellers is another major challenging factor that can harm the application of tourism strategies. Combination of several factors is another factor that can be applied in situations of crisis. Cost management is another challenge in this context where the entire budget can jump up at the moment of crisis. Hence financial ba
ier is the major ba
ier both in front of the tourists and the organisers.
2.3 Cultural tourism and sustainable development in tourism
This is the
and new concept in the market for travel and tourism. As the market for travel and tourism is expanding this concept is expanding sidewise simultaneously. As per the comment of Phillips and Phillips (2008) in the field of sustainable tourism, cultural tourism is the crucial factor that has evoked the interest of the tourists to visit new places. There is ample tourist spot around the world containing unique heritage and tradition in their village. On the other hand, Lavrakas (2008) opined that cultural tourism is more of an awareness and advert program by the local people about their tradition and culture. Cultural tourism makes the entire tourist aware of the cultural background, food habit, rituals and festivals of a particular locality. In support Eliot (2016) opined that the purpose of having cultural tourism is more of knowledge acquiring program is a culturally rich heritage locality. In having cultural expedition of a locality, tourist gets to know the local artist and art culture of that region. On the other hand, Carter and Thomas (1997) raised the concept of cultural admixture by having successful cultural tourism of an unknown locality. Thus tourist can be immersed in the cultural variety of the region and make themselves involved in the social and cultural activities. Thus, the authentic exchange between the tourists and hosts facilitates this strategy. Every cultural element can be assessed by this kind of tourism such as monuments, tombs, architectural complexes and many others.
2.4 Challenges of cultural tourism
Smith (2015) opined that cultural tourism is the community-based tourism that has been facilitated in the market for travel and tourism in a great way. Public policy making is the greatest challenge in the context of cultural tourism. Often the organisers highlight the popular cultures for business instead of the authenticate culture of the society. These old and original cultures of the society get blu
ed. Richards (2016) stated that there has always been a rivalry between the host community and the tourists. Often there some communities who are afraid of getting harm by the incorporation of foreigners into their personal spaces. Hence they do not provide enough space for the tourists. Occupation of spaces is another issue in cultural tourism. Throsby (2016) states that mainly rural localities are chosen to provide a true essence of the regional cultural and heritage.
Another challenge is the protection of tourist in the rural places. Often there are cases where host community is not at all welcoming in nature. Such cases involve the challenge of protection of tourists in that situation of agitation. A supply according to the growth of demand is another key factor affecting the gradual enhancement of the cultural tourism concept. Majority cases, villages and rural places containing high cultural background do not contain enough strong economic background to behold a good mass of tourists. Thus a severe issue about demand and supply ratio causing maintenance issue in the tourism business.
2.5 Governance in sustainable tourism
Governance is the maintenance policy of the tour organisers that associate them at the time situational crisis. This is a factor that incorporates multiple factors like a selection of the tourist spot, intrusion of third parties in the selected spot, management of the local agencies and many other things. All these are local as well as social factors that require strong governance in the management team of the tourist organisation. As per the opinion of Throsby (2016) collaboration of internal and external factors is the main job of the governing body. For the sustainable management policies selection of best and safest place of the tourist spot has to be selected. This factor protects both the nature and lust of the tourists. Apart from that combination of the responsibilities at the tourist spot is another related factor in this cu
ent context. To have a proper management strategy, there has to be a governance network that can relate to various external and internal factors. Shared governance network and first governance network, regulatory networks are the important one in this context.
Chapter 3: Methodology
3.0 Introduction
The cu
ent research has taken a qualitative research approach that has facilitated the researcher to have an accurate and specific result at the analysis part. Following Analysis has sought the help of research onion that can elaborate on every layer and stages of research. Here in this study an inductive approach and primary research have taken into consideration. This kind of research is justified in the cu
ent context as travel and tourism are based on real-life experiences.
3.1 Research onion
Figure 3.1: Research onion
(Source: Saunders et al. 2012)
Research onion is used for the explanation and elaboration of research methodology in sequence. This a framework that explains the responsibility of a researcher in particular stages of courses. The entire structure has been described as a layered structure of onion and hence the terminology. Apart from that this structure represents the process of proceeding in a research agenda.
3.2 Research approach
Here in the research qualitative research has taken place so that a considerable amount of database can be collected and transformed into valuable information. In this kind of approach researcher are free to collect limited but authentic secondary or primary data and hypothesis (Smith, 2015). Apart from that, there is one or more critical variables in the qualitative research approach so that precisely one or more topic aligned with a subject of research can be analysed.
3.3 Research design
Descriptive research design has been taken as the critical research design in this context. An expressive research design is an in-depth analysis of the topic of research that can shed light on the subject of investigation in detail (Denzin, 2017). This elaborates each and characteristics of the variables present in the study. Thus the analysis after having descriptive research design is much accurate and exact. Co
elation characteristics with that of statistics is the primary strategy of this research design.
3.4 Research philosophy
In the cu
ent study about the travel and tourism strategies positivism, philosophy has been taken into consideration. This kind of philosophy is based on the study of the cu
ent and reality-based phenomenon. This philosophy considers all the critical variables of the research and aligns them with the actual reality of the topic of concern (Taylor et al. 2015). Here predictions are applicable only if the deduction is from authenticating the previous study.
3.5 Data collection method
In this research, primary research has been taken into consideration. Data analysis method of cu
ent research is qualitative.
3.5.1 Data collection technique and tool
As the primary data collection technique has been taken into account, questionnaires survey technique has been taken into account. Each person of the targeted mass has been asked a relevant question followed by a detailed analysis of each answer in a significant manner.
3.6 Sampling method and sample size
A population of 200 tourists were selected; and they were provided with a set of questionnaire. Among all of them, only 63 people have been selected as the ultimate sample size. Final sample size has been reduced because many from the targeted people did not answer co
ectly, many of them were neutral and some gave manipulative answers that were not taken into consideration. Many of the population were not interested in the questionnaire session. With the probability sampling method, the community of 63 people has segregated from total 200 people.
3.7 Data analysis
To analyse the database in a better way, various tools and charts are taken into consideration. At first, a smart art has been demonstrated to explain the entire timeline of the research according to the sequence of preference. After that many pie charts and graphs are examined to prove the authenticity of a database. In the secondary analysis, the entire relevant database is justified with the research topic and explained by the authenticity of the previous researchers.
3.8 Ethical consideration
This cu
ent research has considered various ethical parameters. First of all the researcher in the data collection part, has taken the entire database providing all acknowledgement to the previous researchers. Secondly, the researcher did not manipulate the earlier works according to the demand of cu
ent research. Lastly, during the time of the survey, not a single person has been forced to opine something regarding the research investigation. Personal and private information of the respondents have been protected under the Data Protection Act 1998.
3.9 Summary
The cu
ent research has taken a qualitative approach that has made the study much authenticate and exact in manner. Limited quality data collection has facilitated the researcher to deduce the result of the investigation. Here a positivist philosophy has been taken into consideration as the topic of travelling and tourism is completely practical and experience-based sector, positivism and post-positivism philosophy are aligned with the cu
ent problem of concern.
3.10 Research timeline
Figure 3.2: Research timeline
(Source: Created by author)
Chapter 4 Data analysis
4.0 Introduction
In the data analysis part a survey using questionnaire session has been taken that has elicited the facts that about the actual condition at the time of crisis. The mass of 63 people was asked some question so that the real scenario can be judged by the researcher about travelling and tourism. Total four items have requested followed by a detailed analysis of
4.1 Quantitative data
Q:1 How far do you agree that safety is an essential aspect of travelling?
    Options
    Total respondents
    Number of respondents
    Percentage (%)
    Strongly agree
    63
    21
    33.33
    agree
    63
    15
    23.80
    neutral
    63
    2
    3.17
    disagree
    63
    10
    15.87
    Strongly disagree
    63
    12
    19.04
Table 4.1: Safety is an important aspect of travelling
Figure 4.1: Safety is an important aspect of travelling
Findings and analysis
From the above analysis, this has been found that 33.33 % of the total mass has strongly agreed that safety is the biggest issue while travelling to an unknown place. Only 19.04 % people have disagreed with the cu
ent fact. This fact is justified by the literature review as well. Majority of people generally avoid places those are politically or environmentally unstable.
Q:2 How far do you agree that prior planning of the schedule is mandatory for safe travelling?
    Options
    Total respondents
    Number of respondents
    Percentage (%)
    Strongly agree
    63
    32
    50.79
    agree
    63
    16
    25.39
    neutral
    63
    3
    1.58
    disagree
    63
    10
    15.87
    Strongly disagree
    63
    2
    3.17
Table 4.1: planning of the schedule is mandatory for safe travelling
Figure 4.1: planning of the schedule is mandatory for safe travelling
Finding analysis
A huge mass of people that is 50.79 % people agree with the fact that prior planning is a must have while travelling. Negligible mass has become disagree with the cu
ent fact. The entire scenario has been aligned with the fact of the literature review as well.
Q:3 How climate change can affect the safety and comfort of tourists?
    Options
    Total respondents
    Number of respondents
    Percentage (%)
    Could not reach the destination
    63
    14
    22.22
    Long blockage in the road
    63
    16
    25.39
    A scarcity of vehicles on the road
    63
    15
    23.80
    Food shortage
    63
    17
    26.98
Table 4.1: Climate change can affect the safety and comfort of tourists
Figure 4.1: Climate change can affect the safety and comfort of tourists
Finding and analysis
Here a majority of the mass have suffered for a scarcity of food. There was an issue of road blockage followed by a lack of vehicles on the road. This scenario is depicted in the literature review, and it has found that natural calamity is the main issue behind the tourist dissatisfaction in travelling sectors.
Q:4 How multicultural tourism affects the overall travel experience?
    Options
    Total respondents
    Number of respondents
    Percentage (%)
    Conflict with a host community
    63
    22
    34.92
    Different food choice
    63
    23
    36.50
    Different choice for tourist spots
    63
    18
    28.57
4.1: multicultural tourism affects the overall travel experience
Figure 4.1: multicultural tourism affects the overall travel experience
Finding and analysis
In the above analysis, this is prominent that multicultural tourism has raised ample issues for the tourists. There have been cases of conflict with the host community and food choice conflict.
4.2 Summary
From the above, it is prominent that both the climate change and multicultural tourism have some consequences that are unavoidable as well.
Chapter 5: Conclusion
5.0 Conclusion
The cu
ent research has concluded that all the possible practical outcomes have been taken into consideration. The issue of the cu
ent study has been the lack of appropriate strategy making of tourists and travellers. There have been issues about climate change in the destination tourist spot. This issue has raised tourist dissatisfaction in some cases by having a challenging atmosphere. Financial misbalance is another perspective that hampers the strategies of the tourism managers. Cultural tourism has become the most attractive and modern approach in the field of travelling and tourism. In this sector, there have been ample issues restricting the free access of the tourists. Majority of the rural places are still not ready to accept foreigners in their locality. In spite of having a rich cultural background, do the financial instability, many host communities are incapable of welcoming foreigners. A central positive aspect of cultural tourism is the cultural admixing among different cultural domain. This has quenched the thirst of the tourists who are fond of knowing a different culture.
Sustainable tourism is another paradigm of the cu
ent research having all suitable governing qualities in the organising body at the time of situational crisis. The application of governance in the cu
ent research has taken the help of Transdisciplinary approach explaining the practical application of academic and non-academic skills simultaneously. Both of these skills have been found to be the punching point as these incorporate analytical skills along with the theoretical perspective of the research. A suitable organisation structure having a proper allocation of responsibilities has been required in the appropriate maintenance of tourists. This strategy has helped much organisation to manage any situation of crisis like a drastic change in climate and financial misbalance. Here the researcher has tried to analyse the issue by a qualitative approach in research.
5.1 Recommendation
In the cu
ent study, two key issues have been identified. First of all, the challenges and negative aspects of climate change at destination tourism. Next issue has been the ba
iers in the cultural tourism.
Climate changing is such a phenomenon that cannot be predicted previously. In case of extreme unexpected situation, there has to be proper maintenance planning that has to be taken at the time of crisis. There has to be a to-do list for taking care of the inappropriate tourist manner. This list has to chalk out every demand of the tourist.
In case cultural tourism organisers have to collect all the knowledge about rituals and tradition so that tourist does not have to face an awkward situation on the spot. An organising body has maintained a good bonding with the hosting community without manipulating them for their business purpose. Thus the villagers having rich cultural background will automatically welcome the foreigners willing to spread their knowledge. Sustainable tourism strategy is the biggest concern in this sector where environ has been the most valuable factor. Organizers have to maintain their tourists and have to keep a close eye on them so that anyhow they cannot harm the environment.
5.2 Research limitations
There have been ample limitations in the cu
ent research. Due to the lack of funds the researcher is incapable of having all the relevant books regarding the topic. While doing a dissertation done, ample of books and journals is required for the complete and in-depth analysis of the topic of research. Here the researchers are devoid of having all precious books due to the financial issues. The second limitation is the time constraints of the research. This limitation of the researchers has raised an issue of perfection in the cu
ent research. Thus the researcher has taken all the responsibility for any reverse outcome of this cu
ent research.
5.3 Future scope
The cu
ent research has been completed within a limited time and budget. The researcher has tried his best to accomplish the research with full of perfection. Apart from that, a researcher has tried to make this study effective for future purposes. Thus this compiled study about the strategy making of travelling and tourism is made helpful for future purposes as well. Any future researcher having a similar topic of research can take this study as helping hand. Lastly, the researcher has also confirmed that none of the information has been manipulated hence future researchers will get authentic and real information from this research.
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Percentage (%)    Strongly agree    agree    neutral    disagree    Strongly disagree    33.33    23.8    3.17    15.870000000000006    19.04    Percentage (%)    Strongly agree    agree    neutral    disagree    Strongly disagree    50.790000000000013    25.39    1.58    15.870000000000006    3.17    Percentage (%)    Could not reach the destination    Long blockage in the road    A scarcity of vehicles on the road    Food shortage    22.22    25.39    23.8    26.979999999999986    Percentage (%)    Conflict with a host community    Different food choice    Different choice for tourist spots    34.92    36.5    28.57    Gantt chart
Starting Date    Planning the project    Information gathering    Screening of information    Analyzing the information    Representing the outcomes    43166    43169    43177    43182    43189    Duration in Days    Planning the project    Information gathering    Screening of information    Analyzing the information    Representing the outcomes    5    7    5    7    6    
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