Global ETD Search

1	Visitor attitudes to authenticity at a literary tourist destination Tetley, Sarah January 1998 (has links) Cultural tourism is assuming ever greater significance, and this study examines one particular form of this tourism whose main resource is the literary work of authors. Literary tourist destinations are places visited because of their associations with books or other literary outputs and with their authors. Such destinations are becoming increasingly popular as visitor attractions. This research examines the visitors to one well-known literary tourist destination. It examines the motivations, experiences and attitudes of the visitors as they relate to the authenticity of the destination. Although literary tourism is a significant part of both the cultural and tourism industries, it is very largely under-researched. Most concentrates on the historical emergence of literary tourist destinations. The present examination uses a case study of tourists visiting the literary tourism area of Haworth, West Yorkshire, England which was home to the literary Bronte family. The nature of the links specifically between literature, authenticity and tourism remain under-researched, with little sustained attention given to questions surrounding the authenticity of literary tourist destinations. Hence, the case study investigates visitor attitudes to the character of authenticity at the destination. Authenticity is evaluated explicitly as a social construct, and the research also questions how tourists respond to the signs or markers of literary connections. In this way, the research adds to the understanding of literary tourist destinations, visitor attitudes to authenticity, and their perceptions of, and responses to, signs as markers of authenticity. The case study is based on a social survey which comprises three different semi-structured questionnaires. While these surveys shared standard questions on motivations and authenticity, each had a distinct focus, which facilitated the assessment of visitor attitudes to a wide range of potential tourism products in the literary tourist destination. This research adds to methodological sophistication in tourism research by its innovative use of visual stimuli as a projection technique, with this method rarely being used in tourism studies. Verbal stimuli were less likely to be appropriate to explore the signs that visitors use as markers of authenticity. Consequently, photographs including key potential signs were used as a stimulus to gain insights into visitor responses. The results indicate that the literary tourist destination of Haworth attracts a broad range of visitor types, and that the different types of visitors differed in their motivations and experiences. It was found that different visitors were motivated to visit Haworth by the desire to learn and by the desire to have fun to varying degrees. Such motivations affected the extent to which they were concerned about the authenticity of the various aspects of the literary tourism product. In a similar vein, the empirical data suggests that visitors varied in the extent to which they considered their experience of the destination had been authentic, and differences also emerged between the features of the literary place that visitors used as markers of authenticity or of inauthenticity. 796 Cultural tourism; Bronte family; Haworth
2	Undergraduate Students' Understanding and Interpretation of Carbohydrates and Glycosidic Bonds Jennifer Garcia (16510035) 10 July 2023 (has links) <p>For the projects titled Undergraduate Students’ Interpretation of Fischer and Haworth Carbohydrate Projections and Undergraduate Students' Interpretation of Glycosidic Bonds – there is a prevalent issue in biochemistry education in which students display fragmented knowledge of the biochemical concepts learned when asked to illustrate their understandings (via drawings, descriptions, analysis, etc.). In science education, educators have traditionally used illustrations to support students’ development of conceptual understanding. However, interpreting a representation is dependent on prior knowledge, ability to decode visual information, and the nature of the representation itself. With a prevalence of studies conducted on visualizations, there is little research with a focus on the students’ interpretation and understanding of carbohydrates and/or glycosidic bonds. The aim of these projects focuses on how students interpret representations of carbohydrates and glycosidic bonds. This study offers a description of undergraduate students’ understanding and interpretation using semi-structured interviews through Phenomenography, Grounded Theory and the Resources Frameworks. The data suggests that students have different combinations of (low or high) accuracy and productivity for interpreting and illustrating carbohydrates and glycosidic bonds, among other findings to be highlighted in their respective chapters. More effective teaching strategies can be designed to assist students in developing expertise in proper illustrations and guide their thought process in composing proper explanations in relation to and/or presence of illustrations.</p> <p><br></p> <p>For the project titled Impact of the Pandemic on Student Readiness: Laboratories, Preparedness, and Support – it was based upon research by Meaders et. al (2021) published in the International Journal of STEM Education. Messaging during the first day of class is highly important in establishing positive student learning environments. Further, this research suggests that students are detecting the messages that are communicated. Thus, attention should be given to prioritizing what information and messages are most important for faculty to voice. There is little doubt that the pandemic has had a significant impact on students across the K-16 spectrum. In particular, for undergraduate chemistry instructors’, data on the number of laboratories students completed in high school and in what mode would be important information in considering what modifications could be implemented in the laboratory curriculum and in messaging about the laboratory activities – additionally on how prepared students feel to succeed at college work, how the pandemic has impacted their preparedness for learning, and what we can do to support student learning in chemistry can shape messaging on the first day and for subsequent activities in the course. An initial course survey that sought to highlight these student experiences and perspectives will be discussed along with the impact on course messaging and structure. </p> <p><br></p> Glycobiology Higher education Education assessment and evaluation Learning sciences Other education not elsewhere classified Public health not elsewhere classified Carbohydrates Glycosidic bonds COVID-19 glycoscience Glycoscience Education Higher Education COVID-19 Pandemic Laboratory Visualizations Representations representations in learning Fischer Haworth Fischer projection formulas Fischer projections Haworth projections Glucose Fructose Alpha bond Beta bond Sugar molecules biochemistry education Biochemistry general chemistry laboratory general chemistry General chemistry education curriculum distance learning students distance learning laboratories distance learning technologies Self instruction student centered learning Student centered teaching representational competence representational competencies

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Visitor attitudes to authenticity at a literary tourist destination

Undergraduate Students' Understanding and Interpretation of Carbohydrates and Glycosidic Bonds