The cruise sector, despite being a niche in the tourism industry, stands out as one of the fastest-growing segments. The ‘cruisescape’ refers to the physical environment and atmosphere on a cruise ship, including elements such as interior design, services and interactions, all of which impact the sensory experience of cruise tourists. Theming plays a significant role in shaping and enhancing the tourist experience within this cruisescape. It has become a central aspect of tourism and consumption, significantly influencing experiences and choices in these domains. This study investigated the impact of theming on cruise ship experiences through deductive reasoning, employing a qualitative approach.The research involved conducting eleven semi-structured interviews with cruise ship tourists. Following a thematic analysis, the study aimed at uncovering patterns and themes within the collected data. Four distinct themes were found within the context of themed experiences on cruise ships: (1) Ever-changing Environment, (2) Perception of Authenticity, (3) Interaction and (4) Multisensory Stimulation. From these four identified themes, three fundamental contributors emerged that significantly influence the cruise ship experience- the themed cruisescape, guests themselves and onboard crew members. The findings offer valuable insights into how the cruisescape, guests, and onboard crew members contribute to shaping the experiences of cruise tourists. Despite the commonalities found in the study’s outcomes, it is crucial to acknowledge the limitation of not generalizing the results to the entire population. Therefore, further investigations will contribute to a better understanding of themed cruisescapes and tourist experiences, allowing for a judgment about whether the results obtained from the research can be generalized or considered valid for a specific set of circumstances.

This dissertation explores popular culture-related themed space exhibitions and immersive museum pedagogy through the emerging post-museum, media convergence culture, and Deborah L. Perry’s museum-oriented “What Makes Learning Fun” framework. These exhibitions utilize popular media like Star Wars, Doctor Who, and the films of Hayao Miyazaki as a means of engaging audiences with brand and subject-specific pedagogy. By bringing fictional worlds to life through environmental stimuli (sets, sounds, objects, media segments), these exhibitions use popular texts as a means of facilitating the educational goals of the institution by having visitors engage in “work as play.” Learning becomes encompassed in the “fun” and “play” that is experienced with theme parks and games. Oftentimes educational programs are developed for these exhibitions that are frequently tied to specific national and regional educational requirements. In the post-museum, visitors are assigned interpretive powers where meaning is produced through their own personal experience. As Eilean Hooper-Greenhill argues, the use of visual media helps transcend usual classifications of high and low culture. This study argues that fandom within a themed space exhibition enhances this aspect, and the act of play enhances visitor interpretation. These key issues are examined through three main examples: The Doctor Who Experience (addressing public service vs. corporate profits), Star Wars Identities: The Exhibition (roleplaying as pedagogy and Alberta, Canada’s CALM program), and the Ghibli Museum (Japanese history, national identity, and self-discovery). These exhibits act as sites where the tension between branding and pedagogy operate, and illustrate how popular texts and education are localized for different audiences. The close examination of these themed spaces leads to a better understanding of contemporary media culture and its social/cultural applications on an international scale.

Com as recentes modificações na conjuntura social mundial, a educação brasileira foi chamada a responder a novos desafios. Nesse contexto, o currículo cultural da Educação Física, inspirado nas teorias pós-críticas, emerge como uma alternativa às propostas curriculares totalizantes, mostrando-se disposto a colaborar na formação do cidadão crítico e na construção de uma sociedade mais democrática e sensível às diferenças. Tendo por objetivo analisar junto a um grupo de professores(as) que atuam nessa perspectiva como tecem as ações didáticas de tematização e problematização, bem como as possibilidades de potencialização para novas tessituras, a presente pesquisa de enfoque qualitativo, entrelaçou os seguintes dispositivos de produção de dados: grupos de discussão, observações participantes e entrevistas. As análises realizadas mediante a hermenêutica crítica revelaram que a tematização das práticas corporais constitui-se em importante estratégia de política cultural, criando efeitos contra-hegemônicos no currículo escolar. No currículo cultural da Educação Física, os conteúdos de ensino não são definidos a priori no planejamento uma vez que decorrem da relação dialógica entre os sujeitos participantes do processo pedagógico. A partir de elementos disparadores e elementos provocadores, a problematização tece a tematização, permitindo que o currículo em ação assuma um caráter rizomático. Quanto mais se problematiza, maiores são as chances da tematização manter-se atenta ao processo de fixação simbólica, dada a intensificação da circulação dos discursos sobre as práticas corporais e seus representantes. Sob essas circunstâncias, a ação didática do(a) professor(a) é continuamente (re)centralizada, colocada em devir. Enquanto vetor que intenciona a desconstrução, a problematização permite ampliar as possibilidades de significação; suspender os regimes de verdade com que os significados operam nas diferentes épocas e contextos; atualizar a relação do sujeito consigo próprio e com o mundo, potencializando a produção de novos problemas e conceitos. Entretanto, em determinados momentos, as problematizações não enveredam para exercícios arquegenealógicos das práticas corporais, ou mesmo, chegam a apartar-se dos acontecimentos referentes às manifestações tematizadas e da voz do sujeito subjugado. Reconhecemos que as investidas contra-hegemônicas da proposta cultural da Educação Física não escapam das marcas deixadas pela maquinaria escolar. Nesse contexto, para que as diferenças possam afirmar-se, a artistagem do currículo exige que os(as) professores(as) enfrentem e se posicionem politicamente ante as inúmeras redes de força que se estabelecem nas escolas e na sociedade mais ampla e que, por vezes, tensionam ao fechamento em identidades hegemônicas. / With the recent changes in the world social conjuncture, the Brazilian education has been called to answer to new challenges. In this context, the cultural curriculum of physical education, inspired by the post-critical theories, emerges as an alternative to the totalizing curricular proposals, we are willing to collaborate in the formation of critical citizens and to build a more democratic society and responsive to differences. The goal is to analyze with a group of teachers who work in this perspective as they weave the didactic actions of theming and questioning, as well as the possibilities of empowerment for new tessituras. This qualitative approach research twined to the following data output devices: discussion groups, participant observation and interviews. The analyzes carried out by the hermeneutic criticism revealed that the theming of corporal practices constitutes an important cultural policy strategy, creating effects counterhegemonic in the school curriculum. In the cultural curriculum of physical education, the teaching contents are not defined a priori planning as result of dialogical relationship between the subjects participating in the educational process. From \"triggers elements\" and \"provocative elements,\" the questioning weaves theming, allowing the curriculum in action takes on a rhizomatic character. The more you problematize, the greater the chances of theming remain attentive to symbolic setting process, given the intensification of the movement of discourse on bodily practices and their representatives. Under these circumstances, didactic actions of teachers are continually (re)centered, put on becoming. While vector intends deconstruction, the strategy allows us to expand the possibilities of signification; suspends the regimes of truth in which the meanings operate on different times and contexts; update the subject\'s relationship with himself and the world, increasing the production of new problems and concepts. However, at certain times, the problematizations do not follow to arche/genealogical exercises of corporal practices, or even come to be apart from the events related to the themed events and the voice of the subjugated subject. We recognize that counter-hegemonic thrusts of cultural proposal of physical education cannot escape from the marks left by the school machinery. In this context, in order to the differences to be able to assert themselves, the curriculum acting requires facing teachers who position themselves politically against the several power networks that are established in schools and in the wider society and sometimes tensioning to close in hegemonic identities.

This study seeks to find the impact of theming on the willingness to pay of con- sumers for amusement parks. Guests of Finnish amusement park Särkänniemi were asked about their preference for themed attractions and about the price they were willing to pay per ride by means of a questionnaire. Variables concerning both the stated as well as the revealed preference for theming, immersive experience, and previous visits to the park were tested in relation to the willingness to pay for amusement parks. Not all these variables have shown to play an important role; however the variable concerning the revealed preference did have a very strong significance on the willingness to pay in the proposed model. In conclusion the study suggests that the willingness to pay for an attraction is positively influenced by theming because people, as it turns out, are willing to pay more for an attraction when it is themed.

<p>This study seeks to find the impact of theming on the willingness to pay of con- sumers for amusement parks. Guests of Finnish amusement park Särkänniemi were asked about their preference for themed attractions and about the price they were willing to pay per ride by means of a questionnaire. Variables concerning both the stated as well as the revealed preference for theming, immersive experience, and previous visits to the park were tested in relation to the willingness to pay for amusement parks. Not all these variables have shown to play an important role; however the variable concerning the revealed preference did have a very strong significance on the willingness to pay in the proposed model. In conclusion the study suggests that the willingness to pay for an attraction is positively influenced by theming because people, as it turns out, are willing to pay more for an attraction when it is themed.</p>

Com as recentes modificações na conjuntura social mundial, a educação brasileira foi chamada a responder a novos desafios. Nesse contexto, o currículo cultural da Educação Física, inspirado nas teorias pós-críticas, emerge como uma alternativa às propostas curriculares totalizantes, mostrando-se disposto a colaborar na formação do cidadão crítico e na construção de uma sociedade mais democrática e sensível às diferenças. Tendo por objetivo analisar junto a um grupo de professores(as) que atuam nessa perspectiva como tecem as ações didáticas de tematização e problematização, bem como as possibilidades de potencialização para novas tessituras, a presente pesquisa de enfoque qualitativo, entrelaçou os seguintes dispositivos de produção de dados: grupos de discussão, observações participantes e entrevistas. As análises realizadas mediante a hermenêutica crítica revelaram que a tematização das práticas corporais constitui-se em importante estratégia de política cultural, criando efeitos contra-hegemônicos no currículo escolar. No currículo cultural da Educação Física, os conteúdos de ensino não são definidos a priori no planejamento uma vez que decorrem da relação dialógica entre os sujeitos participantes do processo pedagógico. A partir de elementos disparadores e elementos provocadores, a problematização tece a tematização, permitindo que o currículo em ação assuma um caráter rizomático. Quanto mais se problematiza, maiores são as chances da tematização manter-se atenta ao processo de fixação simbólica, dada a intensificação da circulação dos discursos sobre as práticas corporais e seus representantes. Sob essas circunstâncias, a ação didática do(a) professor(a) é continuamente (re)centralizada, colocada em devir. Enquanto vetor que intenciona a desconstrução, a problematização permite ampliar as possibilidades de significação; suspender os regimes de verdade com que os significados operam nas diferentes épocas e contextos; atualizar a relação do sujeito consigo próprio e com o mundo, potencializando a produção de novos problemas e conceitos. Entretanto, em determinados momentos, as problematizações não enveredam para exercícios arquegenealógicos das práticas corporais, ou mesmo, chegam a apartar-se dos acontecimentos referentes às manifestações tematizadas e da voz do sujeito subjugado. Reconhecemos que as investidas contra-hegemônicas da proposta cultural da Educação Física não escapam das marcas deixadas pela maquinaria escolar. Nesse contexto, para que as diferenças possam afirmar-se, a artistagem do currículo exige que os(as) professores(as) enfrentem e se posicionem politicamente ante as inúmeras redes de força que se estabelecem nas escolas e na sociedade mais ampla e que, por vezes, tensionam ao fechamento em identidades hegemônicas. / With the recent changes in the world social conjuncture, the Brazilian education has been called to answer to new challenges. In this context, the cultural curriculum of physical education, inspired by the post-critical theories, emerges as an alternative to the totalizing curricular proposals, we are willing to collaborate in the formation of critical citizens and to build a more democratic society and responsive to differences. The goal is to analyze with a group of teachers who work in this perspective as they weave the didactic actions of theming and questioning, as well as the possibilities of empowerment for new tessituras. This qualitative approach research twined to the following data output devices: discussion groups, participant observation and interviews. The analyzes carried out by the hermeneutic criticism revealed that the theming of corporal practices constitutes an important cultural policy strategy, creating effects counterhegemonic in the school curriculum. In the cultural curriculum of physical education, the teaching contents are not defined a priori planning as result of dialogical relationship between the subjects participating in the educational process. From \"triggers elements\" and \"provocative elements,\" the questioning weaves theming, allowing the curriculum in action takes on a rhizomatic character. The more you problematize, the greater the chances of theming remain attentive to symbolic setting process, given the intensification of the movement of discourse on bodily practices and their representatives. Under these circumstances, didactic actions of teachers are continually (re)centered, put on becoming. While vector intends deconstruction, the strategy allows us to expand the possibilities of signification; suspends the regimes of truth in which the meanings operate on different times and contexts; update the subject\'s relationship with himself and the world, increasing the production of new problems and concepts. However, at certain times, the problematizations do not follow to arche/genealogical exercises of corporal practices, or even come to be apart from the events related to the themed events and the voice of the subjugated subject. We recognize that counter-hegemonic thrusts of cultural proposal of physical education cannot escape from the marks left by the school machinery. In this context, in order to the differences to be able to assert themselves, the curriculum acting requires facing teachers who position themselves politically against the several power networks that are established in schools and in the wider society and sometimes tensioning to close in hegemonic identities.

Atmospheric theming is the use of the sensory experience in connection to a theme. The purpose of this research is to examine the effects of atmospherics with theming and their effects on customer behavior in food and beverage operations of a theme park. The official research questions developed for this study include: Does the impact of the authenticity of atmospheric theming influence an effect on revisit intention? Does the type of theme (land's theme or venue's theme) influence the effect of visitor revisit intention? These questions guided the current research in previously non-evaluated fields of study. This study used the Mehrabian–Russel (M-R) model to create a new research model. In the current study, atmospheric theming was the stimuli, emotional value was the emotional response, and visitor revisit intentions was the behavioral intention. Restaurant image was added to the model to obtain a cognitive reason.The results from the multiple regression indicated that all hypotheses were accepted. Restaurant image had a positive influence on both authenticity variables, and both authenticity variables had a positive influence on emotional value. Finally, emotional value was found to have a positive influence on revisit intention. These results indicated that atmospheric theming influenced revisit intention through emotional value. Furthermore, the results indicated that when it comes to the different types of themes within a venue, as indicated in the second research question, the venue's theme has a stronger influence on the emotional value than the land's theme.

Le paysage des quartiers de style occidental en Chine a été bouleversé durant les deux dernières décennies par deux dynamiques majeures, la patrimonialisation et la touristification, particulièrement dans la ville de Tianjin, où celles‑ci se traduisent par un processus de thématisation spatiale. A partir de ce constat, cette thèse se penche sur le rôle du patrimoine de style occidental dans le tourisme urbain en postulant que les dynamiques du patrimoine et du tourisme se croisent pour produire un espace original thématique dans une ville contemporaine chinoise. En s’appuyant sur le cas de l’ancienne concession italienne à Tianjin, ce travail propose une triple lecture de cet espace. Le premier axe cherche à contextualiser ces questionnements de patrimoine de style occidental en Chine en construisant un cadre théorique et méthodologique. La deuxième lecture analyse les conditions de production de l’espace à thème italien, en montrant que, tant sur le plan matériel que sur le plan symbolique, la mise en tourisme et la thématisation du quartier italien est fondée sur la présence du cadre patrimonial. Enfin, la troisième lecture s’attache à comprendre les modalités de consommation développées dans cet espace en mettant l’accent sur les ressorts des pratiques et le plan expérientiel des visiteurs. Ainsi, cette thèse appuie l’analyse sur la réinterprétation des territoires (semi‑) colonisés par/pour des pratiques touristiques, et les fondements socioculturels de celles‑ci, afin de mieux comprendre la validité des théories occidentales dans le contexte chinois et l’idéologie contemporaine de la société chinoise envers cette tendance. / The landscape of western‑style neighbourhoods in China has been shaken over the last two decades by two major dynamics, heritagization and touristification, especially in the city of Tianjin, where they are translated into a process of spatial theming. Based on this observation, this thesis examines the role of Western‑style heritage in the urban tourism implementation, considering that the dynamics of heritage and tourism intersect to produce an original themed space in a contemporary Chinese city. Taking the former Italian concession in Tianjin as case study, this work offers a triple reading of this space. The first is to contextualise these questions of Western‑style heritage in China and to construct a theoretical and methodological framework. The second reading level analyses the production conditions of the Italian themed space, showing that both on a material and a symbolic level, the touristification and the theming of the Italian area is based on the presence of its heritage backdrop. The third reading focuses on understanding the consumer patterns developed in this area, focusing on the practices and experiences of visitors. Thus, this thesis focuses on the reinterpretation of (semi‑)colonised territories by/for tourism activities and their sociocultural foundations with the aim to better understand the validity of Western theories in a Chinese context, and contemporary ideology of Chinese society regarding to this trend.

The goal of this thesis is to create a mobile application for Android that will offer management for reservations of training lessons. There are two user roles in the application. The first one is coach who can offer his lessons to other users. Users then can book this lesson right from the application. Coach can also manage all of his lessons and see his reservations in calendar. The second type of user is an athlete who can search for training lessons by name or place distance and then he can book them. The name of the application is Fittyy and it complies with Material Design rules. It uses advanced technologies like Android Jetpack to store local data, implement MVVM model or process server requests in the background. Communication between coach and athlete was implemented using CMS system made by Dactyl Group s.r.o.

Servicescape is a physical setting where the performance, delivery and consumption are exchanged within a service marketplace. It includes sensory components, such as the theme of the place that has a high impact on customer perceptions and purchasing decisions and providing them with extraordinary experiences (Pine and Gilmore, 1999; Zeithaml, Bitner and Gremler, 2009). Therefore, the Disneyization concept which is influenced by the previous was applied as it focuses on providing differentiated services. However, the purpose of this research was to explore how theming and performative labour have been used in Small-Medium-Enterprises (SME) cafés as a differentiation strategy, thus only 2/4 Disneyization principles were looked into. Together with their teamwork differentiation was established against homogenised Fika cafés in Sweden. Three sub-questions have been created to allow the authors to answer the main question accurately. Deductive reasoning has been adapted for theory collection, while qualitative research was used when collecting primary data, through purposive sampling, due to criteria having to be met. A total of seven cafés participated through face-to-face semi-structured interviews. A thematic analysis was followed to analyse, code, review, and define themes. The themes in the findings were cross-referenced with the literature review, thus the use of both interpretive and positivist research has shown slightly different results from previous studies. The findings state that when theming, all cafés cared about the different sensory elements such as interior design, sounds and smell for creating uniqueness. However, different from big enterprises, the passion of owners towards the theme was a significant factor in creating a successful theme as well. Nevertheless, theming alone was found to be not efficient enough as a differentiation strategy. Performative labour is needed to complement it which includes the concepts of emotional and aesthetic labour. Aesthetic labour had not a high effect on differentiating services, rather the extent of its application depends on the place and theme itself. On the contrary, emotional labour, which was connected with the service provided had a significant effect on instead, through interaction. Interaction is what is found to provide a unique service, creating a customer experience, thus loyal ones. Furthermore, the execution of theming and performative labour through a strong team is what creates a differentiation strategy in the face of competitors. Therefore, a Differentiation Strategy (DS) model for SME cafés was developed from the Disneyization model to include interaction and teamwork. The empirical data suggest that if a SME café successfully implements the model, it will create a differentiated strategy for itself.