Use information from the text and do additional research to compare

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Use information from the text and do additional research to compare the travel and tourism industries of Vietnam and Canada. Use these categories: 1. Opportunities 2. Challenges 3. Role of Government 4. Role of Local People 5. The Future • You may organize your information in chart form. • Write one paragraph summarizing your findings. • List the websites you use for your additional research. use chart form as possible but not request. 250-word maximum ...

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ASSIGNMENT 2 You will be working on a weekly generational analysis that culminates in a final, edited compilation due in Week 6. Your weekly installments will explore the zeitgeist (German for “spirit of the times”) of each era by traveling through the generations and examining a single facet of popular culture. Select one area of popular culture to investigate through each generation from the following list: • Architecture or Art • Advertising or Graphic Design • Culinary Arts • Dance • Fashion • Film or Video • Games or Sports • Jokes or Urban Legends • Literature • Music or Music Videos Consider the generation’s characteristics as you explore how the area you have chosen evolved during that generation. Relate the generation to the area, and you will find the spirit of the times. Compose your analysis with care. Analyze how the area you chose forms a portrait of the multiple generations alive during this time. Think about historical and cultural events, technological advancements, the economy, and the political climate. Describe how those changes might affect one personally. Your project may take the form of a traditional paper. A traditional paper offers an introduction, develops a thesis with evidence, and provides a conclusion. Your paper must include functional links, clips, and/or images. An alternative to the traditional paper is a creative work approved by your instructor and supported with a written analysis. Your written analysis will support your creative project by relating your creative work to the zeitgeist we study each week. Some examples are: a menu for each generation, a cinema showcase of film clips or self-made films reflecting each generation, a concert (your own music created in the spirit of each generation), a fashion show for each generation, a video game reflecting the generations, an oral history (interviews with family members, friends, and/or strangers about their generations). Visual presentation is important. Be certain to present your work aesthetically. If you are composing a traditional paper, then images, clips, and/or links will add professionalism. Our session together examines six generations focusing primarily on their “coming of age” eras during which they significantly began asserting themselves as consumers/creators of popular culture. Please refer to the table below to discern the birth date ranges and coming-of-age date ranges for each generation: Generation Name Coming-of-Age Era Date Range Birth Date Range Lost Generation 1901–1929 1883–1900 GI (Greatest) Generation 1929–1946 1901–1929 Silent Generation 1946–1963 1929–1946 Baby Boomer Generation 1963–1983 1946–1963 Generation X 1983–1999 1963–1983 Millennial Generation 1999–Ongoing 1983–2004 .

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Use information from the text and do additional research to compare

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Use information from the text and do additional research to compare