Understanding Travel and Tourism Lecture 6 Tourism A.docx

Understanding Travel and Tourism
Lecture 6
Tourism Attractions
Attractions
Can be iconic symbols that capture the
essence of a destination - recognised
around the world.
They can be:
• Natural areas
• Sites of cultural heritage
• Entertainment venues
Destination Branding
Iconic attractions serve as symbols which express

the ideas and values associated with the place.
They often feature as the key visual representation
of the destination.
They may create a sense of place
Place attachment
Place dependence:
• The event could not have been held at a better
location
• The venue delivered an excellent spectator
experience
Place identity
• I can really be myself at the opera house
• I feel I belong at the opera house
Psychological Continuum Model

1. Awareness
Realisation of opportunities
2. Attraction
Affective association, behaviour
3. Attachment
Emotional meaning
4. Allegiance
Attitudinal and behavioural loyalty
Attractions
Natural areas often provide the setting for
other forms of attractions.
They support activities that may appeal to
particular market segments.
If managed sustainably, natural resources
can serve as, seemingly, timeless
attractions – of value across generations.

Attractions
Some cultural attractions are considered to be of
significance to mankind.
They may attract large numbers of tourists.
Their protection and management is of
international concern and subject to the policies
of international agencies.
World Heritage Sites
Attractions
Attractions also exist at a smaller scale as
the features that give enjoyment to
tourists.
Attractions
The duration of market interest

• Concert
• Festival/Event
– Media coverage
• Theme Park
Is the attraction consistent with the
destination’s position?
Attractions
Market segments that are attracted
• Children
• Sport tourists
– Participants
– Spectators
Attractions may repel some segments
(displacement).

Attraction elements
Leiper (1995).
• Tourists who engage with the attraction
• Nucleus the feature that captures tourist
attention
– In decision-making
– In situ (during visit)
– In reflection
Attraction elements
Markers give information about the
attraction.
They create expectations and influence
behaviour:
• Advertisements

• Guidebooks
• The internet
• Signage
Markers
Tourist engagement with markers is affected
by:
• Perceptions of risk and reward
• Level of personal interest
• Mindfulness of surroundings
It can be an active process to enhance
experiential outcomes
Attractions hierarchy
The status of attractions in tourist decision-

making.
Primary attractions influence decision to
travel
Secondary attractions are known prior to
travel but not major influence
Tertiary attractions become known when
at the destination
Adelaide Crows v Port Adelaide
Primary attraction
• Flight from Melbourne to Adelaide
• Go to stadium, watch game
• Night in hotel
• Flight from Adelaide to Melbourne

Secondary attraction
• Flight from Melbourne to Adelaide for
family visit
• Arrange timing to coincide with game
• Attend game after meeting family
commitments
Tertiary attraction
• Visit from Melbourne to South Australia for
walking holiday
• While in Adelaide, wife wants to go shopping
• Learn about game
• Attend game
• Return to Melbourne

Attraction nuclei
Primary attractions serve as pull
motivations.
Behaviour at destination is complex:
• Many nuclei may feature in itineraries
• A range of attractions form part of the
overall experience
• Recollections may be about a significant
nucleus or a mix of nuclei
Attractions Management
Planning and tourist expectations vary at different
types of attractions.
• Wilderness area – map
• Outback trails – entry markers
• Suburban trails – detailed signage
• Urban parks – facilities and services

Attractions Management
Implications for services:
• Historic area – authentic interpretation
• Modern precinct – staged entertainment
• Theme Park:
- programme of events
– tickets
– extensive services
– merchandising
Servicescapes
Most attractions form part of “Servicescapes”.
Management of the environmental variables that
affect tourist experiences.

The physical setting including:
• Smells
• Sounds
• Atmosphere
Lecture 5
Tourism Destinations
Destinations
• Concepts
• Planning
• Management
• Marketing

Concepts
Destination appeal is fundamental to tourism
But, destination management is problematic
and complex:
• Destinations are difficult to define
– Defies political boundaries
– Subject to tourist behaviour
• Varies between tourist segments
Concepts
Destinations exist at a wide range of
geographical scales:
– resort (enclave)
– town
– local area
– region = a series of destinations?

– State
– nation
Management responsibilities overlap
Concepts
Elements of a destination:
Attractions
– Natural
• Climate
• Beach
• Mountain
– Cultural
• Organic
• Planned (authentic?)
• Local residents

Concepts
• Services
– Accommodation
– Food and Beverage
– Safety
– Atmosphere/Sense of place/Lifestyle
Concepts
• Information
– Tourist information
– Signage
– Marketing
Concepts

• Access
– Travel from generating region to destination
• Distance decay function
– Travel within destination region
• Appeal of urban areas
• Critical issues for regions where attractions are
dispersed (eg. ski areas)
Concepts
• Infrastructure
– Roads, car parks
– Airports
– Parks
– Electricity, water
– Health care

Public sector investment
Used by tourists and host community
Concepts
• Superstructure
– Hotels
– Attractions
– Shops
Private sector investment
Public sector support?
Concepts
Destination “success” is a function of:
• Visitor satisfaction

• Business success
• Community support
• Resource protection
Destination Planning
Clare Gunn.
Zones of activity:
– Urban zone
• Tourist services, historic centre, sport arenas
– Suburban zone
• Cinemas/indoor recreation, industry, VFR
– Rural zone
• Camping, hiking, water-based recreation, farm stays
– Remote zone
• National parks, hiking, hunting

Destination Planning
Implications = zones of competition:
• Resident land uses
• Cultural heritage
• Industrial activities
• Nature preservation
Destination Management
Coordination of tourism supply
• Quantity
• Quality
• Type

• Consistency with image
Influence on demand
• Number
• Type
• Consistent with market position?
Impact of fluctuations in demand
Management of capacity
• Physical
• Psychological
Sustainability

• Ecological
• Social
Destination life cycle
• Exploration
• Involvement
• Development
• Consolidation
• Stagnation
• Rejuvenation or Decline
Destination Marketing
Market knowledge:
• Level of awareness
• Destination image

Market Communication:
• Information
• Persuasive messages
– Image
– Position
Destination Marketing
Destination Marketing Organisations (DMOs)
• Local
• Regional
• State/Province
• National
Sydney 2000 Olympic Games

Survey results
Most enjoyable part of the trip to the Sydney Olympics:
Experience Mention by (%)
Named Olympic event 35
Friendliness of local people 28
Beauty of the city 22
Service by sponsor staff 16
Meeting people 16
Olympic Atmosphere 15
Summary
“Land use issues are critical to this process. Policies are
needed to guide new tourism development where it can be
most successful and yet retain the basic community values
that are important to residents” (Gunn, 1997, p.63).
Hence:
Planning

Management
Marketing:
• Consumer
• Internal
– to inform and to manage behaviour
Lecture 4
The Mass Consumption of
Tourism
The emerging environment
The Industrial Revolution created the
conditions for the democratisation of
travel:
• Enhanced mobility

• Structured work/leisure patterns
• Increased wealth
In 2010 which country attracted the most tourist arrivals?
Global Tourist Arrivals 2010
Rank Country
Arrivals
(million)
Change on
2009
(%)
Share of
global
arrivals
(%)
1 France 76.8 0.0 8.2
2 USA 59.7 8.7 6.4

3 China 55.7 9.4 5.9
4 Spain 52.7 1.0 5.6
5 Italy 43.6 0.9 4.6
6
United
Kingdom
28.1 -0.2 3.0
7 Turkey 27.0 5.9 2.9
8 Germany 26.9 10.9 2.9
9 Malaysia 24.6 3.9 2.6
10 Mexico 22.4 4.4 2.4
11 Austria 22.0 3.0 2.3
12 Ukraine 21.2 1.9 2.3
13 Hong Kong 20.1 18.7 2.1
14 Russiaa n.a. n.a. n.a.
15 Canada 16.1 2.3 1.7
Australia was ranked
41st with 5.9 million
arrivals. This was

0.6% of global
arrivals
International Visitor Arrivals to Australia
1990 -2010
0
1
2
3
4
5
6
1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010
A
rr
iv
al
s
(m
ill

io
n
)
-5
0
5
10
15
20
C
h
an
g
e
(%
)
Change (RHS) Arrivals (LHS)
Asian financial crisis
Sydney
Olympics

SARS
GFC
Sept 11
Inbound Tourism to Australia
2011 to date
000 Change (%)
New Zealand 531 4.2
UK 299 - 4.6
China 273 20.2
USA 227 - 2.8
Singapore 149 5.2
Japan 146 - 18.8
Malaysia 116 6.2
South Korea 96 - 8.8
Hong Kong 83 7.2
Germany 71 - 1.3
Average Annual Growth in Total Inbound

Economic Value 2001 - 2010
-10 -5 0 5 10 15 20
Germany
India
Malaysia
Singapore
South Korea
Japan
United States
New Zealand
United Kingdom
China
AAGR (%)
Factors influencing demand
Discretionary Time
Time free from work and other commitments:
• Amount

• Structure – during:
– Day
– Week
– Year
– Life-span
• Time poor families
• Early retirement
Mass Consumption of Tourism
Leisure Time – opportunity to have the
freedom to choose activities:
• Leisure interests - golf
• Activity involvement – golf equipment, golf
books
• Recreation – member of golf club
• Travel – golf tours
Disposable Income

• What is left after paying tax, housing and the
basics of life
• Tourism participation as a sign of affluence
Economic models of tourism demand are sensitive
to currency changes, interest rate increases.
Demand
Tourism demand is –
“the number of persons who travel, or who
wish to travel, to use tourist facilities and
services at places away from their places
of work and residence”
Mathieson and Wall, 1982.
International Demand
Potential demand to visit Australia:

• Australia is consistently ranked first or
second in international surveys of
destination preference
International Demand
In 2010, 5.9 million international visitors came to Australia.
It is difficult for Tourism Australia to convert interest into
arrivals.
Reasons:
• Distance
• Time
• Cost
• Intervening opportunities
Domestic demand
Domestic tourism has shown no growth for twenty
years.
Reasons:

• Expensive (compared to overseas holidays)
• Difficult to find time (coordinate holiday time for
couple)
• Difficult to escape work (mobile phones, laptops
etc.)
• Job insecurity
• Too much work to catch up, upon return
Domestic demand
Domestic Tourism
Domestic overnight leisure trips, 2006
Size and scope of the tourism industry.
• Creators of demand:
– Advertisements
– Visibility
– Choice

Public Sector promotion:
• Tourism as a tool of economic
development
Tourism and Popular Culture:
• Television shows
• Magazine stories
• Newspaper articles
• Celebrity behaviour (aspirational)
• “501 must visit destinations”
• “The 25 wonders of the world” (Rough Gide)
– 1. Salt Flats of Salar de Uyuni, Bolivia

– 2. Uluru
– 3. Pyramids of Giza
– 4. Drifting down the Amazon
– 5. “Fairy chimneys” and caves of Cappafocia, Turkey
– 6. Grand Canyon, Arizona
– 7. Petra, Jordan
– 8. Mach Picchu, Peru
– 9. Sagrada Familia, Barcelona
– 10. Perito Moreno glacier, Patagonia
“To be a tourist is one of the characteristics
of the ‘modern’ experience. Not to ‘go
away’ is like not possessing a car or a nice
house. It is a marker of status in modern
societies”
Urry, 1990.

But what offers status?
• Going “away”
• Going to Paris
• Going to Disney World
• Skiing at St Moritz
• Visiting the pyramids
• Volunteering in Africa
Status will be determined by social values
and what is regarded as significant by
reference groups (myspace and
facebook).

Other changes:
• Environmental impacts:
– Carbon footprint
– Global warming
An impact of the Industrial revolution may be
the destruction of travel and tourism
Assessment feedback
TOUR 1001 Understanding Travel and Tourism
Assignment 3- Analysis of a destination
Length – 2500 plus or minus 10% Due date – Assignment 3,
Monday 3
rd

June 2013 by 11p.m.
Up to 2% of the marks will be deducted from the final mark for
failure to follow guidelines for title page. Late assignments will
receive a penalty of 10% per day late.
Plagiarism warning: Application of the computer software
Turnitin to this assignment reveals whether students have
plagiarised in their assignments.
Fail 2 Fail 1 Pass 2 Pass 1 Credit Distinction High Distinction
Tourism Theory
and destination
knowledge (60%)
Failure to
understand
assignment
requirements.
Failure to apply
tourism theory to
analysis of the
destination.
Total reliance on
non-scholarly
sources.
Only basic
knowledge of
destination.
Insufficient research.
Some attempt to
explain relevant

tourism theory but
failure to apply theory
to destination
analysis.
Minimal reference to
scholarly sources,
including required
article.
Destination
knowledge mainly
from non-scholarly
sources.
Conclusion does not
follow guidelines
provided in Writing a
conclusion.
Correct explanation
of relevant tourism
theory with some
attempt at
application of theory
to destination
analysis.
Appropriate use of
required article.
Two additional
journal articles
referred to but
references do not
show adequate

knowledge of these
articles.
Adequate
knowledge of
destination.
Conclusion does not
follow guidelines
provided in Writing
a conclusion.
Substantial appropriate
application of tourism
theory to destination
analysis.
Appropriate use of required
article. Some use of two
additional journal articles
showing some relevant
knowledge.
Substantial reliance on non-
scholarly sources of
information.
More discrimination needed
in choosing examples
interesting to tourists.
Minimal attention to the
guidelines provided in
Writing a conclusion.
Thorough knowledge of

chosen destination.
Appropriate application
of relevant tourism
theory.
Appropriate use of the
recommended scholarly
articles.
Some attempt to see
the destination through
the eyes of a tourist.
Conclusion summarises
but recommendation
made is inadequate.
No reference to future
research.
chosen destination and
appropriate application of
relevant tourism theory.
Appropriate use of
recommended scholarly
literature, including article
summarised for
Assignment 2.
Examples selected would
be interesting to tourists.
Conclusion summarises

using generalisations.
One or more
recommendations made
for the benefit of the
tourism industry at the
chosen destination.
chosen destination.
Appropriate application of
relevant tourism theory.
Imaginative literature
search.
Substantial and well-
integrated use of scholarly
literature.
Creativity shown in
selection of examples of
tourism experiences.
Excellent conclusion and
suggestion for future
research.
Written
communication
skills (20%)
Most of the
assignment is
incomprehensible.

Many spelling and/or
grammar errors and
incomplete
sentences.
Incomprehensible in
some places.
Too much reliance on
the style of trade
documents such as
brochures.
Many spelling and/or
Comprehensible but
with too much
reliance on the style
of trade documents.
Paragraphs often
not well-
constructed.
Mostly written in formal,
academic style.
A few examples of the style
of trade documents such as
brochures.
Several spelling and/or
grammar errors.
Written in clear, concise

full sentences in formal
academic style.
Paragraphs mostly well-
constructed.
A few spelling and/or
grammar errors.
Written in clear, concise
full sentences in formal
academic style.
Well-constructed
paragraphs.
Grammar and spelling
error-free.
Presented in well-
constructed paragraphs
and clear, concise
sentences.
Well-chosen vocabulary.
Error-free in grammar and
spelling.
No attempt at
paragraph
construction.
grammar errors and

incomplete
sentences.
Many spelling
and/or grammar
errors.
Paragraphs mostly well-
constructed.
Style sustains reader’s
interest in the topic.
Referencing skills
(20%)
Failure to
acknowledge
sources of
information.
No in-text
referencing.
No list of references.
No quotation marks
for quotations used
in the assignment.
Inconsistent use of
Harvard system.
Failure to use
quotation marks for
direct quotations.

Some required
references missing in-
text and in reference
lists.
Places for providing
in-text references
correctly identified
and matched in lists
of references.
Many errors in
reference
formatting, for
example, failure to
use italics where
required.
Places for providing in-text
references correctly
identified and matched in
list of references.
A few errors in reference
formatting, for example,
omission of page numbers
where required in-text.
Several editorial errors such
as misplaced commas or
incorrect spacing.
Thorough
understanding and
application of Harvard

system.
Several editorial errors
such as misplaced
commas or incorrect
spacing.
Thorough understanding
and application of Harvard
system.
One or two editorial
errors such as misplaced
commas in reference list.
Thorough understanding
and application of Harvard
system.
Error-free.
Summary comment:
The Graduate qualities being assessed by this assignment are
indicated by an X:
x GQ1: operate effectively with and upon a body of knowledge
GQ5: are committed to ethical action and social responsibility
GQ2: are prepared for lifelong learning x GQ6: communicate
effectively

GQ3: are effective problem solvers GQ7: demonstrate an
international perspective
GQ4:can work both autonomously and collaboratively
Grade
Study guide – Part 3
Weeks 7- 11
Assignment 3 – Major Assignment
TOUR 1001
Understanding travel and tourism
1
Graham Brown, Shirley Chappel, Jenny Davies
2

TABLE OF CONTENTS
TOPIC 6 ANALYSIS OF A DESTINATION
Note: This Study Guide is available on the World Wide Web.
3
TOPIC 6 ANALYSIS OF A DESTINATION
OBJECTIVES
At the end of this topic you should be able to:
analysis of the destination you have
chosen
English

English and the kind of language
used in brochures, advertisements and guidebooks
BEGINNING ASSIGNMENT 3
1. You should begin your preparation for Assignment 3 by
reading the following:
o The assignment details in the Course Outline (on the website
if you do not have a copy)
o The article you read for Assignment 2
o Shirley’s Corners 3, 4 and 5
o The handouts for Weeks 4, 5 and 6
o The Bali example in Study Guide Part 3
o Topic 5 in Study Guide Part 2
2. In Assignment 3 you must include a substantial amount of
information from the article you
read for Assignment 2. In addition to the information from the
article for Assignment 2, you
must include information from other articles and other sources
of information.
3. Students who have chosen the New Orleans article will be
able to use it to explain the history

of tourism in New Orleans.
4. Students who have chosen the Venice article will be able to
use it to explain the impact of
tourism on the people who live in Venice. The article also
contains some information about
the history of tourism in Venice.
5. The Bali example shows you how to set out Assignment 3. It
is long because I wanted to
give you as many ideas for examples as I could. Your
assignment must not be as long as
the Bali example.
ON-GOING SUPPORT THROUGH ASSIGNMENT 3
1. During the weeks while you are doing Assignment 3 your
tutor is willing to give you support
although finding the information for your assignment is your
job.
2. Your tutor will act as your supervisor if you keep in touch
with her about any problems you
are having. If you do not seek help when you are having
problems, the tutor cannot help you.
You can get help through the submission of parts of your
assignment as you do them. The

4
tutor will not have time to give feedback on finished
assignments close to the date of
submission.
3. Shirley’s Corner and the Discussion Board will also be used
to help you with the assignment.
4. You are expected to use journal articles for parts of the
assignment. At some time after
Week 7, you will receive brief summaries of relevant journal
articles to which you can refer.
THE FORMAT OF ASSIGNMENT 3
PROJECT
1. The assignment is called a project. It is not an essay. It is
not a report. It must be set out in
the way the Bali example is set out in Study Guide Part 3. Do
not number the headings.
2. The assignment must have an introduction and a conclusion.
Please do not use the word
Body in referring to any part of your assignment.
3. Do not have a table of contents.
4. Do not have an appendix.

5. Your task in the assignment is to do your own research.
APPLYING TOURISM THEORY
1. You must also apply some aspects of tourism theory to
tourism at the destination you have
chosen and to the kinds of tourists who would choose the kinds
of tourism you have chosen.
The assignment is intended to give you the opportunity to apply
theory to a particular
problem.
2. Later in Study Guide 3 you will be given advice about using
tourism theory.
WRITING THE INTRODUCTION
1. In the introduction you should provide general background
information about the topic. This
general information is also an outline of the main themes of the
assignment.
2. Read the introduction used in the Bali example to get ideas
about writing your introduction. .
You will find the Bali example later in Study Guide 3.
3. The introduction to your project should not be quoted from
one of the sources you have used.
It should not sound like a guidebook, an advertisement or a
brochure. It should not include

statements such as ‘I have chosen’ or ‘I have selected’. It
should be written in the third
person. This means that it will not include words such as ‘I’,
‘we’ or ‘you’. If you wish to
include your personal experiences of a place, you may do so.
Consult Shirley Chappel about
the way to do this.
WRITING THE CONCLUSION
1. When you write your conclusion, you should use two or three
sentences to summarise what
your assignment has been about.
2. Do not repeat the sentences you have used already in your
assignment.
5
3. The sentences in the conclusion should be generalisations
about the assignment. They
should not contain specific details.
4. In the conclusion you can make recommendations about what
the destination you have
chosen needs to do about remaining a sustainable destination.
For example, you can write

about what Venice needs to do in order to deal with its carrying
capacity problem. If you
have chosen New Orleans for your topic, you can write about
the tourism re-building
problems the city faced after Hurricane Katrina.
5. The conclusion is also the place to suggest what kinds of
research need to be done about
the destination you have chosen in the future. This kind of
suggestion should be based on
what seems to be lacking from the material you researched for
your assignment. This means
that you need some knowledge of the research articles and book
chapters that have been
written about New Orleans.
6. From reading about the destination you have chosen you may
also wish to suggest other
attractions that the tourism authorities may not have discovered
at the destination you have
chosen. For example, there may be a heritage site that is not
advertised as a tourist
attraction. You may think that it would be interesting to
tourists.
WRITING STYLE

1. In your third assignment, you are required to use a formal,
academic style of writing. You are
not allowed to use the style used in brochures, advertisements
and guidebooks. A formal,
academic style should not be a complicated style. It should be a
clear, concise style. Here
are some examples of the styles you are not allowed to use.
BROCHURE/ADVERTISING WRITING STYLES
These styles are meant to promote a destination and its
attractions. They do this by using words
and pictures that are meant to persuade potential tourists to buy
a certain tourism product. Your
major assignment is an academic analysis of a destination and
its attractions. It is not a
promotion of a destination and its attractions. You can make
negative comments about the
destination as well as positive comments. Here are some
examples of the style of writing used to
promote a destination, its attractions and facilities. I have put
in italics the promotional words.
Gateway to Alaska’s magic
Resorts that have it all

Exotic cuisines that will satisfy even jaded palates
Blue waters that are balm to weary minds, tired bodies and sore
eyes
You are not allowed to use brochure and advertising style in
your assignment.
GUIDEBOOK LANGUAGE
These are quotations from a guidebook about Dubai. Here are
the reference details of the
guidebook.
Carter, T, Dunston, L 2006, Dubai: City Guide, Lonely Planet
Publications, Melbourne
6
‘If you’ve never seen a Bollywood movie on the big screen,
add that to your list of things to do –
they’re a hoot!’ (p. 108).
‘…this is a great little independent (no alcohol) eatery that has
been packing punters in for years’
(p. 84).
‘At the end of the street turn right into Al-Ahmadiya St. until
you arrive at the beautifully restored
Heritage House’ (p. 64).

The information in guidebooks is often written in the second
person (that is, it uses the word
‘you’) and it gives advice to tourists. It is also often very
informal.
You are not allowed to use guidebook style language in your
assignment.
JOURNAL ARTICLES
In your third assignment you must make substantial use of the
article you summarised for the
second assignment. You must also include references to other
journal articles. As we work our
way through the parts of the third assignment, in Shirley’s
Corner I will give you advice about the
ways in which you may use other articles.
SECTIONS OF THE ASSIGNMENT
After you have written the Introduction to your assignment you
must complete the following
sections of the assignment.
SECTION 1 - MAP AND ILLUSTRATIONS
2. In Section 1 of Assignment 3 you are required to provide a
map of the destination you have
chosen. The map should be placed at the beginning of your

assignment
3. Place is very important in tourism. Maps show where places
are.
4. Find a political map of the country you have chosen for your
destination.
5. The map must be referenced, that is, you must show the
source from which you got the map,
usually the Internet. If you have used a map from a book or a
journal article, you must
provide the reference details near the map as you would for an
in-text reference. If you have
used a website, you must provide the website address.
6. The map must also show at least some of the places to which
you refer in your assignment.
These are places on land and also at sea.
7. You are not required to use pictures to illustrate your
assignment but you may do so if you
wish. The pictures you use must relate to what you write about.
They are not intended just
to make your assignment look pretty as you may have done in a
school project.
8. You should not have many pictures because there is a limit
on the size of the file for this

assignment. This is an extremely important point and has
caused students a lot of anxiety at
the time when they were submitting their assignment.
9. The pictures must also be referenced, that is, you must show
the source from which you got
them. If they are photographs you or your family have taken,
you will use yourself or a
member of your family for your reference.
7
SECTION 2 - FEATURES OF THE NATURAL
ENVIRONMENT
1. For the destination you have chosen, you must discuss two
major features of the natural
environment that would be interesting to tourists. Your
discussion must show how tourists
would experience these natural features.
2. Read Chapter 5 in the textbook (2010 edition, pp. 115-123;
2006 edition, pp. 130-137) for
information about features of the natural environment that
would be interesting to tourists.
This is general information. It does not relate specifically to
the destination you have chosen

but it does explain what natural sites and natural events are.
3. See also the natural environment section of the Bali example
in Study Guide Part 3.
4. Then, using your own research, find information about two
natural features of the destination
you have chosen for your project. You may use guidebooks,
websites, encyclopaedias and
journal articles for this section of the assignment.
5. You will be judged on whether the examples you have chosen
would be interesting to
tourists.
6. Your descriptions of these aspects of the natural environment
should be written in the way
tourists would understand. You should not write in scientific
language as though you were
writing for other scientists to read.
Do not choose climate as one of the natural features of the
destination you have chosen if there
are more interesting natural features to choose.
SECTION 3 - THE SOCIETY AT THE DESTINATION
1. In this section of the assignment you must describe the kind
of society the tourists would find

at the destination you have chosen. Your description must show
the ways in which tourists
would become aware of the cultural features of the society.
2. The society at the destination is not necessarily associated
with the tourism industry but it is
important to study the host society because its members are
likely to be affected by tourism
even though they are not involved in it.
3. In the past some students have used this section of the
assignment to write about dances
and festivals and other forms of the expressive culture of the
local people. While you may
refer to these kinds of activities and practices in this section of
your assignment, they are not
the major focus of this section. You are writing about matters
concerned with the everyday
life of the people at the destination. The people do not engage
in expressive activities such
as dancing every day of their lives. In some cases it may be
better to write about these kinds
of activities in the ‘pull’ factors section of the assignment if
these activities are promoted by
the tourism industry as attractions.

4. The host society is not necessarily associated with the
tourism industry but it is important to
study the host society because its members are likely to be
affected by tourism even though
they are not involved in it.
5. In the past some students have used this section of the
assignment to write about dances
and festivals and other forms of the expressive culture of the
local people. While you may
refer to these kinds of activities and practices in this section of
your assignment, they are not
the major focus of this section. You are writing about matters
concerned with the everyday
life of the people at the destination. The people do not engage
in expressive activities such
as dancing every day of their lives. In some cases it may be
better to write about these kinds
of activities in the ‘pull’ factors section of the assignment if
these activities are promoted by
the tourism industry as attractions.
6. When you write about the people at the destination your
content should not be like answers
to a set of questions in an examination. You should describe

the people of the destination in
a way that interests your reader.
8
7. CULTURAL UNIFORMITY OR CULTURAL DIVERSITY?
Some societies are mono-cultural. This means that there is one
dominant culture. Japan
and Korea are mono-cultural although South Korea is now
bringing in workers from South-
east Asia. Some societies are multi-cultural. This means that
the population consists of a
variety of cultures. It is ethnically diverse. Australia and
Malaysia are multi-cultural.
When you are writing about whether a society is mono-cultural
or multi-cultural you should
consider the following points:
The kinds of races that make up the population of a destination.
In Malaysia, for
example, Malays, Indians and Chinese are racially different.
The languages spoken by the population at the destination. You
should identify the

languages spoken at the destination. One of the characteristics
of a destination that makes it
extraordinary to tourists is language. Does the destination have
more than one language? If
so, why? Sometimes languages are written in different scripts.
This is also something that
intelligent tourists would notice. What kinds of scripts are used
at the destination you have
chosen? You should try to discover the ways in which the
sights and sounds of language are
part of the experience of tourists at many destinations.
Religion is an important cultural characteristic of people at a
destination. In secular
societies religion is a private matter and therefore the practice
of religion may not be obvious
to tourists visiting a destination. If a tourist is visiting a
foreign country, religious practices
may be obvious even if the country is secular. India, for
example, is a secular country but to
an Australian visitor the presence of religion in India is
obvious. In your research you should
find out about the religious practices of people at your chosen
destination. You should also
describe how those religious practices would be visible to a

foreign tourist. You can do this
by making reference to the kinds of religious buildings you see
at the destination. For those
students who wish to illustrate the assignment this is a place
where pictures may be used –
for example, pictures of churches, mosques and temples.
Tourists may also become aware
of the local religious practices from the sounds that they hear.
For example, in a Muslim
country the sound of the call to prayer is, for the foreign tourist
from a non-Muslim country, an
extraordinary experience. In some Christian European
countries, the sound of church bells is
an indication of Christianity. Sometimes the clothes people
wear is an indication of religious
practices. For example, in Thailand the clothes of the monks
are an indication of Buddhism.
Food styles and ways of eating are also indicators of culture.
There is, however, a
separate component of the assignment where information
relating to food and drink
experiences is better placed. Leave food experiences to the
Gastronomy section of the
assignment.

8. EARNING A LIVING
You should describe the ways in which people earn a living at a
destination. Your description
should deal with relevant examples from the following topics:
describe the kinds of
agricultural activities in which the people are involved. Once
again, this is an
occasion when you can use illustrations to support your written
description.
People who travel in foreign countries frequently regard seeing
people involved
in agricultural work as a photograph opportunity. The housing
of people who live
in agricultural areas also is another example of the
extraordinary. Vineyards and
orchards are special examples of the ways in which people earn
a living at the
destination. Tourists visit these places.
destination, you
should describe the kinds of animals involved. In some places,
the pastoral

9
industry provides the nucleus for a tourist attraction, for
example, watching
sheep being shorn or watching sheep dogs rounding up the
sheep in Australia.
ng industry is sometimes the major economic focus
of a destination.
When this is the case, your description of people at the
destination should give
some attention to the fishing industry at the destination. The
fishing industry can
also be the focus for specific tourist experiences at the
destination. For example,
meals of fish may be one of the attractions of the destination.
Remember,
however, that there is a section of the assignment for
gastronomic experiences.
Sometimes, festivals based on the fishing industry are an
attraction. In some
places, tourists can do some of their touring on a fishing vessel.
major focus of

economic life. A good guide should be able to interpret the
economic life of a
destination by being able to explain what kinds of industries are
dominant at a
destination. Often industrial sites are not regarded as places
that tourists want to
see. However, if tourism is concerned with international
understanding and not
just with seeing beautiful scenery, seeing factories should be
part of the
experience. In some countries, tours of factories are an
important component of
the tourist’s experience.
dominant part of
the economy. In
Singapore, for example, the image of Singapore that is dominant
features the
banks and other financial institutions that constitute the
financial service
industries. Singapore’s large number of hotels shows the
importance of the
hospitality industry.
9. SOURCES OF INFORMATION

you summarised for
Assignment 3. You must make substantial use of the article in
Assignment 3 if its
information is relevant to this part of the topic.
information. Make
sure that you note the date of publication of your sources of
information so that
your information is up to date.
ritannica is another possible source of
information.
relevant information.
SECTION 4 - HISTORY AND HERITAGE
1. In this section of your assignment you must describe two
major heritage resources of the
destination you have chosen and show how these resources help
tourists to understand the
history of the destination. In the first sentence of this section
you must explain what heritage
means.

2. Pages 123-125 of your textbook provide you with information
about heritage resources.
3. Heritage refers to the remains of the past that are passed on
from one generation to the next.
Heritage tourism can involve the following activities: visiting
historical monuments, museums,
art galleries, historic houses and villages and theme parks that
are based on the history of
the destination. It also includes attendance at re-enactments of
historical events
Heritage refers to the remains of the past that are passed on
from one generation to the next.
Heritage tourism can involve the following activities: visiting
historical monuments, museums,
art galleries, historic houses and villages and theme parks.
4. When tourists engage in sight-seeing that helps them to learn
about the history of the
destination, they are engaging in heritage tourism. The article
you were required to read for
Assignment 3 may provide you with some information about
your chosen destination’s
heritage resources. Detailed guidebooks often provide
information about the history of a
destination. If you were a history student writing a history

essay you would not use
guidebooks for the task. You are tourism students who should
develop the practice of seeing
destinations as a tourist would see them. When you read about
the history of the destination
in a guidebook, you should also read about the attractions of the
destination because the
attractions often help to illustrate the history of the destination.
It is relevant to consider the
10
kinds of buildings you would find at a destination or pictures in
the art gallery can help you to
understand the history of the destination. Exhibits in a museum
also help you to learn about
the history of a destination. Sometimes destinations have old
towns especially constructed
for the entertainment of the tourists. Sovereign Hill in Ballarat
in Victoria, for example, helps
to inform tourists of life in 19
th
century Australia at the time of the Gold Rush.
Encyclopaedias, particularly the Encyclopaedia Britannica, are
another source of information

for this section of your assignment.
SECTION 5 - HOW A PLACE BECOMES A TOURIST
DESTINATION
1. Places become tourist destinations for any of a number of
reasons. Listed below are some
examples.
a. In this section you must explain how the destination you
chose became a tourist
destination.
b. Tourism may have been deliberately adopted to create
another kind of economic
activity at a time when there were changes (or there were likely
to be changes) in the
established economy.
c. Tourism may be established at a destination because an
important political figure
encourages its establishment. The ruling family in Dubai had a
lot to do with Dubai
becoming a tourist destination. President Sukarno, Indonesia’s
first President, also
played an important part in encouraging international tourism in
Indonesia.

d. A place may become a tourist destination because it is
situated on the route to
another tourist destination. Singapore is a possible example of
this.
e. When a country develops its infrastructure (for example,
roads, airlines and airports),
this may help in the development of tourism at a destination.
To encourage
international tourism, China developed its infrastructure.
f. The place may have been discovered by a few people as an
interesting place to visit.
The discoverers tell their friends about it and more people come
to visit the place.
Tana Toraja in Indonesia is an example of this.
2. The New Orleans article is about how New Orleans became a
tourist destination.
3. A section of the Venice article is about the history of tourism
in Venice.
4. The summaries of journal articles you will receive after Week
7 may also help you with this
section of your assignment.
SECTION 6 PART 1 – MOTIVATION

1. Motivation is an important factor influencing tourists’ choice
of a destination. In this section
you must explain what motivation means and show how it
influences tourists to visit the
destination you have chosen. This means that you must decide
the likely inner wants, needs
and desires that would be satisfied if tourists visited the
destination you have chosen and
engaged in its activities.
2. Read the section on motivation on p. 170 of the textbook and
make sure that you can tell the
difference between motivation and travel purpose.
3. People are motivated to do what they do by their needs,
wants and desires.
4. Because motivation is intrinsic (within the person), it cannot
be seen (Zimbardo 1985, p.
376). We can make an intelligent guess about what motivates a
person by observing their
behaviour but we cannot be sure that our guess is correct.
5. The Bali example refers to likely motivations. The word
‘likely’ is used to show that we
cannot be certain what motivates people and so we are making
an intelligent guess as a

result of observing people’s behaviour.
6. When you are writing about motivation in your assignment,
please start the section with a
concise explanation of what motivation means.
7. This is a section of the assignment where you must apply
tourism theory to the topic you
have chosen. In this case, the theory is motivation theory.
8. Here is a list of various kinds of motivation for travel and
tourism. From this list choose the
motivations that are relevant to tourists who go to the
destination you have chosen. The
theory for each of these motivations has been developed by a
particular scholar. Therefore,
when you use these motivations, you must provide an in-text
reference to indicate the scholar
11
who developed the theory. The Bali example that you will find
later in this Study Guide will
show you how this is done. You are not expected to write about
all of these motivations.
Choose two or three motivations relevant to your topic. The
distinction and high distinction

students will show that they have thought carefully about the
choice they have made.
9. Dann (1981, p. 189) – Travel is a ‘response to what is lacking
yet desired’. We go away to
experience something we cannot experience at home.
Cohen (1979, p. 187) – People are motivated to travel by their
desire to experience
authenticity. They think that their own lives are not authentic.
Cohen (1979, p. 189) – People travel to seek meaning in the
lives of people in other
societies by living the lives of people in other societies.
Lett (1983, p. 38) – People travel to satisfy their need to play.
Graburn (1983, p. 21) – People travel to experience ‘ritual
inversion’, that is, to satisfy their
need to do the opposite from their daily routine.
McKean (1989, p. 183) – People travel because they desire to
know ‘others’ and thus to gain
a greater understanding of themselves. ‘Others’ refers to people
of other cultures. When
people learn about other cultures through their travels, they
become more aware of their own
culture by comparing and contrasting their way of life with

other people’s ways of life.
Rojek (1993, pp. 113-114) – People seek the roots of their
heritage in another country. They
enhance their feelings of self-worth by identifying with their
heritage in another country.
Rojek (1993, pp. 113-114) – People who live in ever-changing
contemporary societies
engage in heritage tourism because they can make connections
with sites and sights that are
more permanent than aspects of their own societies. These
signs of permanency include the
Egyptian pyramids, the Great Wall of China and the temple
complex of Angkor Wat in
Cambodia.
Ryan (1997, p. 28) – People are motivated by their desire to
learn, to satisfy their curiosity
and to see for themselves what they have read about or seen on
the screen.
Ryan (1997, p. 28) – People are motivated to go on holiday
simply to be in the company of
other people.
Ryan (1997, p. 28) – People are motivated to travel by their
need to acquire physical and

social skills and to confront challenges. When travellers
successfully meet these challenges,
they receive the respect of others and improve their self-respect.
Maslow (1969, p. 58) – People travel to satisfy their spiritual
need for cosmic identification,
for seeing their place in the universe. This can happen in the
presence of some magnificent
natural attraction such as the Grand Canyon in the United States
or a star-lit sky in the
Australian Outback.
SECTION 6 PART 2 – ‘PUSH’ FACTORS
1. In this section you must explain what ‘push’ factors are and
show how they influence people
to visit the destination you have chosen. This means that you
must write about the factors
that make it possible for people to become tourists and to visit
chosen. In this section you are applying the theory of ‘push’
factors to the destination you
have chosen.
2. Read pp. 59-70 of your textbook to learn more about ‘push’
factors.

3. Begin this section of your assignment with an explanation of
what ‘push’ factors are.
4. Find answers to the following questions in relation to the
destination you have chosen.
a. Do the tourists who visit the destination you have chosen
have spare money
(discretionary income) to spend on tourism?
12
b. Do the tourists who visit the destination you have chosen
have access to a tourism
industry that helps people to plan their holidays?
c. Do the tourists who visit the destination you have chosen
come from a place where
people are given paid holidays (discretionary time) to go on
holiday?
d. Do the tourists who visit the destination you have chosen
come from highly
urbanised societies?
e. Do the tourists who visit the destination you have chosen
come from advanced
economies where, through good health care, people live long
lives, retire early and

have pensions to support them?
f. Do the tourists who visit the destination you have chosen
have access to
transportation technology which enables them to travel long
distances for their
holidays?
g. Can the tourists who visit the destination you have chosen
use the Internet to
arrange their holidays?
h. Do the tourists who visit the destination you have chosen
come from countries which
give them the freedom to travel to other places?
5. It is highly likely that the tourists who visit the destination
you have chosen come from
developed countries. In your research you should try to find
data indicating the origin
countries of the tourists who visit the destination you have
chosen.
SECTION 6 PART 3 – ‘PULL’ FACTORS
1. In this section you must explain what ‘pull’ factors are and
show how they influence people to

visit the destination you have chosen. This means that you must
write about the factors that
attract people to visit the destination you have chosen. In this
section you are applying ‘pull’
factors theory to the destination you have chosen.
2. You are not required to write about every ‘pull’ factor. You
must choose the most important
‘pull’ factors that influence people to visit the destination you
have chosen. You must explain
why you have chosen certain ‘pull’ factors.
3. Read pp. 86-95 of your textbook.
4. Begin this section of your assignment with an explanation of
what ‘pull’ factors are.
5. The following questions will help you think about how ‘pull’
factors apply to the destination
you have chosen.
a. Do tourists who come to the destination you have chosen
come from countries that
are near to the destination you have chosen?
b. Are domestic tourists an important part of the tourist market
for the destination you
have chosen?

c. Do tourists come from countries that are distant from the
destination you have
chosen?
d. What kinds of transport links exist between the destination
you have chosen and the
rest of the world? It would be a good idea to write about this in
the transportation
section of the assignment rather than in the ‘pull’ factors
section of the assignment.
e. Is the destination you have chosen an expensive destination?
Is its cost of living
high? How does the value of its currency compare with the
value of the currency of
the countries from which tourists come to this destination? Is it
a suitable destination
for backpackers on a budget?
f. What kinds of attractions are available for the enjoyment of
tourists at the destination
you have chosen? There are other parts of the assignment
where you can also write
about attractions. For example, you write about the attractions
of the natural
environment in the section about features of the natural
environment. You write

about heritage attractions in the history and heritage section of
the assignment. You
write about food and drink attractions in the gastronomic
experiences part of your
assignment. Therefore, in this ‘pull’ factors part of your
assignment you should write
about a special attraction that does not fit into these other parts.
g. Do tourists come to the destination you have chosen because
they are culturally
similar to the people who live at the destination? Or do they
come there because of
cultural dissimilarity?
13
h. Is the destination you have chosen well provided with
facilities such as
accommodation (to cater for budget travellers as well as for
affluent travellers) and
local transport? It would be better to write about these matters
in the sections of your
assignment in which you are asked to write about transportation
and

accommodation.
i. Are there special ways in which the government and the
tourism authorities at the
destination you have chosen show that they welcome tourists?
j. Is the destination you have chosen politically stable? Does it
have a history of
terrorist acts? Are there media images of the destination you
have chosen that may
deter tourists from visiting the destination you have chosen?
Does the destination
have a high crime rate? Has the Australian government or the
government of the
country from which you come issued warnings about visiting
chosen? Type Travel Advice (and then the name of the
destination you have
chosen) into your computer and see what kind of information
you get about crime,
stability and safety.
SECTION 7 – MERCHANDISE FOR TOURISTS
1. In this part of the assignment you are required to write about
four examples of the kinds of

objects tourists buy at the destination you have chosen. The
objects they buy are intended to
remind them, when they return home, of their visit to the
destination. They are souvenirs.
2. These objects may be cheaper items such as key-rings, mugs,
t-shirts and postcards. They
may be more expensive objects such as carpets, works of art,
pieces of sculpture or
woodwork or special kinds of clothing associated with the
culture of the destination.
3. Read about merchandise on p. 202 of your textbook.
4. Websites and guidebooks will provide you with this kind of
information.
SECTION 8 – IMPACTS OF TOURISM ON THE HOST
SOCIETY
1. In this part of the assignment you must discuss the impacts
(the effects) tourism has one the
lives of the host society (the local people) at the destination you
have chosen.
2. In this section you are applying impacts theory to the
destination you have chosen. You
must provide evidence for what you write by using in-text
references from relevant journals.
The summaries of journal articles you will receive after Week 7

will help you with this.
3. Students who chose Venice as their destination can use the
content of the Assignment 2
article for this section.
4. Read pp. 213-217, 218-221, 222-223, 225-226, 227-231, 239-
258 of the textbook.
5. The important theoretical terms and ideas from which you
can choose for this section are as
follows:
Economic impacts
a. Direct revenue – the money the tourists spend and pay in
taxes to the government of
the host country
b. Job creation – employment in the tourism, events and
hospitality industries
c. Multiplier effect – other businesses besides tourism and
hospitality benefit from the
money the tourists spend
d. Backward linkages – links between tourism and other
industries that supply the
tourists
e. The provision of infrastructure to meet the needs of the

tourists but can also be
available for the use of the local people
f. The informal sector – street stall vendors, unofficial guides,
local transport providers,
prostitutes
g. Profits to developed countries which invest their capital in
developing countries
h. The use of expatriate managers
i. Menial jobs for local workers – part-time, casual, seasonal,
semi-skilled, little chance
of career advancement
14
j. Leakage effect – money lost to the local economy because
goods are imported to
serve the tourists’ needs, profits to international investors,
money paid for
international advertising
k. Diversion of funds to tourism from money required for the
basic needs of the local
people such as health and education

l. Diversion of local people from traditional employment – for
example, abandonment of
farming in Nepal for work in trekking
m. Inflation – for example, increase in land prices required for
tourist facilities thus
making land too expensive for the local people
Socio-cultural impacts
a. The homogenisation of society - traditional societies become
more like modern societies
and lose their traditional culture
b. Demonstration effect – members of the host society copy the
style and behaviour of the
tourists
c. Pseudo-events – the loss of authenticity
d. Preservation of culture – tourism gives a society a reason to
keep its traditional culture
alive because tourists will pay to see it
e. False impressions - performances of traditional culture for
the tourists may give the
impression that the society has not progressed
f. Commodification of culture – dances, ceremonies and
artefacts become commodities for

sale to the tourists
g. Social change as the traditional leaders of a society lose their
influence because of the
influence of international tourists on the local people
h. Marginalisation of local society members who adopt the ways
of the international tourists,
thus distancing themselves from their own society but not being
fully accepted into the
society of the tourists
i. The development of a middle class in the host society from
the money earned from
providing services for tourists
Environmental impacts
a. Loss of a sense of place – that is loss of a sense of attachment
to where a person lives
because the place has been changed by tourism
b. Coastal areas damaged by tourist boats
c. Oil spills from cruise liners causing pollution of seawater
d. Damage caused to rock face by climbers in mountainous
areas
e. Pollution of sea-water and mountain streams because of

inefficient waste disposal
f. Foreign vegetation brought into a native environment causing
harm to native vegetation
g. Characteristics of wilderness areas lost because of too many
tourists and building
programs
h. Animal habitats disturbed by the provision of facilities for
tourists
i. Eating patterns of animals disturbed by tourists feeding the
animals
j. Fishing areas of local fishers disturbed by tourist activity
SECTION 9 – ACCOMMODATION AVAILABLE TO
TOURISTS
1. In this section you must write about the accommodation
available for tourists at the
destination you have chosen.
2. You must not give the names of hotels (for example,
Intercontinental) but just the kinds of
hotels and other forms of accommodation (for example, youth
hostels) that are available.
3. You must consider why different kinds of tourists would
choose different kinds of
accommodation.

5. Websites and guidebooks will provide you with information
for this section.
6. Accommodation is available in a variety of forms to suit a
variety of budgets. Travellers can
choose from a range of hotels: city hotels in inner cities,
convention hotels for meetings,
conventions, conferences and exhibitions; airport hotels; resort
hotels that provide
15
recreational facilities; and apartment hotels in which travellers
are able to do their own
cooking.
7. Motels, which were developed as accommodation for people
travelling by car, are another
type of accommodation.
8. Timesharing is another form of accommodation for
contemporary holidaymakers. It involves
people sharing the purchase of a property at a holiday location
and then sharing access to
the accommodation.

9. Caravans, caravan parks and camping grounds also provide a
casual form of
accommodation provision for holidaymakers often in family
groups. These forms of
accommodation are suitable for beach holidays and holidays in
national parks.
10. Bed and breakfast accommodation provision and vacation
farms also offer accommodation
on a small scale and provide opportunity for travellers to have
more personal contact with the
host families providing this kind of accommodation. Homestays
also serve this purpose.
Vacation farms comprise farm houses or other farm buildings
that have been converted into
accommodation. People who use this kind of accommodation
may also participate in farm
activities.
11. The importance of backpackers as a market for tourism has
made hostels important. Hostels
provide dormitory accommodation and an opportunity for
backpackers to get to know young
travellers from many countries. Sharing of backpacker
experiences is an important part of

the tourism experience for these young travellers.
12. Guesthouses or private hotels providing rooms and meals
were once popular but are now
declining in importance. They have not, however, completely
disappeared.
13. Caravanseries in the Middle East and Asia traditionally
provided overnight rest for travellers
and were located on the caravan trade routes. In those days
people travelled in groups for
mutual protection. Some of these caravanseries have now been
converted into hotels for
tourists.
14. You must also consider how accommodation enables tourists
to experience local culture and
heritage. For example, in Mongolia tourists may stay in a yurt.
In France, tourists may
choose to stay at a chateau.
SECTION 10 – TRANSPORTATION TO AND AT A
DESTINATION
1. In this section of the assignment you must explain the kinds
of transport tourists would
use in order to visit the destination you have chosen. This
includes the transport they

use to come to the destination and also the transport they use
while they are at the
destination. It is likely that the transport they use to get to the
destination will also be the
kind of transport they will use to leave the destination but this
may not always be the
case.
3. Websites and guidebooks will provide you with information
for this section.
4. Travel to, from and within a destination is an important part
of the tourist’s experience.
The development of the steam train was a turning-point in the
history of travel and
tourism. Currently transport is provided by trains, cruise liners,
houseboats, river-boats,
coaches or buses, automobiles and aeroplanes.
5. The use of motor transport necessitates good roads.
Freeways assist in rapid movement
from one place to another but deprive travellers of much of the
sightseeing experience of
pre-automobile days.
6. In this section of the assignment you should consider whether

there are any special kinds
of travel developed for tourists such as the Palace on Wheels in
India.
7. You should also consider whether the destination you have
chosen is on the route of a
cruise liner so that the destination’s tourists will also include
people who come ashore
from the liner for a few hours.
8. Using local transport, especially when it is very different
from the kinds of local transport
to which tourists are accustomed, is another kind of tourist
attraction. In the Philippines,
for example, having a ride in a jeepney is an experience tourists
may like to have.
16
SECTION 11 – GASTRONOMIC EXPERIENCES AT A
DESTINATION
1. In this section of the assignment you must explain the kinds
of food and drink experiences
available for tourists at the destination you have chosen.

3. Websites, guidebooks and journal articles will provide you
with information for this section.
4. Please note that you are not being asked to write about the
food and drink consumed by the
local people unless this food and drink is also consumed by the
tourists.
5. Besides providing for the sustenance needs of tourists and
other travellers, food and
beverage provision at a destination and along the transit route
also provides tangible contact
with the gastronomic culture of locations. Food and beverage
outlets take a variety of forms.
These include hotel dining rooms, fine dining restaurants,
ethnic restaurants, cafeterias,
cafes and food malls, hawker stalls and other kinds of street
food places, markets, fast food
outlets and supermarkets.
6. You should consider the kinds of tourists who are likely to
visit the destination. If they are
people who do not like to eat unfamiliar food, you should
consider what kinds of food outlets
are available to serve the needs of such people.
7. Food at a destination can also be a negative experience for
tourists. Sickness caused by

what tourists eat at a destination disrupts tourists’ holidays.
8. Tourists are also likely to be concerned with the quality of
water available at destinations.
9. In some cultures the consumption of alcohol is not allowed.
Therefore, this can impact on
the experience of tourists who come from countries where there
is no prohibition on the
consumption of alcohol.
10. You should also try to find out whether there are any special
gastronomic experiences
associated with the destination you have chosen. In Singapore,
for example, having high tea
or drinking a Singapore Sling at Raffles Hotel is something
tourists like to do. Eating food
from a Japanese lunch-box is another kind of cultural
experience.
SECTION 12 – PROMOTION, BROCHURES AND
INTERPRETATION
1. There are several parts to this section of the assignment. You
must explain the purpose of
promotion of a destination. You must find out what
interpretation means. When you know
what interpretation means, you must explain how websites you

have accessed interpret the
destination you have chosen. You must learn how destinations
are promoted. You must
learn what a brochure is. You must prepare the components for
an original brochure you
would design to promote to interpret the destination you have
chosen.
3. The brochure you design must convey a message to your
target market about the destination
you have chosen. In your brochure, you must use words and
pictures that will persuade
people to have a holiday at the destination you have chosen.
You can get ideas from the
Internet but your brochure must be original. An example of a
brochure prepared for this
assignment will be put on the website.
4. Begin this section of your assignment with a statement about
the purpose of promotion.
5. Promotion is one aspect of the marketing of a tourism
product. Weaver & Lawton (2010, p.
201) explain promotion as follows: ‘Promotion attempts to
increase demand by conveying a

positive image of the product to potential customers through
appeals to the perceived
demands, needs, tastes, values and attitudes of the market or a
particular market segment’.
6. KINDS OF PROMOTION
a. Publicity (Weaver & Lawton 2010, pp. 201-201). Weaver &
Lawton describe the
press release approach to promotion as ‘one of the least
expensive means of
promotion, and one that can be readily used by destination
managers’. Other forms
of publicity may be provided through magazine articles and
special programs on
television. Sometimes celebrities are used to promote a
destination.
b. Merchandising (Weaver & Lawton 2010, p. 202). At a
tourist destination, tourists
may buy t-shirts, key-rings and mugs as souvenirs of
destinations. These objects,
bearing a picture or some kind of sign of the destination, then
become a means of
publicising a destination or a travel company. Postcards are a
particular kind of

souvenir that can publicise a place.
17
c. Advertising (Weaver & Lawton pp. 202-203). ‘Traditionally,
advertising has been
defined as a form of controlled communication that attempts to
persuade consumers,
using strategies and appeals, to buy or use a particular product
or service’ (Defleur &
Dennis 1996, in Chiou, Wan & Lee 2007, p. 146). Weaver &
Lawton (2006 2010, p.
202) describe advertising as ‘the most common form of
promotion’. Advertising in
the mainstream media can be accessed by large numbers of
people. Alternatively,
advertising can target a specific section of the market through
the use of selected
media. A tour of the opera houses of Europe, for example, may
be placed in the
kinds of magazines likely to be purchased by opera enthusiasts.
d. Television (Weaver & Lawton 2010, p. 203). Television,
according to Weaver &
Lawton (2006, p. 203), is able to convey ‘an animated, realistic

image of a product’
but is a very expensive means of promotion.
e. Radio (Weaver & Lawton 2010, pp. 203-204). Although
unable to provide visual
images of a destination, radio ‘can evoke desirable and
attractive mental images’ (p.
204) and much more cheaply than television.
f. Newspapers and magazines (Weaver & Lawton 2010, pp. 204-
205). As
promotional tools, newspapers and magazines are easily
accessible but it is difficult
to know how many people access their content. The images
they use are static and
therefore not necessarily as appealing as television images.
g. Brochures (Weaver & Lawton 2010, p. 205). Brochures are
widely used in the
tourism industry to attract people to destinations and to provide
information about
destinations. They are distributed through travel agencies,
tourism information
centres, hotels and by mail. Besides including visual material
to attract potential
tourists to a destination, they may also contain practical

information such as phone
numbers of travel agencies, hotels and tour companies.
h. Internet (Weaver & Lawton 2010, p. 203). As a means of
finding out about
destinations, the Internet has the advantage of providing visual
material that enables
potential tourists to have ‘a direct experience without actually
being there’ (Chiou,
Wan & Lee 2007, p. 146).
i. Movies. Besides the forms of media to which Weaver &
Lawton refer, movies have
also been identified as a way of promoting a destination.
‘Through movies, people
are sometimes induced to visit what they have seen on the silver
screen’ (Riley,
Baker & Van Doren 1998, p. 919). The film Australia was used
to promote Australia
to international tourists.
j. Novels and other literary works. Novels and other literary
works also encourage
people to visit places associated with the literary works and
their authors. The novel
Anne of Green Gables has encouraged people to visit Prince

Edward Island in
Canada.
k. Autonomous information sources. Autonomous information
sources such as mass
media news, documentaries, films and television programs
provide information about
a destination free from the influence of the tourism industry.
These kinds of
information may not always provide a favourable image of the
destination and are
difficult to control in a free society.
l. Word of mouth information about a destination may have the
same effect.
7. THE ETHICS OF PROMOTION
In choosing words and images to promote a destination, the
tourism marketers are likely to
be highly selective. In 1984, Kathleen Adams wrote an
important article about the ways in
which brochures and leaflets used by travel agents presented a
picture of Tana Toraja in
Sulawesi in Indonesia. She claimed that this kind of
promotional material uses images and

wording that create ‘ethnic stereotypes’ and that show a
‘superficial understanding of
traditional societies’ (1984, p. 471). A poorly informed
selection of ethnic markers such as
feasts and dances is designed to sell a destination to tourists in
search of the exotic. Thus
when the tourists visit the destination, they will see it in the
way the brochure has persuaded
them to see it rather than in the way it really is.
8. INTERPRETATION
18
The idea of interpretation can be traced back to the days of
Ancient Greece when guides
showed people around a place, pointing out to them important
sights, describing local rituals,
explaining local customs and telling them historical and
mythical stories associated with the
place (Stewart et al. 1998, p. 257). At that time there were also
written commentaries
describing the points of interest about sights and sites people
visited. In the contemporary
world interpretation refers to the information tourists learn

about sites and sights from
guidebooks, tour guides, signs, postcards, brochures, posters
and visitor centres. In your
assignment you are required to write about the meanings of the
pictures you put in your
original brochure. For students who have chosen New Orleans,
for example, one of your
pictures may be of a voodoo museum. When you do the
interpretation section of your
assignment you must, therefore, write a few sentences
explaining what voodoo is. In the
hand-out for Week 6 you were given some ideas about this. For
students who have chosen
Venice, for example, one of your pictures may be of St Mark’s
Square (Piazza San Marco).
When you do the interpretation section of your assignment you
must, therefore, write a few
sentences telling the story of St Mark’s Square.
When you have finished the Interpretation section, you must
write your Conclusion.
See p. 5 of this Study Guide.
9. DESIGNING THE BROCHURE FOR ASSIGNMENT 3
The brochure must be original. You are not allowed to copy a

brochure that already exists.
You must not submit your brochure in the way brochures are
usually folded. Do not use
special brochure-designing software when you prepare your
brochure. The brochure must
be two A4 pieces of paper on which you provide the pictures
you have chosen to use. Your
brochure must provide the following kinds of information: a
selection of the attractions
available at the destination, practical information such as
addresses and phone numbers of
travel agencies at the destination. The words you use are not
included in the word count of
the assignment. This is one part of the assignment (the only
part) where you are able to use
brochure-style language. In your list of references you must
have a separate section for the
Web addresses of the pictures you have used in your brochure.
Do not forget to look at the
example of a brochure on the course website. Put the brochure
in your assignment after the
Conclusion you have written. Write the Conclusion after you
have written about Promotion
and Interpretation.

REFERENCES USED IN THIS FIRST SECTION OF STUDY
GUIDE PART 3
Adams, K 1984, ‘Come to Tana Toraja, land of the heavenly
kings: travel agents as brokers in
ethnicity’, Annals of Tourism Research, vol. 11, no. 3, pp. 469-
485.
Cohen, E 1979, ‘A phenomenology of tourist experiences’,
Sociology, vol. 13, no. 2, pp. 180-201.
Dann, 1981
Chiou, WB, Wang, CS, Lee HY 2007, ‘Virtual experience vs.
brochures in the advertisement of
scenic spots: how cognitive preferences and order effects
influence advertising effects on
consumers’, Tourism Management, vol. 29, no. 1, pp. 146-150.
Graburn, NHH 1983, ‘The anthropology of tourism’, Annals of
Tourism Research, vol. 10, no.1,
pp. 9-33.
Lett, JW 1983, ‘Ludic and liminoid aspects of charter yacht
tourism in the Caribbean’, Annals of
Tourism Research, vol. 10, pp. 35-56.
Maslow, AH 1969 ‘Various meanings of transcendence’, Journal
of Transpersonal Psychology.

No other details available.
19
McKean, 1989, ‘Towards a theoretical analysis of tourism:
economic dualism and cultural
involution in Bali’, in V Smith (ed.), Hosts and guests: the
anthropology of tourism, 2
nd
edn,
University of Pennsylvania Press, Philadelphia, pp. 119-138.
Riley, R, Baker, D, & Van Doren, C 1988, ‘Movie-induced
tourism’, Annals of Tourism Research,
vol. 25, no. 4, pp. 919-935.
Rojek, C 1993, Ways of escape: modern transformation in
leisure and travel, Macmillan,
Basingstoke, Hampshire.
Ryan, C 1997, ‘Similar motivations – diverse behaviours’, in C
Ryan (ed.), The tourist experience:
a new introduction, Cassell, London.
Stewart, EJ, Hayward, BM & Devlin, PJ 1998, ‘The “place” of
interpretation: a new approach to
the evaluation of interpretation’, Tourism Management, vol. 19,

no. 3, pp. 257-266.
Weaver, D & Lawton, L 2006, Tourism management, 3
rd
edn, John Wiley & Sons, Milton,
Queensland.
Weaver, D & Lawton, L 2010, Tourism management, 4
th
edn, John Wiley & Sons, Milton,
Queensland.
REFERENCING AND PLAGIARISM
1. Assignment 3 is the assignment in which some students
plagiarise. This is very hard to do in
Assignment 1 because you are given specific required reading
and it is, therefore, easy to
detect whether or not you have plagiarised. The same thing
applies to Assignment 2
because you have one specific piece of reading to do for it. In
Assignment 3, however, you
are required to do quite a lot of your own research and it is,
therefore, more difficult for the
person who marks your assignment to judge whether you have
plagiarised although the
difference between the writing style of the student and the
writing style of the information
source may make the marker of the assignment suspicious. For
this reason, we take very
seriously the degree of similarity shown by Turnitin. Each time
the course is taught we find
that a number of students have plagiarised. Sometimes the

number is more than 10.
2. If Turnitin shows that you have plagiarised, you will receive
from the Academic Integrity
Office of the university a letter requiring you to meet an
Academic Integrity officer who will
discuss your plagiarism with you and explain to you what the
penalty for plagiarism will be.
3. Each semester when students are notified of their grades for
Assignment 3, the tutor
receives emails from students who are wondering why they have
not been notified of their
grades. The reason is likely to be that their assignments are
being checked for plagiarism.
You may think that your assignment has not been submitted
properly. If you think this
explains why you have not received your grade, you can check
with Jenny Davies, the
course coordinator, to see whether your assignment has been
submitted properly.
4. To avoid being in trouble for plagiarism, you must make sure
that you reference quotations
from the readings you have used. You must also reference
specific information you have
used from your sources even if this specific information is not
quoted. When you quote, you
must use single quotation marks to show that you are quoting.
Failure to use quotation
marks is a major reason why students get into trouble for
plagiarism.
5. In Assignment 3 sometimes students want to take several
points from one source of
information. For example, if you want to write about the

climate at the destination you have
chosen, you may want to write several sentences from the book
or article of the author. The
several sentences make one paragraph. If you do want to do
this, write the sentences in
your own words. Before you do this, write the following kind of
sentence: The information
about climate in this paragraph is a summary of information
from John Smith’s book,
Australia’s climate (2001, pp. 43-48). In this way you will be
letting the reader know that you
are not plagiarising. Do not put the reference at the end of the
paragraph. You should
not need to do this very often. Mostly your referencing will be
ordinary in-text referencing.
20
6. You will be in trouble for plagiarism also if you copy another
student’s assignment. If the
student did the assignment in another semester, copying is not
just dishonest; it is also stupid
because the assignment destinations change each semester.
What a student wrote about
Morocco in 2006 is not relevant to what you are required to
write about New Orleans or
Venice in 2013.
7. Some students seem to have the idea that they are required to
reference only when they are
using tourism theory. This is not true. When you are writing
about accommodation or
attractions or transport or climate or anything else you must
provide reference details

showing the source of your information.
8. Some referencing guidelines
a. On the left hand side of the course website you will find the
Course Menu. On the
Menu you will find Harvard Referencing. Click on it and print
the document about
referencing. It has all the answers to the kinds of questions
students ask about
referencing.
b. You must reference on the following occasions:
i. when you use facts that a well-educated person would not be
expected to
know
ii. when you use another person’s ideas
iii. when you quote the words of the source of information you
are using
c. You should not use direct quotations very often.
d. If you are quoting the actual words of the author and the
quotation is short, you must
put the words in quotation marks. Use single quotation marks
on either side of the
quotation. In the bracket alongside the quotation, you provide
the author’s name, the
date of publication and the page number on which you found the
quotation.
e. Quotations must be copied exactly as they are written in the
book or article from
which you are quoting. This means that if the author has made
an error of some kind

you must copy the error. You do not correct it. To show that
you know that it is an
error, however, you write sic after the word that is wrong.
f. It is not right to copy a sentence or a group of sentences from
a book or article and
just change a few words, even if you provide a reference.
g. At the end of your assignment you must have a list of
references. The list is called
REFERENCES.
h. The list of references is in alphabetical order using the first
author’s surname or
family name. The first author is the person whose name appears
first on the cover of
the book or the article or the book chapter.
i. The titles of books and journals in the list of references must
be in italics.
j. The titles of journal articles must be in plain print with single
quotation marks on
either side of the title.
k. Volume and number details and page numbers must be
provided for journal articles
as you were told in Study Guide Part 1 and Study Guide Part 2.
l. When you use a book which contains chapters written by
different authors, you list
the title of the author in your list of references but you must
also include the editor of
the book and the page numbers on which the chapter began and
on which it finished
in your item in the list of references. The title of the chapter

must be in single
quotation marks.
m. Always include the date of publication if it is available. If
no date is provided, put n.d.
The year of publication is not the last time the book was
printed.
n. For books, always include the publisher and the city or town
(not the country) of
publication.
o. The publisher is not the company that printed the book.
p. Referencing a book
i. In the text of your assignment (in-text), you may have the
following kind of
sentence: Rojek (1993, p. 137) explains that, during the 1970s
and 1980s,
considerable capital was invested in the expansion of theme
parks. In the
list of references, the reference would be as follows:
Rojek, C 1993, Ways of escape: modern transformations in
leisure and travel,
Macmillan, Basingstoke.
q. Referencing a book chapter from a book in which the
chapters are written by
different authors
21

i. In the text of your assignment you may have the following
kind of sentence:
According to McKean (1989, p. 122), the Balinese have taken
care to ensure
the profitability of their tourist industry activities. In the list of
references, the
reference is as follows:
McKean, PF 1989, ‘Towards a theoretical analysis of tourism:
economic
dualism and cultural involution in Bali’, V Smith (ed.), Hosts
and guests: the
anthropology of tourism, University of Pennsylvania Press,
Philadelphia, pp.
119-138. (The page numbers here are the page number of the
first page of
the chapter and the page number of the last page of the chapter.)
r. Referencing a journal article
i. In the text of your assignment (in-text) you may have the
following kind of
sentence: Lett (1983, p. 49) explains that charter yacht tourists
in the
Caribbean achieve anonymity through their uniform dress. In
the list of
references, the reference is as follows:
Lett, JW 1983, ‘Ludic and liminoid aspects of charter yacht
tourism in the
Caribbean’, Annals of Tourism Research, vol. 10, no. 1, pp. 35-

56.
s. Dictionaries and encyclopaedia where the author’s name is
not provided
i. If the author of a section is given, you use the same system as
you use for a
chapter from a book in which there are chapters written by
different authors.
If no author is given, according to the University’s guidelines
you refer to the
dictionary or encyclopaedia by name and date of publication in
the text (in-
text) of your assignment. In the list of references, according to
the
University’s guidelines, you make no entry.
t. Brochures
i. If you are referring to information from a brochure in the text
(in-text) of your
assignment, you write your reference as follows:
(The Salamanca Markets, 2010)
The words in brackets are the name of the brochure.
In your list of references you put the following:
The Salamanca Markets 2010, Tourism Tasmania, Hobart,
Tasmania.
ii. The university’s guidelines give one example. Not all
brochures are the
same. Therefore, the one example may not apply to the
brochure you want

to reference. If you want to know whether you are correct,
contact the
course tutor by email and provide her with as much information
as you can
about the brochure you want to reference.
u. Personal communication
i. If you are referring to information someone, such as a friend
or relative, has
given you about your topic, record it as follows in the text (in-
text) of your
assignment: Smith, a friend of the author of this assignment,
informed the
author that the penguins in Antarctica seemed to be frightened
by the sound
of the plane.
ii. According to the University guidelines, you do not record
this personal
communication in your list of references.
v. The Study Guide
You have permission to quote from or refer to the Study Guide
but there is no reason
why you should need to do so in Assignment 3.
w. Websites
The university reference document provides you with more than
one example of the
ways in which to reference websites. Read the university
document and then do
your referencing according to the guidelines. If you want to

make sure that you are
correct, email me what you have done.
22
THE BALI EXAMPLE
expected for Assignment 3. It is
detailed to give you an idea of the content that is suitable for
the assignment. Your
assignment, however, must be shorter than the Bali example.
Change the questions into
headings. For example, the heading Bali’s Natural Environment
replaces the question asked
in Section 2 of the assignment details for the major assignment.
from four to eight sentences in
length.
Tourism in Bali

Please note that I have not provided a map of Bali. You,
however, are expected to provide a
political map of the destination you have chosen.
Introduction
Bali is one of the world’s major tourist destinations. Over a
long period of time the
attractions of this small island in the Indonesian archipelago
encouraged travellers to
come to visit. Among those people were artists who were
entranced by the beauty of the
island and its people. In early times only a few people came to
Bali. In more recent
times, however, it has become a mass tourism destination. A
wide variety of natural and
cultural attractions that suit the motivations of visitors from
many countries entice people
to the island. The tourist industry has responded to the
international travel market by
providing an extensive range of facilities to satisfy travellers’
demands. Tourism has
given the Balinese a reason for preserving their culture and
protecting their heritage.
The Bali bombings of 2002, however, showed how vulnerable

tourism is to international
terrorism.
This project aims to provide an analysis of Bali as a tourism
destination and to explore
the impacts of tourism on Balinese culture and society. It
identifies attractions that ‘pull’
people to Bali and considers the motives that influence people
to respond to the ‘pull’ of
its attractions. It also notes the ways in which the major
divisions of the tourist industry
supply the needs of tourists.
Bali’s natural environment
(In this section, please note how Balinese cultural beliefs have
been related to the
natural environment.)
Bali is an island. The following legend explains its existence as
an island and its
separation from Java (Covarrubias 1974, pp. 4-5). A Hindu
priest sent his son with
whom he was displeased into exile in the most easterly part of
the island of Java.
According to the legend, the priest drew with his finger a line in
the sand across the

easterly section of the island. The line he made filled with water
thus cutting off the
eastern section of Java from the rest of the island. The separate
section became the
island of Bali (Hullett 1984, p. 9). As the legend indicates Bali
was once physically
connected to Java (Covarrubias 1974, p. 4).
23
Bali is a mountainous island. According to legend, it was once
unstable. To stabilise it,
the Hindu gods imposed a mountain, Gunung Agung, upon it.
Covarrubias (1974, p. 6)
claims that the Hindu gods created the various mountains of
Bali as their dwelling-
places. The mountains with their lakes and their rivers are
regarded as ‘holy and
healthy’ because they are the home of the gods and the source
of the island’s fertility
(Covarrubias 1974, p. 10). The Balinese believe that everything
high is good and
powerful (Covarrubias 1974, p. 10). Volcanic mountains
dominate the Balinese

landscape. For the Balinese, the presence of the volcanoes
means the constant threat
of eruption. This happened spectacularly in 1963 (Black and
Hanna 1989, p. 292).
As an island Bali is surrounded by sea. Like the mountains, the
sea also has
significance for the Balinese. By contrast, however, the sea is
associated with evil.
[I]t is natural that the sea, lower than the lowest point of land,
with sharks and
barracuda that infest the waters, and the deadly sea-snakes and
poisonous fish
that live among the treacherous coral reefs, should be
considered as…magically
dangerous, the home of evil spirits (Covarrubias 1974, p. 10).
Traditionally, the Balinese have shunned the sea. According to
Covarrubias (p. 10) the
Balinese ‘are one of the rare island people in the world who
turn their eyes not outwards
to the waters, but upward to the mountain tops’. In their
cosmology, the mountains are
for the gods, the middle world for humans, and the depths for
evil spirits (Covarrubias

1974, p. 10).
The climate of Bali is one of its attractions for people who live
in cooler parts of the
world. Because Bali is so close to the equator it is warm
throughout the year (Black and
Hanna 1989, p. 292). Rainfall is spread throughout the year,
most of it occurring from
October to April. The months from December to March are the
most unpleasant months,
a factor that tourists should consider when choosing the time for
their Balinese holidays.
Volcanic soil and the moist tropical climate assist plant growth
in Bali. Among the trees
of Bali is the Indian fig tree or banyan tree that the Balinese
consider sacred. Palm
trees are also a major feature of the Balinese landscape. For the
Balinese, palms have
many uses. The fermented sap of the sugar palm provides a
potent drink. The leaves of
the palms are used to make temple offerings. The coconut palm
provides building
materials and cooking oils. Bamboo also has important uses
although it is considered

the hiding place of evil spirits.
Major features of Balinese society
The origins of the Balinese people are in mainland Southeast
Asia (Black and Hanna
1989, p. 41). The people who developed Balinese civilisation
were an animistic,
agricultural people who were strongly influenced by Hindu
culture brought to the region
from India. Indianised Java had considerable influence on Bali
and close political
connections existed between the two islands. Sometimes the
connection involved
conflict. The Balinese have ‘mixed Hindu beliefs with
Buddhism and elements from local
rituals to create [their] own unique style of worship and
ceremony’ (Vickers 1989, p. 8).
The Hindu Balinese believe in the Hindu god, Siva, and have
adopted ‘a version of
Indian caste’ (Vickers 1989, p. 8). They honour their ancestors
(Vickers 1989, p. 8).
24
Although the majority of the population is Hindu, some

Balinese have been converted to
Christianity and Islam (Hitchcock and Putra 2005, p. 65).
As well as the national language, Bahasa Indonesia, the
Balinese have their own
language. People from other islands of Indonesia have been
attracted to Bali by the
chance of employment in the tourism industry (Hitchcock and
Putra 2005, p. 65).
Employment in managerial positions in international hotels has
added expatriate
Europeans and Australians to the population (Hitchcock and
Putra 2005, p. 65). The
Chinese, descendants of migrants, who came from South China
in the 19th and 20th
centuries, are a significant minority in the population
(Hitchcock and Putra 2005, p. 66).
‘Good relations between the Balinese and Chinese are often
expressed in terms of a
shared outlook in the spiritual world and the incorporation of
selected Chinese elements
(e.g. Chinese coins) into Balinese religious observance’
(Hitchcock and Putra 2005, p.
66). In some of their temples, the Balinese have set aside
spaces where Chinese

Buddhists may worship (Hitchcock and Putra 2005, p. 66). The
Chinese play an
important part in the Balinese tourism industry (Hitchcock and
Putra 2005, p. 66). Non-
Balinese beach boys, an important element of the Balinese
tourism industry, are likely to
come from Java, Sumatra, Madura and Lombok (Hitchcock and
Putra 2005, p. 66).
In the nineteenth century Bali came under the control of the
Dutch. In the mid-twentieth
century Bali joined the Indonesian fight for freedom from the
Dutch. The practice known
as puputan has played an important part in Balinese history. In
times of conflict,
Balinese leaders sought liberation of their souls by death in
battle (Vickers 1989, p. 34).
Like the leaders of old, the modern Balinese freedom fighter,
Ngurah Rai, and his
supporters were surrounded in battle ‘and rather than surrender
they invoked the
traditional stance of the puputan, which meant they were all
massacred’ (Vickers 1989,
p. 157). Another bloody period in Balinese history occurred in
1965 when the Indonesian

army killed 100,000 communists and suspected communists.
The chaos of this period
was ‘a kind of ritual cleansing’; ‘those cleansed were the
Communists and other leftists’
(Vickers 1989, p. 168).
Because Bali has always been densely populated it was
necessary for the people to
develop an intensive method of food production. This resulted
in the setting up of a
complex wet-rice growing system that used the rivers coming
from the mountains to
water the rice planted in terraced fields. Rice cultivation is a
major activity of the
Balinese people who diligently make offerings to Dewi Sri, the
goddess of rice and
fertility (Covarrubias 1974, p. 71). The agricultural activities of
the Balinese are a major
attraction for cultural tourists seeking to learn about the local
lifestyle.
Through the ages there have been several images of Balinese
society. These include
images of conflict and eroticism. A very important image for
the tourists is Bali as an

artistic centre ‘where everyone is an artist’ (Vickers 1989, p.
78) Tourists who are
interested in art are likely to go to the town of Ubud which is
regarded as a centre of
artistic lifestyle. They do not have to go to Ubud, however, to
be aware of Balinese
artistic culture. The signs of the artistic achievements of the
Balinese are everywhere.
Balinese temples with their elaborately carved and decorated
split gateways are a work
of art (Covarrubias 1974, p. 266). The Balinese also
demonstrate their artistry in their
stylised dances in which each gesture and each step has a name
and a meaning (Black
and Stuart-Fox 1977, p. 123). From the moment of arrival of the
tourists at the
international airport, Balinese carving immediately captures the
attention. The sound of
25
the gamelan orchestra reminds the tourists that Balinese artistic
achievement is not
confined to the visual (Witton et al. 2003, p. 319)

Bali’s heritage resources
Heritage is property that can be handed down from one
generation to the next. The
word also refers to ‘customs, traditions, languages and
intangible cultural elements’
(Trotter 2001, p. 141). To experience the heritage of a
destination, tourists view
historical monuments, visit museums, art galleries, historic
houses and theme parks,
and attend re-enactments of historical events (Trotter 2001, p.
147). The Lonely Planet
Guide (2003) highlights the following heritage attractions. In
the Bali Provincial State
Museum, tourists can view stone and bronze tools and artefacts
from prehistoric times
(Witton et al. 2003, p. 329). In addition to exhibiting
archaeological pieces, another
museum, Museum Semarajaya, displays a 1908 puputan (p.
381). Various monuments
and temples draw attention to particular periods in Balinese
history. The Navel of the
World Temple, dating from the 14th century, is said to be the
centre of an early Balinese
kingdom (p. 377). Bali’s more recent history, the period of the

Balinese struggle against
the Dutch for Indonesian independence, is commemorated in the
Margarana memorial,
a small museum displaying photographs, weapons and artefacts
of the conflict (p. 401).
The Balinese method of irrigating rice fields is renowned. At
the Subak Museum, the
irrigation and cultivation of rice is on display combined with
explanation of the complex
social systems underpinning rice growing (p. 402).
The Hindu epics, Ramayana and Mahabharata, depicting the
struggle between good
and evil, are important components of Bali’s heritage (Black
and Hanna 1989, p. 227).
In woodcarvings, stone reliefs and other artistic forms, these
epics are reinterpreted.
The wayang kulit or shadow plays, the Ramayana ballet and the
kecak or monkey
dance enable tourists to tap into the cultural riches of the
Balinese (Black and Hanna
1989, p. 227). Artistic forms are also sometimes used to draw
attention to a more recent
contribution to Balinese heritage. Carved into the stone walls
of a temple Balinese

Understanding Travel and Tourism Lecture 6 Tourism A.docx

Understanding Travel and Tourism Lecture 6 Tourism A.docx

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