Models Research Papers - Academia.edu (original) (raw)

The tourist experience has for a long time been one-sidedly understood as either the peak experience, or the consumer experience. For a better understanding of the tourist experience, this paper tries to build a conceptual model, in which... more

The tourist experience has for a long time been one-sidedly understood as either the peak experience, or the consumer experience. For a better understanding of the tourist experience, this paper tries to build a conceptual model, in which both dimension of the tourist experience are integrated as a structured and interrelated whole. The position and role of each experiential component, such as eating, sleeping, transportation and so on in tourism can be more clearly understood in terms of this model. For an illustration of the model, food experience in tourism is examined in detail. It is demonstrated that food consumption in tourism can be either the peak touristic experience or the supporting consumer experience, dependent upon specific circumstances.

In recent years tourism has become one of the fastest growing sectors of the world economy and is widely recognised for its contribution to regional and national economic development.The main aim of the paper is to propose a... more

In recent years tourism has become one of the fastest growing sectors of the world economy and is widely recognised for its contribution to regional and national economic development.The main aim of the paper is to propose a methodological framework within which the impact of characteristics of a tourism product on foreign travel can be captured and analysed. This is achieved by combining the Lancasterian product characteristics approach with the Koppelman's consumer transportation model. Within the proposed model the characteristics of the tourism product/destination including quality of service, advertising and political instability are combined to generate a perception/feeling regarding the tourism destination in the mind of the tourists. In order to measure these perceptions/feelings and, hence, develop a preference ordering, the model is estimated by utilising a conditional Logit analysis. The analysis is based on primary data collected from tourists visiting Cyprus. The conditional Logit model generates the probability of revisit given the characteristics of tourists and the Cyprus tourism product. The paper extends further the Lancaster product characteristics framework as applied to tourism by Rugg (Rev. Econom. Stat. 55(1) (1973) 64), Morley (Ann. Tourism Res. 19 (1992) 250) and Papatheodorou (Ann. Tourism Res. 28 (2001) 164) by including the neglected but from any viewpoint important political instability characteristic that is attached to the tourist product of Cyprus. The inclusion of product characteristics/attributes in tourism analysis appear to strongly contribute towards the better understanding of travel choice behaviour.

This study involves a large-scale investigation of willingness to communicate (WTC) in Chinese English-as-a-foreign-language (EFL) classrooms. A hypothesized model integrating WTC in English, communication confidence, motivation, learner... more

This study involves a large-scale investigation of willingness to communicate (WTC) in Chinese English-as-a-foreign-language (EFL) classrooms. A hypothesized model integrating WTC in English, communication confidence, motivation, learner beliefs, and classroom environment was tested using structural equation modeling. Validation of the measurements involved exploratory factor analyses on the dataset collected in a pilot study and confirmatory factor analyses in the main study. The results show that classroom environment predicts WTC, communication confidence, learner beliefs, and motivation. Motivation influences WTC indirectly through confidence. The direct effect of learner beliefs on motivation and confidence is identified. The model provides an adequate fit to the data, indicating the potential to draw on individual and contextual variables to account for classroom communication.

In 1979 bereaved parents who were founding a local chapter of the Compassionate Friends, a self-help group, asked me to be their professional advisor. I used the opportunity to do ethnographic research. I have written elsewhere about the... more

In 1979 bereaved parents who were founding a local chapter of the Compassionate Friends, a self-help group, asked me to be their professional advisor. I used the opportunity to do ethnographic research. I have written elsewhere about the my roles in the group and the research method I used. I spent several years listening to the bereaved parents to make sure I understood their stories and understood the dynamics in the self-help group by which they were coming to terms with their children’s deaths.
As I tried to understand the parents and the self-help process, I sorted through the academic literature of grief that was available then. John Bowlby published the third volume in his trilogy on attachment in 1980, just as I began listening to the bereaved parents. I read his work carefully, but could not fit my data into his model. The “certain phenomena” that I refer to in the opening paragraph are what we now call continuing bonds. In the psychoanalytic tradition that Bowlby radically revised, phenomena were called “identification.” This paper is my working through Bowlby’s theory of grief. I worked through these ideas while in the first years of my relationship with the self-help group. I did not write my notes into this article until after I had solidified my understanding of the parents' grief and the group's process.
As I look back over the 30 years since I did this theoretical analysis, I realize again that the continuing bonds model began here. Although continuing bonds are now largely accepted as normal in bereavement, it is interesting that the strongest criticism of our early work came from scholars closely associated with Bowlby.

... Lugano, Lugano, Switzerland // Tel: +41 58 666 46 90 // mehdi.jazayeri@usi.ch //monica.landoni@usi ... reported in many studies (Duval et al., 2001; Dodero et al., 2005; Jovanović et al ... Fourthly, if searching for learning content,... more

... Lugano, Lugano, Switzerland // Tel: +41 58 666 46 90 // mehdi.jazayeri@usi.ch //monica.landoni@usi ... reported in many studies (Duval et al., 2001; Dodero et al., 2005; Jovanović et al ... Fourthly, if searching for learning content, the user specifies a pedagogical role (Jovanovic ...

A theoretical model for affective social competence is described. Affective social com- petence (ASC) is comprised of three integrated and dynamic components: sending affective messages, receiving affective messages, and experiencing... more

A theoretical model for affective social competence is described. Affective social com- petence (ASC) is comprised of three integrated and dynamic components: sending affective messages, receiving affective messages, and experiencing affect. Central and interconnected abilities within each component include awareness and identification of affect, working within a complex and constantly changing social context, and man- agement and regulation. The dynamic

Instructional design (ID) professionals typically employ models that guide their practice. However, it is unclear how a specific model is selected for an instructional situation. Andrews and Goodson (1980) provided a valuable procedure... more

Instructional design (ID) professionals typically employ models that guide their practice. However, it is unclear how a specific model is selected for an instructional situation. Andrews and Goodson (1980) provided a valuable procedure for comparing instructional design models, but because of the proliferation of variations in instructional design applications during the past decade, the introduction of instructional design into new learning contexts and the emergence of alternative approaches to instructional design, there has emerged a need for a new framework which assesses the potential success of any instructional design model. A framework is presented here which is intended to provide a conceptual tool for determining appropriate instructional design applications.