Sustainable tourism development - Assignment

ASSIGNMENT

This is an internally assessed unit. You will need to conduct a research project which demonstrates your understanding of the socio-cultural, environmental and economic impacts of tourism , understand issues related to tourism development and which allows you to analyse the approaches to tourism planning and development , and to explain the need for planning sustainable tourism in a developing country or emerged destination of your choice. It will be encourage that you explore those destinations from your own country or regional area.

A research, both primary and secondary research, needs to be conducted and data collected so it can show evidence of the analysis presented on this research project. You will need to show which agents are involved in tourism development in your selected destination how their objectives for achieving tourism

development planning and the need for sustainable tourism are implemented (see LO 1 — L05 from the module booklet).

TASK 1 to TASK 5: You are required to follow the instructions as specified towards each task and support evidence through the research conducted, mentioned above, using supportive materials like books, websites, etc., and give a feedback on the findings by relating your arguments to the relevant case scenarios as specified towards each task:

Task 1

Choose a long haul destination from a developing country such as India , Thailand, Nepal or Vietnam, or from an emerged country such as India, Qatar, Dubai, and Shangai or Macau of your choice and provide an in-depth explanation of the socio-cultural, environmental and economic impacts of tourism in developing countries or emerged destination chosen.

Address the above and answer the following questions (approx750 words)

P1.1 - Compare current issues associated with tourism development in a developing country and an emerging destination where the impacts of tourism are different

P1.2 — Evaluate, with recommendations, the future development of tourism in these destinations.

Task 2

Case Study

The Dominican Republic shares with Haiti the Island of la Hispaniola, the second largest in the Caribbean, where Christopher Colom bus first set foot in America. Its 1,600 kilometres of coast, green hills and tropical climate are promoted as a complete holiday destination. In the 1970s, the World Bank promoted the Puerto Plata tourism project on the North Coast. After its success, private investors, mostly European, have increased the number of rooms to more than 34,000, with tourist arrivals reaching 2,000,000 in 1996.

When in 1492 An Italian sailor Christopher Columbus discovered the island of

Hispaniola (today known as Haiti and Dominican Republic), he said: "There Is No Other Island In The World More Beautiful Then This One". ..And he was right.

Casa de Campo holds a very special place in the hearts of all who have visited. An amazing 7,000-acre hotel, resort and residential community, unlike any other Caribbean destination, Casa de Campo is a tropical gem on the southeastern coast of the Dominican Republic. Its unique cache of facilities and impeccable service by a warm Dominican staff are treasured by people of all ages who come from around the world.

A tropical playground with world-class toys, Casa de Campo's unsurpassed amenities, choice of hotel and villa accommodations, variety of dining options and ease of accessibility by air or by sea, is the perfect vacation spot for families, golfers, couples, friends travelling together, for group meetings, incentives and destination weddings!

In addition to our phenomenal golf, Casa de Campo has many exciting sporting options, each featuring an expert staff and the most comprehensive facilities found in the Caribbean! Novices can try new sports, and experts can polish existing skills in tennis, sport shooting, and at our Equestrian Center. Stay in shape at the Fitness Center simply relax at our private beach where you can enjoy a host of watersports or rejuvenate at Casa de Campo Spa or with retail therapy at our many shops and boutiques! Families enjoy the many bonding activities scheduled, as well as our supervised programs for kids and teens.

Learn more about Casa de Campo's long proud history!

Resort Map

⁽a^. Click here to Download a high resolution version

Visit the Casa de campo in Dominican Republic and the Dominican Rep. Ministry of Tourism websites below and answer the questions in Section A:

http://www.casadecampo.com.do/villa-accommodations,
and.

Visit: http://premierguidemedia.com/caribbean/dominican-republic-ministry-of-tourism-hails-new-u-s-fliqhts-to-la-romana/

Address the case study and analyse the current issues related to tourism development planning (L02) and answer the following questions (approx 500 words).

P2.1 — Evaluate methods of resolving a conflict of interests to ensure the future wellbeing of a developing tourism destination such as Casa do Campo region in

Dominican Republica.

P2 .2 -Analyse the implications of balancing supply and demand

P 2.3- Evaluate the moral and ethical issues of enclave tourism of the Hotel resort Casa do Campo (see website above

TASK 3

London in July 2005 has won the host of the Olympic Games for the year 2012. During seven years the East London area was subject to millions of pounds project to regenerate the East area of London, host the Olympic Games 2012, attract millions of tourists to London and to UK and to boost the UK economy.

Do an online research on London Olympic Games 2012 and to the regeneration process of the East London area and answer the questions below (approx 500 words).

P3.1 Discuss how stakeholders can benefit from planning of tourism developments with reference to a current case study

P 3.2 Discuss the advantages and disadvantages of public/private sector tourism planning partnerships drawing on a current example

TASK 4

Address the case scenario in task 3 — The London Olympic Games 2012 and the regeneration of the East area of London and according to the LO4

'to understand the different approaches to tourism planning and development" answer the following questions (approx500 words).

P 4.1 Analyse features of tourism development planning at different levels;

P4.2 Evaluate the significance of interactive planning systemsand processes in tourism development.

P 4.3. Evaluate different methods available to measure touristimpact.

TASK 5

Address the case scenario in task 3 — The London Olympic Games 2012 and the regeneration of the East area of London, and according to the L05 'Understand the need for tourism" answer the following questions (approx750 words).

P5.1 Justify the introduction of the concept of sustainability in tourism development.

P5.2 Analyse factors that may prevent/hinder sustainable tourism development. P5.3 Analyse different stages in planning for sustainability

Unit: Sustainable tourism development

Outcomes/criteria:	Indicative characteristics	Possible evidence	Feedback
P1   P2   P3   P4	As per the assessment criteria specified for pass Do Do Do	Task 1 Task 2 Task 3 Task 4
Merit Description:
M. Identify and apply strategies to find appropriate solutions.	. Relevant theories and techniques have been applied.
	. Effective judgments have been made.
	. Complex problems with more than one variable have been explored.
	. An effective approach to study and research has been used.
M2. Select/ design and apply appropriate methods/ techniques.	. A range of methods and techniques has been applied.
	. A range of sources of information used.
	. The selection of methods and techniques justified.

	. Complex information/data have been synthesized and processed.
	.Appropriate learning methods/ techniques applied.
M3. Present and communicate appropriate findings,	. Appropriate structure and approach has been used.
	. Logical and coherent arguments have been presented
	. Technical language accurately used.
	. A range of methods of presentation has been used.
	. Familiar and unfamiliar contexts have been used.
	. It is appropriate for familiar and unfamiliar audiences.
Distinction Description:
Dl. Use critical reflection to evaluate own work and justify valid conclusion.	. Synthesis has been used to generate and justify valid conclusions
	. The validity of results has been judged
	. Self-criticism of approach has taken place.
	. Evaluation has taken place using defined criteria
	. Realistic improvements have been proposed against defined characteristics for success.
D2. Take responsibility for managing and organizing activities.	Autonomy/independence demonstrated
	Substantial activities/projects or investigations have been planned, managed and organized.
	The unforeseen has been accommodated.
	The importance of interdependence has been recognized.

D3. Demonstrate convergent, lateral and creative thinking	Ideas generate and decisions taken
	Convergent and lateral thinking have been applied
	Capacity for innovation and creative thought has been used.
	Receptiveness to new ideas has demonstrated.
	Unfamiliar contexts have been applied.

Understanding Specific Needs in Health and Social Care Management - Assignment

Aim

The aim of this unit is to enable learners to gain insight into the ways that health and social care services empower users with specific needs to access the services they need easily.

Unit abstract

Because meeting the diverse demands of individuals with specific requirements is integral to the work of our health and social care services, learners considering a career in these fields will need to know the ways that services respond to these demands. Learners will find out how a specific need is defined and how perceptions of individuals with such needs are influenced and can change over time. The care requirements of individuals with specific needs will be investigated, together with the way in which legislation, organisations and services support such needs. Learners will have the opportunity to develop understanding of the impact the approaches and interventions have on individuals (particularly those who display challenging behaviour) and how, in turn, their needs affect the ways that services are provided.  Whilst learners will be able to develop an overview of the range of specific needs, they may focus their study on those special needs relevant to their employment, voluntary work or placement.

Case Study 1

Baby Peter 'was failed by all agencies'

Peter Connelly (also known as "Baby P") was a 17-month-old English boy who died in London after suffering more than fifty injuries over an eight-month period, during which he was repeatedly seen by Haringey Children's services and NHS health professionals.

Peter Connelly was born to Tracey Connelly on 1 March 2006. In November, Connelly's new boyfriend, Steven Barker, moved in with her. In December, a GP noticed bruises on Peter's face and chest. His mother was arrested and Peter was put into the care of a family friend, but returned home to his mother's care in January 2007. Over the next few months, Peter was admitted to hospital on two occasions suffering from injuries including bruising, scratches and swelling on the side of the head. Connelly was arrested again in May 2007.

 In June 2007, a social worker observed marks on Peter and informed the police. A medical examination concluded that the bruising was due to abuse. On 4 June, the baby was placed with a friend for safeguarding. Over a month later, on 25 July, Haringey Council's Children & Young People's Service obtained legal advice which indicated that the "threshold for initiating Care Proceedings...was not met.

On 1 August 2007, Baby Peter was seen at St. Ann's Hospital in North London by locum paediatrician Dr. Sabah Al-Zayyat. Serious injuries, including a broken back and broken ribs, very likely went undetected.

The next day, an ambulance was called and Peter was found in his cot, blue and clad only in a nappy. After attempts at resuscitation, he was taken to North Middlesex hospital with his mother but was pronounced dead at 12:20 pm. A post-mortem revealed he had swallowed a tooth after being punched. Other injuries included a broken back, broken ribs, mutilated fingertips and fingernails missing.

The police immediately began a murder investigation and Baby P's mother was arrested. So too were Barker, his brother Jason Owen and his 15-year old girlfriend, who had fled to and were hiding in a campsite in Epping Forest.

Baby P's real first name was revealed as "Peter" on the conclusion of a subsequent trial of Peter's mother's boyfriend on a charge of raping a two-year-old.

The case caused shock and concern among the public and in Parliament, partly because of the magnitude of Peter's injuries, and partly because Peter had lived in the London Borough of Haringey, North London, under the same child care authorities that had already failed ten years earlier.

Peter's mother Tracey Connelly, her boyfriend Steven Barker, and Jason Owen (later revealed to be the brother of Barker) were all convicted of causing or allowing the death of a child, the mother having pleaded guilty to the charge. 

The child protection services of Haringey and other agencies were widely criticised. Following the conviction, three inquiries and a nationwide review of social service care were launched, and the Head of Children's Services at Haringey was removed by direction of the government minister.

A report by Graham Badman suggested that Baby Peter's "horrifying death" was down to the incompetence of almost every member of staff who came into contact with him.

The report stated that “the practice of the majority, both individually and collectively was incompetent."

"Their approach was completely inadequate and did not meet the challenge of the case," it argued.

Source: http://www.bbc.co.uk/news/education

Case study Two:

The Bournewood Case     

Rights for vulnerable people in the care system

Mr. and Mrs. E live in a picturesque cottage in a quiet Surrey Village. Inside, the house is buzzing with activity: three Old English sheepdogs, rescued from a home for abandoned animals, roam about the kitchen and patio. Photos of family outings cover the walls. Footsteps on the stairs signal the entrance of HL, the autistic man for whom Mr. and Mrs. E are carers. He pauses for a silent greeting before making his way swiftly to the fridge. “He knows exactly where we keep his favourite juice,” laughs Mrs. E.

Mr. and Mrs. E, are remarkable people, whose struggle for HL’s human rights has changed the way vulnerable people are treated under British law.

HL came to live with Mr. and Mrs. E in 1994, under a resettlement scheme from Bournewood hospital where he had lived for 32 years. With their children grown up, the couple had decided to open their home to someone who needed it. Looking after HL was no easy task: he cannot talk, and needs help with basic tasks like washing and dressing himself. Mrs. E says: "It's fair to say that it was a challenge - but it was rewarding to see how much HL benefited from living in a family setting. At first he was very institutionalised, but he gradually became more confident and progressed beyond all expectations."

A requirement of his placement was that HL would attend a day centre once a week, to which he travelled by the centre’s transport. On July 22nd 1997, three years after he had come to live with Mr. and Mrs. E, it was not the usual driver who collected from their home. Rather than taking him straight to the day centre as normal, the driver took a different route, collecting others on the way. HL became increasingly agitated.

The next thing Mr. and Mrs. E knew was that HL had been taken back into Bournewood hospital and detained there. He had been admitted informally, using a clause in the Mental Health Act 1983 under which the hospital simply had to argue that it was in his "best interests" - and as HL cannot speak, he was unable to object. Mr. and Mrs. E were not allowed to visit him, apparently in case he wanted to leave with them. "They sent us a letter thanking us for agreeing not to visit," says Mrs. E. "We hadn't agreed anything - they had decided, without any consultation."

When Mr. and Mrs. E realised that HL was not going to be allowed home, they engaged a solicitor on his behalf and took a case for unlawful detention to the High Court, which ruled against him. The Appeal Court overturned the decision in October 1997, and the hospital chose to section HL, although he did not meet the criteria, and in December that year he was finally discharged by the hospital managers. "When he got home he was in a terrible state," says Mrs. E. The couple has a video showing the abuses to which HL had been subjected in the hospital: he looks half-starved, with blackened toenails and scabs on his face. "When he came home he just ate and slept for three weeks." 

Meanwhile, the hospital trust, supported by the Department of Health, appealed to the House of Lords over the ruling. The Mental Health Act Commission suggested that 22,000 people being detained informally would have to be detained formally under the Mental Health Act if the ruling were upheld. In 1998, the House of Lords overturned the ruling that HL's detention had been illegal. Mr. and Mrs. E decided to take the case to the European Court of Human Rights, which in October 2004 ruled in HL’s favour. As a result the government introduced the new Deprivation of Liberty Safeguards, which came into force in April 2009.

Source:http://www.equalityhumanrights.com/human-rights/our-human-rights-work/human-rights-inquiries/our-human-rights-inquiry/case-studies/the-bournewood-case/

Outcomes and assessment requirement

Learning Outcomes	Assessment requirements
	To achieve each outcome a learner must demonstrate the ability to:
LO 1. Understand  perceptions of  health, disability  illness and behaviour	1.1 Analyse concepts of disability, illness and behaviour in relation to            Health and social care service users.
	1.2 Assess how perceptions of specific needs have changed over time.
	1.3 Analyse the impact of legislation, social policy, society and culture        on the ways that services are made available for individuals with       Specific needs.
LO 2. Understand how health and social care  services and systems  support individuals with specific needs	2.1 Analyse the care needs of individuals with specific needs.
	2.2 Explain current systems for supporting individuals with specific       Needs.
	2.3 Evaluate the services available in a chosen locality for individuals       with specific needs
LO 3. Understand approaches and intervention strategies that support   individuals with specific needs	3.1 Explain the approaches and interventions available to support individuals with specific needs.
	3.2 Evaluate the effectiveness of intervention strategies for an individual   with specific need(s).
	3.3 Discuss the potential impact of emerging developments on support   for individuals with specific needs.
LO4. Understand strategies  for coping with challenging   behaviours associated  with specific needs.	4.1 Explain different concepts of challenging behaviour.
	4.2 Describe the potential impact of challenging behaviour on health and   social care organizations.
	4.3 Analyse strategies for working with challenging behaviours.

          Description of problem to be solved

As a Health and Social Care Practitioner, your responsibilities include, among others, assessing specific needs of people with disabilities, analyzing their care needs and also, evaluating strategies for giving support to people with challenging behaviours. You are therefore required in this assignment to demonstrate your understanding of Specific needs in Health and Social Care

Learning Outcome 1

The first part of your essay requires you to analyse concepts of disability, illness and behaviour in relation to Health and Social Care service users and give your assessment of how perceptions of specific needs have changed over time.

You are to examine the impact of legislation, social policy, society and culture on the ways that services are made available for individuals with specific needs. Use either of the case study for looking into details of the impact of legislations.

Learning Outcome 2

Use the Bournewood case or Baby-P case below to support this part of your essay, refer to stponline for further reading materials and learning resources.

This section of your essay requires you to describe the Care needs for specific needs of the individual, informing your audience about his condition and how it affects well-being and capacity. Discuss the systems available to support such individuals and link this to the case study.  Build your arguments for and against and include your final decision in relation to the assessment criteria.

Learning Outcome 3

Explain the approaches and interventions available to support individuals with specific needs. Use both case studies as benchmarks and evaluate the effectiveness of the interventions strategies use. Discuss the potential impact of emerging developments on support for people with specific needs. Again use either of the case study.

Learning Outcome 4

The last part of the assignment concerns your understanding of the different concept and strategies for coping with challenging behaviours associated with specific needs.  Students are expected to explain the approaches and interventions available to support individuals with specific needs  

Furthermore, students must describe the potential impact of challenging behaviour on health and   social     care organizations and analyse strategies for working with challenging behaviours.

*Please see the Merit and Distinction criteria below.

Merit and Distinction Descriptors

Merit descriptors		Indicative characteristics	Contextualised Indicative characteristics		ü
M1	Identify and apply strategies to find appropriate solutions	Effective judgments have been made	Has analysed concepts of disability illness and behaviour in relation to health and social care service users. (L1.1) OR Has analysed care needs specific need individual with effective judgement. (L2.1).
M2	Select/design and apply appropriate methods/ techniques	A range of sources of information has been used	Has used information in the literature effectively to support concepts used, showing sources of information used, with citation given.(Overall)
M3	Present and communicate appropriate findings	A range of methods of presentation have been used and technical language has been accurately used	Has analysed strategies for working with people with challenging behaviours and has justified the methods used. (Overall.)
Distinction Descriptors		Indicative characteristics	Contextualised Indicative characteristics		ü
D1	Use critical reflection to evaluate own work and justify valid conclusions	Conclusions have been arrived at through synthesis of ideas and have been justified	Has critically evaluated the effectiveness of intervention strategies for an individual with specific need and has arrived at the right conclusions. (L3.2) OR Has critically evaluated the current system available in the locality. (2.3).
D2	Take responsibility for managing and organising activities	Substantial activities, projects or investigations have been planned, managed and organised	Has demonstrated understanding of the approaches and interventions available to support individuals with specific needs. (In 3.3 for specific needs and in 4.3 for challenging Behaviour).
D3	Demonstrate convergent/ lateral/creative thinking	Ideas have been generated and decisions taken.	Has generated ideas on how to assess specific needs of people and identified available services to support people with disability, within a chosen locality. (Overall).