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How does Jeeves the Butler help us to learn about Tourism?

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Presentation on theme: "How does Jeeves the Butler help us to learn about Tourism?"— Presentation transcript:

1 How does Jeeves the Butler help us to learn about Tourism?

2 Models of Tourism Objectives: 1.To study the changes in the patterns of origin and destination of international tourists. 1.The Butler Model 2.The Core-Periphery Model

3 A Graph showing the growth in tourism over time – the Butler Model What does the graph tell us about how a resort may develop over time?

4 1.Exploration – a small number of tourists, new location, exotic adventurous travel, minimal impact. 2.Involvement – destinations become better known, improvements in tourist infrastructure, local involvement in tourism may begin. 3.Development – inward investment takes place, tourism becomes big business, firms from MEDCs control, manage and organise tourism leading to increased package holidays and less local involvement. 4.Consolidation – tourism established as important industry, former agricultural land used for hotels, facilities such as beaches may be reserved for tourists. Resentment begins and growth rate decelerates. 5.Stagnation – increased local opposition and awareness of problems tourism creates, fewer tourists arrive. 6.Decline – popularity lessens, tour operators leave or Rejuvenation – secondary growth spurt, new tourists may be different socio-economic group. Butler Model aka Stage Model aka Life Cycle Model

5 Butler model living graph activity Task 1 - Read through all the statements. - Work through them deciding where they should be situated along the graph. Add the number of the statement to the correct location on the graph. - You MUST be able to explain why you have sited your answer there. (start, middle or end of a phase?) Task 2 Explain your choice of location for one statement from each section of the graph. EXT: Categorise the statements deciding if they are a cause or effect of tourism. You could do this by colour or writing C/E next to each – don’t forget to add a key though!

6 Which stage of the model do you think these images are most likely to represent?

7 The ‘Life Cycle’ of Benidorm Costa Blanca Spain In the 1950s Benidorm on the Costa Blanca was a small fishing village. During the 1960s, the introduction of cheap air travel began to attract visitors from Northern Europe. By the 1970s it had turned into a sprawling modern resort. By the 1980s it had reached Butler’s stage of ‘consolidation’, when the carrying capacity was reached. By the early 1990s it had begun to stagnate and decline. Since then the Spanish government have tried to rejuvenate the area by encouraging the refurbishment of hotels and ensuring both beaches and the sea have become cleaner.

8 How useful is the application of the life cycle model of tourism at the scale of world regions? (15 marks) Although commonly associated with the emergence of one resort or destination, Butler’s model can be applied at other scales. It may, for example, be useful in diagnosing the history of tourism development in a region, or providing examples of all the stages, but it may be somewhat meaningless in combining countries which are very different in terms of their nature, attitudes to tourism or policy. Candidates may answer generally, or might use their home region for exemplar support. Clearly an annotated diagram of the model would assist the response. Candidates will probably: L3 Provide a good assessment of the model’s usefulness at this scale, supported by examples from one or more world regions. Demonstrate good conceptual understanding of the model and models’ use. [12–15] L2 Show sound knowledge and understanding of the life cycle of model. Apply it and assess its usefulness in a partial or limited manner. At the upper end, include some good elements; at the lower end, remain just satisfactory. [7–11] L1 Struggle to adapt the material they have to answer the question set. Make one or more basic points in a descriptive manner. Assessment may be perfunctory or lacking and understanding or recall faulty. [0–6]

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