A Film Marketing Action Plan (FMAP) for Film Induced Tourism Destinations

This research study examines the impact of film induced tourism and destination branding on locations featured in popular films and television series. It also investigates the characteristics of film induced tourism and determines if the key film and tourism stakeholders support the integration of film into Yorkshire’s (UK) tourism product. Yorkshire was selected as the case study area, as it has been the film location for many popular television series and is the subject of much location research within the tourism discipline. The need for a thorough investigation into the film induced tourism phenomenon was particularly evident from the literature review undertaken, as it showed that there was a significant research gap in the successful integration of this phenomenon and destination marketing. In response to this gap, a two phased approach was adopted; the first involved a tourist survey regarding the film induced tourist, while the second phase consisted of strategic conversations with the key stakeholders behind the Yorkshire brand. The issues evolving from these and also the literature review, highlight a number of implications for the future development of such destinations, namely the successful use of destination branding in the promotion of a film location. These issues also facilitated the creation of the Film Marketing Action Plan (FMAP), as it has become apparent that most of the film induced tourism models investigated were inadequate in explaining the relationship between film induced tourism and destination branding. Thus, a new model that is more reflective of the process was developed, using the main concepts and themes that arose from the research findings. Overall, film induced tourism is not widely welcomed by the stakeholders and the implications for retaining a clear balance between Yorkshire’s current tourism product and making the most of the opportunities that could arise, may be the most appropriate way forward

Student Perspectives on How Higher Education in Ireland Can Help Meet the Needs of the Irish Economy

This paper will be in three parts; the first section will examine the current tertiary education situation in Ireland amid the global economic crisis and will review what higher education’s contribution be to help alleviate the crisis. Building stronger links with the academy and the economy to help raise skills, efficiency and productivity is becoming more important in ensuring global competitiveness and retaining equality and accessibility in the academy (see Gaffikin and Morrissey, 2003: 98 [14]). The second section will look at the merge of entrepreneurship and education. As the lifelong learning society is conceptualised largely in terms of maintaining a flexible and competitive economy in the knowledge society, the concept of an entrepreneurial society will be proposed to fill the gap which has emerged since the exit of many international companies for cheaper labour elsewhere. Within all levels of education entrepreneurship should be encouraged and embedded in the curricula from the earliest stages as a prevention rather than cure to the current economic crisis in Ireland. The final section will illustrate a brief analysis of students’ perspectives on how higher education can help meet the ever-changing needs of the Irish economy

Students’ perspective of Irish Higher Education Institutions’ role in meeting the economy’s recessional needs.

This paper will be in two parts; the first section will examine the current tertiary education situation in Ireland amid the global economic crisis and will review what should education’s contribution be to help alleviate the crisis. Through doing this both the state and the market, who have interests in the academy and their graduates produced, will become part of the review, as building stronger links with the academy and the economy to help raise skills, efficiency and productivity is becoming more important in ensuring global competitiveness and retaining equality and accessibility in the academy (see Gaffikin and Morrissey, 2003: 98). The second and final section will look at the merge of entrepreneurship and education. As the lifelong learning society is conceptualised largely in terms of maintaining a flexible and competitive economy in the knowledge society, the concept of an entrepreneurial society will be proposed to fill the gap which has emerged since the exit of many international companies for cheaper labour elsewhere. Within all levels of education entrepreneurship should be encouraged and embedded in the curricula from the earliest stages as a prevention rather than cure to the current economic crisis in Ireland

(Hu)Mankind

Medieval Drama: the summer-stock theater of late Medieval Europe! Once considered merely the poor (and distant!) relation of Shakespearean Theater, Medieval drama has now emerged as a vibrant field of study in its own right. In ENG 312 we explore conflicting theories concerning the origin and development of Medieval drama, examine its social roles, discuss issues of text and performance, and compare the relative merits of “good literature” and “good drama.” This course always culminates with a public performance of an original adaptation of a Medieval Play, translated and staged by the students themselves. This year’s production was an adaptation of Mankind (ca. 1470), a Morality Play. While Everyman is certainly the best-known example of the genre, a number of other, much funnier Morality Plays leavened the harsh, moralistic tone of Judgment with aspects of the so-called “Comedy of Evil.” Mankind, also perhaps the first example of professional theater in England, is a sidesplitting, zany play about death and dying with just such a twist: It’s both profound and playful, and it gives new meaning to the phrase, “died laughing.” What a hoot! Since we learn by doing in this class, our final project was a public production of our own creative and original version of the play entitled (Hu)Mankind 2020, performed at 4:00 PM on Friday, 29 April 2022 on the stage in the Kline Theatre at Gettysburg College. This year’s whacky, off-the-wall theme was memento mori! The recording of this production is split into three videos. The first, roughly 21-minute video begins with the pre-show introduction to the play and ends with Mankind’s threat to beat with her shovel the demons New Style, Nowadays, and Nothing. The second video begins with Mankind’s enactment of her threat to beat with her shovel the demons New Style, Nowadays, and Nothing, and ends with the collection of tithes from the audience for the summoning of the Devil Titivillus. $59.25 and 5.00 Euros raised during this gag were donated to the Gettysburg Community Soup Kitchen. The third, concluding video begins with the summoning of the Devil Titivillus and ends with the cast’s curtain call and presentation of gifts of appreciation to Joey Maguschak, beloved class peer learning associate