Navigating Tourism Development in Emerging Destinations in Atlantic Canada: Local Benefits, Extra-local Challenges
Bibliographic record
Abstract
Over the past two decades, rural coastal communities in Atlantic Canada have turned to tourism as a means of economic diversification and revitalization. We examine how communities in relatively remote, emerging tourism destinations interpret the benefits and challenges of tourism development through studies of two sites in Newfoundland and Labrador: the Burin Peninsula and Battle Harbour. Tourism development is seen as having the potential to make positive contributions to the economic and social-cultural wellbeing of rural communities. At the same time, tourism stakeholders are aware of the challenges that their communities must navigate in order to connect these local places to broader networks of tourist travel. Furthermore, while the benefits of tourism are experienced locally, many of the challenges are extra-local and beyond the control of individual communities. For rural tourism regions, this highlights the need to develop multi-scalar approaches to tourism development and governance. Keywords: tourism development; rural tourism; rural community wellbeing; Atlantic Canada; Newfoundland and Labrador _____________________________________________________ Exploration du Developpement Touristique dans les Destinations Emergentes du Canada Atlantique: Avantages locaux, Defis Extra-locaux Resume Au cours des deux dernieres decennies, les communautes rurales cotieres du Canada Atlantique se sont tournees vers le tourisme comme moyens de diversification et de relance economique. Nous examinons comment les communautes de destinations touristiques relativement eloignees et dont le tourisme est emergeant interpretent les benefices et les defis du developpement touristique a travers les etudes de deux sites a Terre-Neuve et Labrador: la Peninsule de Burin et Battle Harbour. Le developpement touristique est vu comme ayant le potentiel d'apporter une contribution positive au bien-etre economique et socioculturel des communautes rurales. Parallelement, les acteurs du milieu touristique sont conscients des defis que leurs communautes doivent traverser afin de relier ces localites et elargir les reseaux de voyages touristiques. De plus, alors que les benefices du tourisme sont vecus localement, beaucoup de defis sont en dehors de la region et hors de controle des communautes individuelles. Pour les regions touristiques rurales, ceci met en lumiere le besoin de developper des approches pluri-echelles au developpement et a la gouvernance touristique.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".