Mountains, movements & motives: guidebook discourse and the shaping of tourist experience in the Lake District fells 1778-1900
Bibliographic record
Abstract
Historical analyses of tourism in the Lake District have tended to focus on the evidence of literary sources and journal accounts. Given the recent award of World Heritage status to the Lake District as a ‘cultural landscape’ of outstanding universal significance, it was felt that an examination of the texts that help form the tourist experience in the mountains was needed. The research examines the increasing significance of the mountains in the Lake District tourist experience through a discourse analysis of Lake District guidebooks between 1778 and 1900. The study focuses on how the mountains are portrayed, analyses how activity among them is prescribed and conducted, and considers how these elements impact upon tourist motive. It has been found that, from the mid-19th century, the guidebook prioritises a physical, bodily response to the mountains over the perceptive and emotional responses that characterised earlier texts. It is argued that the later emphasis on physical performance and health in the guidebook reflects the wider Victorian interest in rational recreation as an instrument of social progress. From the second quarter of the 19th century onwards, the portrayal of the mountains and the direction of activity among them is increasingly driven by geographical information and maps. This, it is argued, is evidence of the incursion of the apparatus of the nation state into the guidebook discourse. By the late 19th century, the guidebook relies heavily on maps and employs rational methods of presentation and direction which support and encourage instrumental objectives.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".