Tourist Attractions Management Case Study Example | Topics and Well Written Essays - 3000 words

Tourist Attractions Management - Case Study Example Defining attractions, however, disunite tourism authorities. In fact, it has been touted that the term attractions or visitor attractions is one that defies definition simply because it has a wide range of scope and has a variety of product offerings (Fyall et al2003,p.12). The product offerings range from the natural to human-made attractions to special events. Natural attractions feature attractions within the natural environment while human-made attractions are divided into human-made edifices, structures and sites that are designed to attract tourists and "are purpose-built to accommodate their needs, such as theme parks" and those designed not to attract visitors but ended up attracting them anyway such as churches, mosques and other religious sites (Swarbrook 2002,p2). Fennell identifies 6 categories of tourism attractions i.e. "cultural (historical and heritage sites, museums); natural (parks, flora & fauna); events (festivals, Lundberg defined tourist attractions as "anything that attracts tourists" (Lundberg 1985,p.33). Middleton defined it as "a designated permanent resource which is controlled and managed for the enjoyment, amusement, entertainment and education of the visiting public" (Swarbrooke 1995,p.3). Richards, meanwhile, describes attractions as those which are essential weapons "in the arsenal of tourism destinations engaged in a competitive struggle for tourist business and thus provide focus for tourism activities" (Richards 2001,p.4). Gunn looks at attractions as "the most important reasons for travel to destinations" (Gunn 1972,p.24) while MacCannell portrays it as an "empirical relationships between a tourist, a site and a marker" (MacCannell 1989,p.41). Lew, however, counters this claiming that the definition should not be restricted to objective characteristics but also to subjective as well while alleging that "virtually anything could become an attraction, including services and facil ities" (Lew 1987,p.573). Leiper grabbed the MacCannell model and crystallised a definition of a tourist attraction as "a systematic arrangement of 3 elements: a person with tourism needs, a nucleus (any feature or characteristic of a place they might visit) and at least one marker or an information about the nucleus (Leiper 1981,p79).MacCannell further reformed his model to come up with a Staged Development Model which insists that ordinary places can be developed into exciting attractions if they undergo the 5 stages of development. And these are: the naming of the site; the framing and elevating stage

A process essay Example | Topics and Well Written Essays - 750 words

A process - Essay Example First, it is necessary to get ready the equipment and the ingredients for your brownie. The pieces of equipment can be found in any kitchen, they are: two to three tablespoons, a knife, a fork, a bowl, a saucepan, parchment paper, metal cake pan, and a cake tester. It is important to spread parchment paper on the metal cake pan before you start cooking because it would save you precious time when all the ingredients are combined. The list of ingredients for the dish includes two bittersweet chocolate bars, 5 eggs, 5 tablespoons of all-purpose flour, a pinch of salt, 200 grams of unsalted butter, 200 ml of sugar. Since the quality of the chocolate bars influences the taste of the dish make sure you try the chocolate bars before you add them to other ingredients to make sure you like the degree of their bitterness. There is nothing more to add to the list, the recipe is as simple as it sounds and as delicious as you can wish. As soon as you have the equipment and the above mentioned ingredients placed on your kitchen table it is time to start cooking. Chop the chocolate bars or break them in your hands and put them into a saucepan. Next, cut 200 grams of unsalted butter into medium-size lumps and add them to the chocolate. Then, it is time to put the saucepan on the stove and melt the combination over low heat. Bear in mind that the success of the brownie largely depends on how well the chocolate melts. At the moment the chocolate starts to thaw, begin to stir the mix with a tablespoon. Let the chocolate melt for about 10 to 15 minutes continuously stirring it. After the chocolate and butter are melted, the color of the mixture becomes rich dark brown and its surface is smooth bearing no trace of butter. Stir the ingredients one last time to make sure no chocolate crumbs are left to disrupt the texture of the future dessert and turn the heat off.

Children and Play Essay Example for Free

Children and Play Essay In my experience I have witnessed many children challenging themselves to take risks, for example when my target child was playing outside he challenged himself to climb higher on the climbing frame, which he achieved and then after I explained to him how this activity provides risks for him and other children, also I explained to him that there is nothing wrong with taking risks and that they help you learn how to do certain things. Another time when one of the children at my setting was challenging them self was when they were learning how to ride a bike, I saw the child getting frustrated and angry with them self because they kept stumbling and nearly falling off, I then stopped the child and told him how learning to ride a bike is a challenge and a risk for them and explained that it is fun but it comes with a few risks e. g. possibly falling off and injuring themselves. After I told him this he was more careful on the bike and after some encouragement he felt more comfortable when challenging himself and taking risks in the near future. Children benefit from play activities that challenge them in many ways, one way is that it provides them with a learning curve to try new things even if they can’t do them at first, for example climbing high ropes. Everyday life always involves some kind of risk and children need to learn how to cope with this. They need to understand that the world can be a dangerous place and that care needs to be taken when negotiating their way around it. Inevitably the most powerful learning comes from not understanding or misjudging the degree of risk. Similarly the toddler who ignores the warning, for example if the child says â€Å"don’t climb too high, you might fall†, and experiences this then they are not likely to make the same mistake again. Being told about possible dangers is not enough, children need to see or experience the consequences of not taking care. When I observe young children, I have seen that from an early age, they are motivated to take risks; they want to learn to walk, climb, ride a bike and are not put off by the tumbles they experience as they are developing coordination and control. In my setting children find their own physical challenges and, in doing so learn about their own strengths and limitations. Children who are sheltered from risk and challenge when young will not be able to make judgements about their own capabilities and will not be well equipped to resist peer pressure in their later years.

Childhood Obesity: Causes and Treatments

Childhood Obesity: Causes and Treatments Back few decades, the question of childhood obesity was not an issue to be argued. Our grandparents and parents never inquired the weight of their children at school age, their children, school fellows or any other child they came into contact with. Their children ate healthy foods from the table and played the whole day outside. The matter of childhood weight has altered enough since that time. With the coming of fast foods, play station and Xbox games, our kids live inactive lives and as a result, have become very obese. The epidemic of childhood obesity is quickly growing throughout U.S. In just two decades, the frequency of overweight United States children ages 6 to 11 has doubled up. Obesity has been related to several disorders and conditions in adolescences, such as diabetes, heart disease and cancer. On the whole, about 25 million United State children and adults are obese or nearly obese. This discovering is very distressing to many Americans and has instigated many debates on how to control the rising sizes of our youngsters. The objective of this paper is to investigate the obesity issue in the children in the age they are attending their schools levels. Childhood obesity, you hear about it far and wide. There are advertisements about it on electronic media. Its a very famous issue on mainstream talk shows; even Oprah has an episode about it at least once each term. We all know at least one obese child, and unhappily that rate is rising all the time. Obesity is described as an extreme accumulation of fat that raises body weight by twenty percent or more over ones ideal body weight. Childhood obesity can be instigating by physiological, emotional and familial factors. There is, nevertheless a small ratio of genetic features that can also cause childhood obesity such as problems of the thyroid. While, the main cause of obesity is simply the fact that children eat too much and dont exercise enough. (Okie, 2006) Many factors, generally working together, raise a childs risk of being obese. Eating a large amount of high calorie foods, like baked goods, and vending machine snacks and fast foods surely contributes to weight increase. When purchasing foodstuff, the parents should concentrate on purchasing more vegetables and fresh fruits and stay away from the convenience foods that are high in sugar and fat. Healthy food and drink should always be available and food should never be used as an incentive or a penalty. Children should not be given sweets as a incentive for eating a meal, because this teaches them to place a higher value on desserts and may make desserts more attractive to them rather than the healthy foods. Having an inactive way of living is one more factor that causes to weight gain. Figures show that kids spend at least six and a half hours a day with some type of media, such as playing video games, chatting on the internet and watching television. Children require having at least 1 hour of physical exercise each day and cutting down the media to about two hours a day. The simple way to get children to exercise is to just get them to play games that will keep them physically active like hide and seek. Kids need to be kept active not only to sustain their weight, but also to support healthy bone and muscle growth. Childhood obesity influences the child psychologically as well. Overweight children tend to have lower self respect and therefore pick on other overweight children to compensate for it. They also have the trend to have more nervousness and have poor social expertise as well. In some cases, their overweight can affect their functioning at school and their nervousness may cause some to want to perform out in class, while others become more socially aloof. Children need to be supported to lose weight and maintain a healthy way of living. They should be reminded that their lives do mean something and that theres still punishment of time to make a change in their lives for the better. The earlier they are capable to understand this, the more leaning they are to want to make a change. Parents and caretakers need to be extra helpful particularly at the point where the child is beginning to make small changes at a time. Causes The increase in childhood obesity has many reasons. The main reason of obesity is surely children in school age is eating too much and/or not performing usual physical activities at homes or schools or being inactive. The additional calories that are not capable to burn up through physical activities or exercise will translate into fat, and when this fat becomes excessive and more, one will become overweight. This significance results in weight gain and will vary from kids to kids that was due to few factors such as health issues, physical inactivity, genes as well as psychological problems also reason to weight gain and may be what the causes of obesity are. Even though the main reason of obesity is underlying disorders, however, it is also intimately related to people way of living as well. In the pass, kids like to play sports more frequently, enjoy external activities as forms of entertainment and walk to school. But in these days, children are totally reverse from the past. The sports our children like to do these days are playing computer games, surfing internet, chatting, watching television and any game they select while exercising only their mind, head and hands only. When you combine the poor selections in food and the lack of exercising, there is a high chance that childhood obesity will finish up lead to disorder. Genetics and DNA have been found to be a contributing part in the causes of childhood obesity. Unluckily, some kids are unsurprisingly predisposed to obesity. The environment too performs a role in the reason of obesity. The family home is a significant place to learn about proper nutrition and enough exercise. Habits, Attitude and beliefs about food choices and how to spend family leisure time are crucial factors to forming a healthy relation with food. Kids spend a lot of time in school, their food selections at school become significant and it was influenced by the school eating environment. Contemporary way of living has enhanced our quality of life but also contribute very much too physical inactivity. Cars are utilized for short trips, and the number of walking trips the average American children takes each year have reduced. Nowadays only about 10 percent of public school students walk to school evaluated to the large no of student a generation ago. Treatment Treatment and deterrence of childhood obesity is a constant effort on a lot of unlike parts. According to the Institute of Medicine of the National Academics (IMNA), the meaning of deterrence is â€Å"With regard to obesity, primary prevention represents evading the happening of obesity in a population; secondary deterrence represents early finding of obesity through screening with the reason of restraining its occurrence; and tertiary deterrence engages preventing the sequel of obesity in childhood and adulthood.† Such as parents who perform a role in treating and stopping childhood obesity. Schools can perform a role in the treatment and prevention of childhood obesity. Government management can also perform a role in treatment and deterrence of childhood obesity. Parents can perform a significant role, because the children depend on the parents for daily feeding and constant activities. Some parents who have busy timetable and cannot afford to spend the time on cooking nourishing foods for either breakfast, lunch, or dinner generally just give the children fast food to eat. And when the children are at home the parents generally dont spend time doing out-of-doors activities with their children. In order to control obesity in children at school level Healthy People 2010 presents an inclusive, national health support and disease prevention program. It is designed to serve as a roadmap for increasing the health of all people in the U.S. during the 1st decade of the 21st century. Like the previous Healthy People 2000 initiative—which was driven by an ambitious, yet attainable, 10-year policy for improving the Nations health by the end of the 20th century— Healthy People 2010 is committed to a single, overarching purpose: promoting health and stopping sickness aroused by obesity. Healthy People 2010 focus to increase the health and well-being of all children by stopping childhood obesity and addressing the unique physical, psychological, behavioral, and socioeconomic features that affect childrens health. Take care not to isolate or ostracize obese children, and highlight the significance of healthy habits over cosmetic appearance. Healthy people 2010 present that obesity and other chronic conditions continue to present a serious obstacle to public health. Violence and abusive behavior continue to ravage homes and communities across the country. Mental disorders continue to go undiagnosed and untreated. Obesity in adults has increased 50 percent over the past two decades. It also provides that nearly 40 percent of adults engage in no leisure time physical activity. Healthy people 2010 emphasize schools to perform a main role in the treatment and deterrence of obesity in children. Because children are expending a lot more time in school than at home doing after school courses or children are in daycare. Children spend a lot of money in cold drink and snack machines in schools. According to the Institute of Medicine of the National Academics states that, â€Å"All food and cold drink sold or served to students in school should be healthy and meet an accepted dietary content standard. Nevertheless, many of the competitive foodstuffs now sold in school canteens, selling machines, school fundraisers and school stores are normally high in calories and low in nutritional value. At present, only minimal federal standards exist for the sale of competitive foodstuff in schools. Schools want to propose more physical education in the childrens set of courses according to Healthy People 2010. If schools offer more physical activity in the set of courses and give a better option in lunch menus, then children would be more energetic in the activities that they do. Healthy People 2010 gives that there are some key particulars that schools can follow to assist children give healthy eating behaviors and regular physical activity: Develop and implement dietary standards for all competitive foodstuffs and drinks sold or served in schools; Make sure that all school foods meet the Nutritional Guidelines for Americans; make sure that all children and youth contribute in a minimum of half hour of moderate to energetic physical activity during the school time, containing extended opportunities for physical activity through classes; Improve school health curricula and the use of school health services for obesity deterrence efforts; make sure that schools are as advertisin g-free as possible; Conduct yearly evaluation of students height, weight and body mass index and make that information available to parents; Assess school strategies and practices connected to nutrition, exercise, obesity deterrence. Conclusion In conclusion, Healthy people give that our children for the future are being failed. Healthy living needs to be taken critically. Increasingly households have both parents working full-time jobs to provide shelter, food, and clothing for their families. Providing the basic requirements is not sufficient for a healthy family. Parents need to become more concerned in their childs life. The health concerns of the youth today are instant and warrant urgent preventative actions. Preventing childhood obesity is a combined liability requiring individual, community, corporate, family and governmental commitments. The key will be to implement changes from many ways and at numerous levels, and through teamwork with and between many sectors. A more optimistic role by our nations parents should be taken to lead our children to a healthier future. References Susan Okie. (2006). Fed Up: Winning the War Against Childhood Obesity. New York: Joseph Henry Press. Sandra G. Hassink. (2006). A Parents Guide to Childhood Obesity: A Roadmap to Health. New York: American Academy Of Pediatrics. Ellyn Satter. (2005). Your Childs Weight: Helping without Harming. Florida: Kelcy Press. Donald Schumacher, J. Allen Queen. (2006). Overcoming Obesity in Childhood and Adolescence. London: Corwin Press. Frances M. Berg. (2003). Underage and Overweight: Americas Childhood Obesity Epidemic. Chicago: Hatherleigh Press. Denise Alexander, et.al. (2008). Challenges and Findings in Measuring the Behavioral Determinants of Obesity in Children in Europe. New York: Springer. Billy C. Johnson. (2008). New Prescription for Childhood Obesity: Fight Childhood Obesity with Antioxidants Phytonutrients. New York: iUniverse, Inc. Jeffrey P. Koplan. (2005). Preventing Childhood Obesity: Health In The Balance. New York: National Academy Press. H. Dele Davies, Hiram E. Fitzgerald. (2007). Obesity in Childhood and Adolescence. New York: Praeger Publishers.

Corynebacterium Diphtheriae :: Medical Biology Medicinal Essays

Corynebacterium Diphtheriae Life History: Corynebacterium diphtheriae is the microbial causative agent of diphtheria; however, it is the exotoxin produced by pathogenic strains of the bacteria that cause the symptoms of the disease. Non-pathogenic strains are normal inhabitants of the oral cavity and lack the bacteriophage DNA to produce exotoxin. Pathogenic C. diphtheriae can localize in different parts of the body, including the nasal cavity, the naso-pharynx, the larynx, and the skin. Depending on the localization, the symptoms range from slight to severe (death). The bacteria are spread by direct person-to-person contact; concurrently, humans are the reservoirs for C. diphtheriae. Since the introduction of a vaccine in the 1920’s, diphtheria has not been prevalent in developed countries. Conversely, it is endemic in developing countries, especially in the former countries of the USSR. Characteristics: C. diphtheriae are non-motile, aerobic, gram-positive bacilli (rods). Viewed with a microscope, the bacteria are club-shaped and group in patterns that resemble Chinese characters. Little is known about the details of the adhesion mechanism of C. diphtheriae, but the bacteria are known to produce a neuraminidase. This enzyme is able to split N-acetylneuuraminic acid, which is found on the surface of animal cells. This may facilitate bacterial entry into the host cell. There are four biotypes of C. diphtheriae, gravis, mitis, belfanti, and intermedius. Only intermedius can be differentiated by colony morphology; small, gray, or transluscent lipophilic colonies compared to larger, white or opaque colonies of the other biotypes. In addition, the biotype intermedius is rare in clinical infections, while the belfanti biotype rarely carries the tox gene. Virulence: C. diphtheriae are capable of producing exotoxin. The diphtheria toxin gene, tox, is located on a bacteriophage genome; thus, bacteriophage infection is necessary for virulence. tox is negatively regulated by diphtheria toxin repressor (DxtR), located on the bacterial chromosome, in response to iron concentration within the cell. When iron concentration is low, DxtR does not repress the tox gene because it requires iron to be functional. Thus, when iron concentration is low, the tox gene is transcribed and toxin is produced. Diphtheria toxin is made up of a single polypeptide chain with two portions, A and B. The toxin attaches to a cell membrane receptor of the host cell and is engulfed by receptor-mediated endocytosis. Once inside the vesicle, the disulfide bond between the A and B portion is cleaved and the A portion enters the cytosol, where is can resist degradation for a long period of time.

Comparison of In Mrs. Tilschers Class and Originally Essay examples --

Comparison of In Mrs. Tilscher's Class and Originally ‘In Mrs Tilscher’s class’ and ‘Originally’ are poems about the journey of life and the change from childhood into adulthood. Although ‘Originally’ is more traumatic there are many similarities between the two poems. They are both about moving on both spiritually and mentally, and explore ideas about identity and emigration. ‘In Mrs Tilscher’s Class’ is a poem about the metaphorical journey throughout a young child’s school year. The first verse of the poem has a joyful tone; the narrator of the poem seems happy and full of delight. It is written from a young girl’s perspective on the things that take place in the course of the school year. The young girl who is narrating the poem explains to the reader both the things that she liked and disliked. The poem is written in chronological order and the different verses of the poem represent different periods throughout the school year. The first verse of the poem starts with: ‘You could travel up the Blue Nile with your finger, tracing the route while Mrs Tilscher chanted the scenery’. This creates a vivid picture of the children tracing the route of the Nile on a map while Mrs Tilscher described the scenery and surroundings to the children. After learning about the Nile and its surroundings for an hour the children paused for a break to drink a ‘skittle of milk’. A skittle of milk was a small glass bottle containing 1/3 pint of milk. Children used to refer to it as a ‘skittle’ because that is what it looked like. This shows the children’s innocence and immaturity. Verse two describes how much the narrator loved being in Mrs Tilscher’s class. It is described as being ‘better than home’. ‘The .. ... used is very clear as it explains how the parents are feeling. ‘I want my own country, I said’ This line sums up just how young and immature the narrator is. It is written in italics to give effect, to make it stand out because this line has great meaning to it. The third verse describes the girl reminiscing on how she felt adapting to the changes. ‘You forget, or don’t recall, or change, and seeing your brother swallow a slug, feel only a skelf of shame.’ She is now starting to fit in but still feels a sense of loss. ‘I remember my tongue shedding its skin like a snake’. This simile is very descriptive and you can vividly picture a snake shedding its skin. This corresponds to the changes the narrator is going through. I think she now feels embarrassed about the way she used to speak. She hesitates when asked where she originally came from.

‘Coming Home’ by Marjorie Waters Essay

‘Coming Home’ by Marjorie Waters is a personal essay which describes the author’s feelings upon returning home after a long time and how she recovers from her deep grief caused by losing a loved one to death. The author narrates how she walks around the house, pulling back the curtains, dusting the dirt off, making tea etc., doing chores that make her feel at home again. Simultaneously, she is opening the doors of her soul to freshen it with the feeling of ‘coming back to home’, to finally realise that the bad phase doesn’t last forever. The author begins by writing ‘After the cruelest of winters, the house still stood’. Literally, this line reflects the entire essence of this essay. She makes an analogy between coming home and the end of her grief. She writes about how surprised she is to see her house in a good condition in spite of the havoc wreaked upon it by the wilderness of the nature. Though there were a few breakages here and there, it still stood firmly. Similarly, there too had been a wild ‘winter’ in her life, the death of a beloved one that had broken her from the inside. Homecoming, after a long time, was the end of her grief. She goes in the rooms, pulls back the curtain so that the daylight drives away the long lingering darkness that there was, as the dust particles shimmer in the light and settle back again. During the night, she makes for herself a cup of tea, and reminisces about the sudden and tragic death of her beloved one, which had almost completely destroyed her zest for life. She thinks about what the passers-by, obviously the neighbours, would say when they look at the house, the windows of which now are open and the light in the rooms now illuminates the house. Her return to her place would be known. She reminisces about the dark time period in her life which had left her lurking in the past, which had cut her loose from everything that made her feel at home. She was caught in her ‘own cold storm’. When people came to offer her condolences, they would only talk about the burden of loss but actually, all she felt was ‘weightlessness’. She felt that the world had pushed her away, the distance she would never be able to cover. But the winter had passed and so had her grief. The author writes, ‘I had feared that, in my absence, the space that I had left behind would close over from misuse’. She implies that she had been afraid that this tragedy might cause such melancholy that she would never be able to come out of it, just like  she feared that the gruesome winters would destroy the house. But the house had survived and she too had managed to pull out the strength in her and face the reality. She revives with a new enigma of hope that life will get better, that the grief will not always let the sadness prevail. According to me, the title of the lesson is very much appropriate. She equates the harsh season of the winters to the tragedy that occurred in her life. By ‘coming home’, she hasn’t just come back to a place where she once lived, she has come back to herself, to realise that the ‘winter’ of her life is gone. The grief could no longer sustain, and she had come out if it. She had finally come home, and come back to herself.