Food And Wine Tourism in Newzealnd Essay Example | Topics and Well Written Essays - 4000 words

Food And Wine Tourism in Newzealnd - Essay Example So, in order to enlighten the importance of Special Interest Tourism, this paper talks about â€Å"Food and Wine tourism† in New Zealand. Special interest tourism It is the type of tourism that involves tourist’s holiday choice that is totally inspired and influenced by their specific motivation and desire. There are different forms of special interest tourism, like education, beauty, sports, food, cultural and entertainment (Cook 2007, pp.63). Different countries have different specialties, for example Dubai is famous for its shopping, and New Zealand, Australia, and Turkey are famous for their food. Read defined specific interest tourism as â€Å"The travel for people who are going somewhere because they have a particular interest that can be pursued in a particular region or at a particular destination. It is the hub around which the total travel experience is planned and developed†. (Ritchie, Carr, & Cooper 2003, pp. 28) Food and Wine tourism The special inte rest tourism that has been selected for this paper is â€Å"Food and Wine tourism† in New Zealand. The food and wine do not mean mere eating and drinking, but are related to the respective country’s culture and heritage. ... es of specialist food production regions are the primary motivating factors for travel.†(Buhalis & Costa, 2006) Food is directly related to a country’s heritage, culture, and traditions. Food is considered to be a major component of tourism, whatsoever is the type of tourism; food always acts as a tourist attraction. So, intentionally or unintentionally, the tourists are always seeking excellent quality food and wine when they are on their holidays. Wine tourism Today, wine is making quite a large business for the last few years. Wine production has been increased at a massive level in different countries like New Zealand, Australia, Canada and Europe, and this has resulted in development of the tourism industry in the respective countries. Moreover, â€Å"wine tourism is a subcategory of food tourism, which implies visit for specific high-quality vine to vineries, vineyards and restaurants to a country. The wine tourism also includes visit to the wine festivals in a pa rticular country†. (Buhalis & Costa, 2006) Food and wine tourism does not mean a trip to a restaurant; rather it is the desire to taste and experience a particular type of food or a special traditional cuisine can act as a motivator to travel across the home country (Thach, 2007). Food and wine tourism characteristics and typologies Food and wine tourism is flourishing due to a number of reasons around the world. The most important and predominant reason of promoting the food and wine tourism is to improve economic growth. Moreover, food and wine tourism has gained attention due to increased interest in the other country’s societal values, environmental interest, and their culture. Today, many people and countries are showing interest in dining and cooking, subsequently which has resulted in an

Binswangers Disease :: Biology Essays Research Papers

Binswanger's Disease Even though I knew my grandmother for 17 years before she died my mother told me that I had never met her. According to her my grandmother had not been "herself" for years because the affects of her advanced age had basically destroyed the person she once was and turner her into a living zombie. Although humans live an average of 85 years, things such as memory loss and lack of motor control can completely change a person and in a way kill her years before she dies. Vascular Dementia has the same general symptoms as "old age" only it typically occurs in younger people. Binswanger's Disease is a specific type of vascular dementia, probably the most common form, which affects people at approximately age 60. Most people diagnosed with this disease do not live past five years of its onset(1). Currently, not much is known about Binswanger's Disease; in many ways it resembles various other neurological disorders making it difficult to diagnose. The trademark of this disease is damage to th e blood vessels in the deep white matter of the brain(1),(4),(5). The pons, basal ganglia, and thalamus are typical sites for these lesions(5),(7). A Magnetic Resonance Imaging scan is one of the most reliable ways to see this damage(5),(6). However, with outward symptoms such as depression, strokes, and disease of heart valves(1),(2),(3),(5) an MRI is not typically one of the first diagnostic tool used and the disease proceeds unchecked. My original thought surrounding Binswanger's Disease related to my mother's opinion of my grandmother; the people with the disease became different people due to the changes in their brains. In other words, one of the physical changes that takes place in the brain must somehow affect the victim's I-function effectually transforming him or her into a different individual. From the point of view that brain equals behavior and there is nothing else this analysis made logical sense. However, it seemed like a very simplistic summary of the disease's effects, and after deeper investigation into the course of the disease I realized that the answer would not be so easy. One of the facts I uncovered is that occasionally victims will partially recover and stabilize for a period of time, thus reverting to their pre-Binswanger's Disease selves(1),(5). So the I-function cannot, most probably, be destroyed in these instances since the victims return to their original behavior, even though their br ains have undergone alterations. Binswanger's Disease :: Biology Essays Research Papers Binswanger's Disease Even though I knew my grandmother for 17 years before she died my mother told me that I had never met her. According to her my grandmother had not been "herself" for years because the affects of her advanced age had basically destroyed the person she once was and turner her into a living zombie. Although humans live an average of 85 years, things such as memory loss and lack of motor control can completely change a person and in a way kill her years before she dies. Vascular Dementia has the same general symptoms as "old age" only it typically occurs in younger people. Binswanger's Disease is a specific type of vascular dementia, probably the most common form, which affects people at approximately age 60. Most people diagnosed with this disease do not live past five years of its onset(1). Currently, not much is known about Binswanger's Disease; in many ways it resembles various other neurological disorders making it difficult to diagnose. The trademark of this disease is damage to th e blood vessels in the deep white matter of the brain(1),(4),(5). The pons, basal ganglia, and thalamus are typical sites for these lesions(5),(7). A Magnetic Resonance Imaging scan is one of the most reliable ways to see this damage(5),(6). However, with outward symptoms such as depression, strokes, and disease of heart valves(1),(2),(3),(5) an MRI is not typically one of the first diagnostic tool used and the disease proceeds unchecked. My original thought surrounding Binswanger's Disease related to my mother's opinion of my grandmother; the people with the disease became different people due to the changes in their brains. In other words, one of the physical changes that takes place in the brain must somehow affect the victim's I-function effectually transforming him or her into a different individual. From the point of view that brain equals behavior and there is nothing else this analysis made logical sense. However, it seemed like a very simplistic summary of the disease's effects, and after deeper investigation into the course of the disease I realized that the answer would not be so easy. One of the facts I uncovered is that occasionally victims will partially recover and stabilize for a period of time, thus reverting to their pre-Binswanger's Disease selves(1),(5). So the I-function cannot, most probably, be destroyed in these instances since the victims return to their original behavior, even though their br ains have undergone alterations.

The life history anthropological perspective

An interview I had with my brother turned out to be very unusual that is to my surprise it was, for me, a new revelation of his inner self. The whole session became personal and sensitive. I came to know a new person, whom I did not know earlier, in him. That is about his condition and experiences of having muscular dystrophy. His perils and his optimistic views, in spite of struggling with the disabilities. It was astonishing to learn that after my thoughts of how I know him so well because he is my brother, there are still a lot of things that I do not know about him. This interview has definitely introduced me to a new person in my brother. The life history anthropological perspective At the age of 6, he was diagnosed with muscular dystrophy. The diagnosing of this situation in him was a hard one for mother to accept. She had always kept this factor to her heart and made sure he never even feel that he was sick. She tried and the rhythm of his routine was as normal as anyone else of the same age. At the same time the frustration of not being able to do whatever he wanted made him angry at everything in the beginning. He slowly began to realize that he could still have nice feelings. And that is where he could still try to do everything what the other kids did. The dramatic end they had was often embarrassing but he found them to be great fun. This concept of having fun in the awesome and dramatic eventualities of an other ways routine for a kid of his age seems to me as the first step of his finding the life meaning full. The perils of his condition took deeply toll of him. Its true that I have seen most of him in my life, this interview gave me a new perspective of him. The high school, like any other kid, was interesting to him. The presence of his brother was a solace. Brother had to live two years earlier than he did. That was the time he felt bad about the saying â€Å"Oh, yet defend me, friends; I am but hurt†. (Alexander, p 1071) He even thought at the end of his high school that the high school was waste of time. I have a strong feeling that the lack of friends, after having to sit with older kids when his brother was there, made him lonelier than one could ever feel. A pretty librarian’s company was too limited an entertainment for boy of that age. His mindset, by the time he left the high school, might have greatly been influenced by the fact that he was a disabled, unlike other kids. It can be termed as the greatest disaster that happened in his life with the unhealthy Physical condition he suffered from. Having met death face to face with pneumonia at the age of 23, he realizes the need of living life to the fullest. However this realization seems to be the positive out put completely derived from the life threatening situations he went through. I would say it was a therapeutic experience for the both of us because somehow after that interview, he felt good having to share all his thoughts and feelings to someone who he can trust and depend on. In addition, for me I felt as if something good and special came out of it – within my self as a person and between the both of us and our relationship as family. From the first question alone, I was really dazed that he was willing to open up like that with regards to his diagnosis and learning from the doctors that he would not be able to live to see his twentieth year. His courage and strength really shows up by how he handles and is still handling his condition. His openness to me, freely sharing the inner most feelings of his struggles, was really to be considered as an advantage to me because we had an intimacy of being the same family. My brother was open to the entire experience. It was not difficult to convince him to go through with a personal interview with me. He actually enjoyed it because he knew he was helping me out and he really liked the idea of reflecting on past events and experiences that he had in his life. He prides me with joy knowing that he is not the kind of person who gives up. He was able to defeat his worries and fears and still made great efforts to do what most children did at his age from very early in his life. The interview has greatly changed our relationship as siblings. First, we know we have gotten closer because now I feel like I have evaded the person in him that I did not know all these years. My brother has opened up as new person himself. The moral of the  Story is that it has developed in me a sense of self-acceptance. The conversation with him has taught me to accept and take things as they come.   Brushing aside all the limitations, he has the confidence to tell me that that there are a lot of things to do and that he wanted to live his life to the fullest makes me look at myself and rethink what my problems are and what my mindset was. The world we live in has a lot more problems for its people. A lot of people complain about things, just like the poor boy complaining that ‘I have no shoes, I have no shoes.’ Until, he saw a man with no legs. If we as normal people complain about our lives and not having to succeed in situations where we want to accomplish many tasks, I guess we should think about those who unwillingly have disabilities, such as muscular dystrophy. My brother’s out look towards life was one of great self-esteem and acceptance but the conversation gave me great cultural insight as compassionate side, in me sparked off like a matchstick. Everything that he said I took note off and from them I draw my inspiration in reinventing my life, and am compassionate in my society. I took note of his words as he said you’d never be able to make anyone else happy if you can’t look at yourself in the mirror and be happy at what you see. Reference Alexander, Peter (1985) A book on complete works of Shakespeare. English language book society.      

How to Create Quick Chapter Outlines for School

When you read a chapter in a textbook from beginning to end, it’s easy to get swept away in a sea of details and overlook the main ideas. If you’re short on time, you might not even be able to make it through the entire chapter. By creating an outline, you’ll be sifting through the information strategically and efficiently.  Outlining helps you to focus on the most important points and gloss over excess detail. When you make an outline, you’re effectively creating an exam study guide in advance. If you put together a good outline, you won’t even have to return to your textbook when exam time arrives. Reading assignments don’t have to feel like a dull slog. Creating an outline while you read will keep your brain stimulated and help you retain more information. To get started, follow this simple outlining process next time you read a textbook chapter.​​ 1. Carefully Read the First Paragraph of the Chapter In the first paragraph, the author establishes a basic structure for the entire chapter. This paragraph tells you what topics will be covered and what some of the chapter’s main themes will be. It may also include key questions that the author plans to answer in this chapter. Make sure you read this paragraph slowly and carefully. Absorbing this information now will save you a lot of time later. 2. Carefully Read the Last Paragraph of the Chapter Yes, that’s right: you get to skip ahead! In the very last paragraph, the author sums up the chapter’s conclusions about the main topics and themes and may provide brief answers to some of the key questions raised in the first paragraph. Again, read slowly and carefully. 3. Write Down Every Heading After reading the first and last paragraphs, you should have a broad sense of the chapter’s content. Now, return to the beginning of the chapter and write down the title of each section heading. These will be the largest headings in the chapter and should be identifiable by a big, bold font or bright color. These headings reflect the chapter’s main topics and/or themes. 4. Write Down Every Subheading Now its time to head back to the beginning of the chapter. Repeat the process from Step 3, but this time, write down the subheadings beneath every section heading.  The subheadings reflect the main points the author will make about each topic and/or theme covered in the chapter. 5. Read the First and Last Paragraph of Every Subheading Section, and Make Notes Are you sensing a theme yet? The first and last paragraphs of each subheading section typically contain that section’s most important content. Record that content in your outline. Don’t worry about using complete sentences; write in whatever style is easiest for you to understand. 6. Read the First and Last Sentence of Every Paragraph, and Make Notes Return to the beginning of the chapter. This time, read the first and last sentence of every paragraph. This process should reveal significant details that might not be included elsewhere in the chapter. Write down the important details you find in each subheading section of your outline. 7. Quickly Skim the Chapter, Looking for Bold Terms and/or Statements For the final time, flip through the entire chapter, skimming each paragraph for terms or statements that the author emphasizes with bold or highlighted text. Read each one and record it in the proper section in your outline. Remember, every textbook is a little different and may require a slightly modified outlining process. For example, if your textbook includes introductory paragraphs beneath every section heading, make a point of reading those in full and including a few notes in your outline. Your textbook might also include a table of contents at the beginning of each chapter, or better yet, a chapter summary or review.  When you finish your outline, you can double check your work by comparing it to these sources. You’ll be able to make sure your outline isn’t missing any of the major points highlighted by the author. At first, it might seem strange to skip over sentences. (â€Å"How can I understand the content if I dont read all of it?†) Counterintuitive though it may feel, this outlining process is a simpler, faster strategy for understanding what you read. By starting with a broad view of the chapter’s main points, you’ll be able to better comprehend (and retain) details and their significance. Plus, if you have extra time, you can always go back and read every line in the chapter from beginning to end. You’ll probably be surprised by how well you already know the material.