The Sydney Opera House Tourism Essay

The Sydney Opera House Tourism Essay The Sydney Opera House is one of the most popular tourist attractions in Australia and produces more than 7 million tourists/people visiting the venue each year. The Sydney Opera House offers a variety of difference shows and performances as well as guided tours, which enables each visitor to explore the vast creation inside one of the worlds most recognisable buildings. Around 1.2 million people attend the many performances and shows, and over 318, 000 people take part of the guided tours available. The Sydney Opera House is also proudly, State, National and World Heritage listed. However, there are many threats that this iconic Australian icon encounters, including such issues as, conservation, and climate change. These different issues threaten the iconic building for future patrons and therefore need to be taken care of in order to maintain Australias most recognisable and best known iconic landmark. The Sydney Opera House has become, with the Sydney Harbour Bridge, Sydneys best-known landmark and international symbol (The Sydney Opera House, 2011). It is known as one of Australias iconic monuments and is one of the busiest and well-known performing art centres not only Australia, but the world. Each year, the Sydney Opera House provides over 1500 varying performance each year. It is located on Bennelong Point in Sydney Harbour, in sight of the Sydney Harbour Bridge and is also situated on the northern eastern point of the Sydney central business district (CBD). The Sydney Opera House is a performing arts centre envisioned and largely created by a Danish architect, JÃ ¸rn Utzon. However, designed in 1959, it took a total of 14 years to be completed and was official opened in 1973 by Queen Elizabeth II. The Sydney Opera House, being a performing arts centre, promotes and supports a variety of performing arts companies, and with seven primary venues, offers audiences the opportunity to experience the very best of the many different art forms performed (Sydney Opera House 08/09 Annual Report, 2009). As well as the actual Sydney Opera House, visitors are able to experience the harbour side area that offers a variety of attractions such as shopping, dining and entertainment. An estimated 45 million people have attended over 100,000 the Sydney Opera House since its opening in 1973 as well as an estimated 100 million people visiting the actual site (Sydney Opera House 08/09 Annual Report, 2009). Regular tours of the construction are conducted daily and many paths and forms of transport was available, leading back towards the CBD through the Botanic Gardens, which is another well known tourist attraction in Sydney. The Sydney Opera House provides Sydney with a vast number of tourists domestically and internationally throughout the whole year, which provides great exposure to many restaurants, bars and hotels that surround the Harbour. Hotels like the Park Hyatt, Quay Grand Suites Sydney, the Shangri-La Hotel Sydney and The Four Seasons Hotel Sydney; all benefit from the exposure the Sydney Opera House gains from the estimated 7 million patrons visiting the area each year, creating a link with the hospitality and tourism industry of Sydney. SITUATION ANALYSIS Conservation The Sydney Opera House is a masterpiece of late modern architecture and an iconic building of the 20th century (The Sydney Opera House, 2011). It is nevertheless, an extraordinary building and not only the citys central cultural scene, but it is also admired world-wide and valued by the people of Australia. On the 28th June 2007, the Sydney Opera House was made a UNESCO World Heritage Site (Braithwaite, 2007). In 2003, Utzon was awarded the Pritzker Prize, an architects highest honour award, which stated; There is no doubt that the Sydney Opera House is his masterpiece. It is one of the great iconic buildings of the 20th century, an image of great beauty that has become known throughout the world a symbol for not only a city, but a whole country and continent. (Sydney Opera House, 2008) Climate change is the main concern that threatens World Heritage sites such as the Sydney Opera House (Daley, 2009). Since the Sydney Opera House is known as a World heritage Site, concerns about potential threats to the actual site are worrying. Such threats include; rising sea levels, increased ocean acidification, higher sea and land temperatures (global warming), and extreme weather events (National Trust, 2009). Because of the rising sea levels, there is a threat of the Sydney Opera House, sinking due to lack of stability. What would happen if the Sydney Opera House was not maintained and conserved? Would the economy differ? The Sydney Opera House relies solely on the patrons it attracts for the diverse performances and activities it provides, and the substantial iconic pull it has world-wide. The Sydney Opera House also provides customers for the surrounding dining (restaurants, bars etc), accommodation (hotels), transport (ferry, train, bus etc) and vast activities that are available in the harbour. The Sydney Opera House is one of the most eventful performing arts centres in the world, providing over 1, 500 performances each year, and therefore attended by an estimated 2 million people, who intern provide the revenue for different events that occur in and around the Opera House, as well as the many hospitality industries also surrounding the venue. Conservation: Recommendations for Improvement In regards to the sea levels rising, the president of the Australian chapter of the International Council on Monuments and Sites, Peter Phillips states that, If sea levels rise, they will all be gone. We want the Minister to realise that there are genuine threats but there are genuine solutions. At its most extreme example, it could mean building a dam around the Opera House (Cooper, 2007). Obviously it is difficult to completely stop the impact of climate change on any Natural Heritage site; however, they are able to be saved for a minimum amount of money with a primary focus on maintenance. However, Comprehensive statutory and associated frameworks are in place across three levels of government to ensure that the present condition of the property is maintained to an exceptional standard (Sydney Opera House 08/09 Annual Report, 2009). They ensure that the building and surroundings are maintained through conservation programs, which are regularly undertaken. The Sydney Opera House Trust and the Australian and New South Wales Governments also thoroughly examine the maintenance situation throughout the year. The Sydney Opera House is ensured protection under various laws as it is listed as a Heritage site on National, State and Local government heritage lists and registers (Sydney Opera House 08/09 Annual Report, 2009). CONCLUSION The Sydney Opera House is instantaneously recognised by a vast number of people around the world as one of the most internationally acclaimed symbolic buildings in the world today. The significance of the building does not only relate to the city if Sydney or even Australia, but the nation as a whole. The Pritzker Price officially recognises that the Sydney Opera House was one of the great iconic buildings of the twentieth century and that it was an image of great beauty known throughout the world (Sydney Opera House 08/09 Annual Report, 2009). APENDIX I Key Dates for the Sydney Opera House Key Dates Achievements 1957 JÃ ¸rn Utzon wins Sydney Opera House design competition (January) 1959 Work begins on Stage 1 building the foundations despite Utzons protest that plans were not finalised (March 1966 JÃ ¸rn Utzon resigns (February) 1973 First guided tours of Sydney Opera House (July) First performance in Sydney Opera House Australian Opera performed Prokofievs War and Peace in the Opera Theatre (September) Opening Ceremony and Royal Concert with HRH Queen Elizabeth II and the Duke of Edinburgh (October 20) 1979 Concert Hall Grand Organ completed (May) 1999 Opening of The Studio new venue for contemporary performing arts (March) JÃ ¸rn Utzon is re-engaged and appointed design consultant to the Sydney Opera House (August) 2000 Sydney Opera House Producers Unit established (October) 2002 Sydney Opera House Utzon Design Principles published (May) 2003 Sydney Opera House Conservation Plan published (June) State Heritage Listing achieved (December) 2004 Backstage Tour launched (April) Utzon Room opened first venue at Sydney Opera House designed by JÃ ¸rn Utzon (September) Recording Studio opened (October) 2005 National Heritage Listing achieved (July) 2006 Asian Language Tour launched in Japanese, Korean, Mandarin (January) Colonnade opened by HRH Queen Elizabeth II designed by JÃ ¸rn Utzon, it is the first change to the exterior of the building since its completion in 1973 (March) 2007 World Heritage Listing achieved (June) The Essential Tour launched (October) 2008 Visionary Sydney Opera House architect, JÃ ¸rn Utzon dies peacefully in his sleep (November) 2009 Western Foyers fully refurbished (July)

Children with exceptional need Essay

Researches in development reveal that both genetics and environment not only separately influence normal or abnormal functioning of the human psyche, but together and inseparably affect an individual’s manner of operating in his world (Nevid, Rathus and Greene, 2008). Environment’s influence can start as early as the nurturer’s bearing, i. e. the moment of conception when the fertilized cell is immersed in the mother’s internal environment. The contention that genetics cannot be downplayed since this fertilized cell contains genetic material that may mean the marked direction of growth towards normality or abnormality has been embraced by biologists and psychologists for many decades until now. Nature and nurture interact to mould a person into what he becomes; hence psychological disorders are regarded both a product of genetics and environment according to many studies. However, the degree of their influence such as at what critical times will the developing child or person succumbs to the effects of environment is observed to be crucial though. This means that the individual who has risks of developing mental illness, depends largely to these â€Å"critical periods† (Nevid, Rathus and Greene, 2008). Abnormal psychology or the study of the development of psychological disorders focuses on the interplay of genetics and environment and how most psychologists agree to the notion that though genetics increases the possibility of the development of â€Å"malfunctioning† or disorders; this is generally moderated by environment (Nevid, Rathus and Greene, 2008). Learning disorders are also coined as â€Å"language and speech disorders† and academic skills disorders. They are commonly identified when a child enters school-age. the problems related with these disorders generally hamper a particular child’s overall engagement in school activities which may usually have their dire effects on his/her esteem (Nevid, Rathus and Greene, 2008). Academic skills disorders have the following subtypes: developmental arithmetic disorder (children who cannot do simple arithmetic equations like addition and subtraction and the recognition of their symbols like a plus + or minus sign -) ; developmental expressive writing (a severe difficulty in the ability to express themselves through writing or composition) , and developmental reading disorders (termed as dyslexia, this disability is characterized by a child’s inability to recognize words or letters and understand the printed material) (Nevid, Rathus and Greene, 2008). Language and speech disorders usually are identified with children and are categorized as: developmental articulation disorder (cannot make a sound or speak specific words), developmental expressive language disorder (grammatical errors which are profound) and developmental receptive disorders (children who have the inability to comprehend someone speaking a language) (Nevid, Rathus and Greene, 2008). Many problems are faced by students who are highly creative. This includes the need to conform to the majority, seemingly lacking in motivation, lack of insights into their asynchronicity, the parental lack in terms of knowledge or understanding into their child’s dilemmas, underachievement and a host of others. These are further complicated by lack of experts in the local level (Santrock, 2005). Discussion The adolescent who is gifted has different sets of needs and challenges which are indeed complex ones. The bigger bulk of responsibility lies in the hands of the parents and then the school. A lot of studies have been conducted to establish what these needs are, how one gifted child differs from another, and the varying interventions that may be employed to enhance and meet the unique requirements of the gifted child (Santrock, 2005). Giftedness comes in diverse ways, and educators, parents alike follow some hard and fast rules in determining students who fall into specific categories of giftedness. Today, many specialists look into the minds of a gifted student by defining and measuring creativity. This entails that a person possesses the ability to provide a novel idea or solution to a problem, make solutions which others have not discovered before, or finding very unusual solutions. It takes into consideration that high creativity may not be found with the high academic intelligence criterion. Classic researches all reveal the â€Å"modest correlations† linking IQ and creativity (Santrock, 2005). From this development, Guilford proposed the two kinds of thinking: the convergent and divergent. IQ tests measure convergent thinking which looks for accurate and single correct answer or solution. The tests for creativity seek divergent type of thinking ((Santrock, 2005). Programs are varied depending on the institution in which the student/s is enrolled; however, most schools are mandated and are trained to identify or recognize children with gifted or exceptional abilities. The US Department of Education identifies the basic two approaches employed in meeting the complex needs of this oftentimes marginalized segment of students. Enrichment enlarges and intensifies skills and knowledge base by providing the student with additional classroom projects or activities; field trips can be very important to enhancing a student’s creativity and coaching by an expert in the child’s specific talent or interest. Another approach is acceleration which is oftentimes urged by experts and educators. Children skip a grade or take a placement test to be classified in a specific or particular subject or advanced courses (Santrock, 2005). The counseling course then often takes a route along these two approaches. Once the child is identified as possessing some remarkable qualities that are unusual to his age or group, the parents are advised to provide the enrichment the child needs. In whatever the case, teachers often are placed in positions to identify these creative streaks and expected to make the necessary interventions to help the student make use of his talents. In most cases, children suffer some debilitating â€Å"handicaps† due to their unusual creativity; such as a combination of ADHD and the giftedness (they call it â€Å"twice exceptional). This is where parents and especially teachers must be fully trained to spot complications that go with being gifted (Santrock, 2005). Teachers must be made aware that alongside other difficulties, specific manifestations may be evident as symptoms of their difficulties; e. g. , having messy school work because their hands cannot cope with the speed of their minds, or may even be poor spellers and poor performers in rote memorization. In other words, these students with their contrasting difficulties just don’t seem to fit (Santrock, 2005). The goal then for the parents, teacher or school counselor is to magnify on the child becoming an asset rather than emphasizing on such possibilities as pursuing and achieving fame, high economic status or even a Nobel Prize. It is important that the goal for the educational community is for gifted students who will develop into an individual adult who will become comfortable with his innate capabilities and has used them productively (Santrock, 2005). Conclusion The question of whether heredity (nature) or environment (nurture) is more important in determining the course of human development has been debated throughout the centuries (Papalia et al, 2002). The advent of Charles Darwin’s theory of evolution (1859), which emphasizes the biological basis of human development, led to a return to the hereditarian point of view. With the rise of behaviorism in the twentieth century, however, the environmentalists’ position once again gained dominance (Atkinson, 1993). Behaviorists such as John B. Watson and B. F. Skinner argued that human nature is completely malleable: early training can turn a child into any kind of adult, regardless of his or her heredity. Watson stated the argument in its most extreme form which is presented the average person’s activity (Atkinson, 1993). Today most psychologists agree not only that both nature and nurture play important roles but that they interact continuously and guide development. For example, the development of many personality traits, such as sociability and emotional stability, appear to be influenced about equally by heredity and environment; similarly, mental disorders can have both genetic and environmental causes (Atkinson, 1993). Behavior geneticists are attempting to sort out the relative importance of nature and nurture influences in the development of various behavior patterns. Psychologists are especially interested in the roles of nature and nurture in intelligence, abnormal behavior patterns such as schizophrenia, and social problems such as sociopathy and aggression (Atkinson, 1993). Non-genetic influence or the environment is perhaps the strongest alibi any person attributes to whenever things turn out not as good as they want them to be. We often make justifications why we tend to be mediocre; â€Å"because my parents did not try their very best to train me and provide for all that I need,† is our typical rejoinder. To what extent is this true, and where does the line end when it comes to personal responsibility, genetic predispositions, or the responsibility and accountability of people who exert immense influence on us? The argument postulated in this paper is not so much as â€Å"drawing the line† in as much as it has evidently proven the great impact of nurture on personality and/or human development in general (Papalia et al, 2002). Parental abuse and neglect have been issues in learning because these are factors that are vital to the child’s overall performance and normal functioning as they operate as kids and later as adults in the real world. This is also true with nutritional status of children in their growing years. Several studies have proven the effects of these factors that they are consciously observed among the educated parents; as much as possible, many actively pursue in avoiding the drastic effects of either deficiency (Papalia et al, 2002). Indeed, the environmental changes that are constantly influencing children in their early stages are established in the scientific disciplines; this despite the many arguments to the contrary. Reference: Atkinson, R. L. , R. C. Atkinson, E. E. Smith, D. J. Bem, and S. Nolen-Hoeksema. 1993. Introduction to psychology. Orlando, FL: Harcourt Brace and Company. Nevid, Jeffrey, Spencer Rathus, & Beverly Greene (2008). Abnormal Psychology in a Changing World. Pearson Prentice Hall. Santrock, J. W. (2005). Adolescence. (12th ed). New York: McGraw-Hill. Papalia, Diane, Sally W. Olds, Ruth D. Feldman. 2002. Human development 8th Ed. McGraw Hill.

Nutritional Problems of the Patient Suffering from Diabetes Type 2 Free Essay Example, 1500 words

The patient is a known diabetic patient currently on medications. For example, the past medical history reveals that Mr Slavich Giovanni has cardiac risk factors apart from suffering from Diabetes Type 2 and this means the patient may require a special diabetic diet plan that does not aggravate the risk of cardiac problems. In addition, some of the prescriptions may impact on the eating habits of the patient through result in taste changes or digestive complains. Based on the presented social history, the client is a widower living alone in a private residence apartment. Despite the reports that he keeps in close contact with his son, the patient suffers from depression, experiences episodes of bipolar disorder, and often gets angry. These conditions may potentially result in anorexia, thereby impacting on his nutritional/ food intake. The changes in nutritional status among the elderly are attributed to by the physiological changes of aging, current medication, low income, lack of social or emotional support, poor diet, physical disability, and chronic illnesses such as diabetes and cardiovascular diseases. Generally, diabetes type 2 is a chronic condition managed by a combined strategy of diet, medications, exercise, and frequent health monitoring. We will write a custom essay sample on Nutritional Problems of the Patient Suffering from Diabetes Type 2 or any topic specifically for you Only $17.96 $11.86/page

The Social Model Of Disability - 1795 Words

Switched at Birth shocked the nation with its compellingly unique storyline and portrayal of a disabled main character. The show follows the intertwined lives of Bay Kennish and Daphne Vasquez who were accidentally placed in the wrong cribs at the hospital soon after they were born. Bay grew up in an upper-class family and attended a private school in the city. Daphne, on the other hand, grew up in a single parent family who struggled to make ends meet every month. Daphne contracted meningitis when she was three, leading to her gradual deafness. After meeting for the first time, the families realized that they must learn how to live their lives together despite their conflicting backgrounds (Switched at Birth S:1). Although this show demonstrates the â€Å"Disability drift and the disability hierarchy† myth, it effectively shows how people with disabilities can live their lives the same way as able bodied people and have the same opportunities to achieve their goals. The write rs accomplish this by focusing heavily on the social model of disability, which highlights the idea that â€Å"disability is caused by the way society is organized, rather than by a person’s impairment or difference† (Scope par. 1). Viewing disabilities from this perspective educates viewers on the flaws in our society and how we should work together to change our communities. This series uses pathos to highlight the emotional pull that it takes to raise a child with a disability, especially one that the childShow MoreRelatedSocial Model of Disability1716 Words   |  7 Pagesdiscussion on the treatment and delivery and the differences between the social and medical model will address how the individual is treated in relation to health care. Key issues surrounding a work place or educational environment and generally the discrimination they face from different aspects within society will be discussed from a critical perspective. 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