Making Physics More Realistic with Fiction

Making Physics More Realistic with Fiction Gabriel Alcantara One of the many questions that students who takes any major or minor subject, particularly physics, either in elementary or in college that actually makes sense is â€Å"When am I going to use what I have just learned in the real life?† But in reality, physics is found everywhere, from our cars and cell phones, the way we walk and interact with things, throwing stuff, to some of the not so familiar topics like in subatomic particles and in comic books. Some teachers and professors are looking into ways on how to present these ideas and concepts without making the student sit through hours of leaden and tedious technical discussions. From fictional examples and situation, to extraordinary cases like lifting a star and preventing falls with a single hand, students slowly realize that physics is just as important as breathing and clothing. And one good example of fictional, but true, example of the application of the concepts learned in physics is found in comic book superheroes. Now, the thought of superheroes is logically impossible, but their actions and their â€Å"super incredible powers† presented in comic books and in movies are actually governed by the laws of physics and nature (Trusted, 1991). From electricity, to lifting heavy objects, to shooting lasers out of nowhere, their power is also present in the real world, but in a less amazing and rather simple manner. In theory and in practice, the concepts of physics found in the stories of comic book superheroes helps in developing the logic of students to understand physics. As more and more teachers resort to more exciting and easy-to-understand examples which the students can relate, more and more students who have the same question above are now finding light in comic book superheroes. As any student who have gone through the first day of physics class, it is clear that physics is essentially the study of matter and energy; physics is an experimental science which deals with the basic elements of the universe and their interactions. (Young Freedman, 2012). There are a lot of theories and laws which govern the interaction of one matter to the other, and one of them is Newton’s laws of motion. There are 3 laws in it, which are the laws of inertia (an object in motion will remain in motion unless acted upon by an external force), acceleration (force is equal to mass times acceleration), and action and reaction (for every action, there is an equal and opposite reaction). Physics also deals with electromagnetism, which is mainly concerned with particles having an electric charge, which is just either a positive or a negative charge property of a particle (Jones Childers, 1993). There are also discussions about momentum (which is the product of the objectâ€℠¢s mass and its velocity or speed), impulse (the change in momentum), and collision between two objects, whose examples are fairly simple, but not as exciting to learn. But, in order to do physics, one must have energy, either potential (energy at rest) or kinetic (energy in motion). With all these examples of the concepts in physics, their examples are just as technical as their discussion. One can deal with the laws of motion by observing the movement of a ball in a vacuum and applying external force, throwing a ball out of a cliff, pushing a wall, and a big winded wire induced by electricity to produce a massive electromagnet. These examples may seem simple enough to comprehend, but the physics in them is what makes them dreary to understand. One can simply put off the explanation by stating that the velocity, time, and height by which a ball drops from the cliff to the ground can be computed using the kinematic equation and the students just substitute values and solve. But one can make things a little more challenging by putting childhood favorite superheroes as examples. By replacing the ball with Gwen Stacy falling and Spider-Man catching her, students will get an essence of just how important these values are in the comics and in the real world. Comic book superheroes didn’t just exist out of nowhere, it also had a history. According to Wandtke (2012), from the early comic strips in England whose purpose varied from entertainment to revolutionary movements, a lot of today’s superheroes came from snippets of these strips. Amazing Stories and Astounding Stories were one of the early comic book novels, which were mass produced in newspapers and in print, and one of the earliest superheroes was Superman, who was a creation of Siegel and Shuster, which came from the idea of a bizarre visitor from another world with powers greater than any man known on earth who came to save humans from evil (Gifford, 1984). Superman first came known to print in the Action Comics #1 in 1938. After Superman, a lot of heroes joined in, like Flash (who had powers of incredible speed), Hawk-Man (power of flight), Captain America (Amazing strength from a â€Å"super soldier† serum, now called steroids), and Batman (with the occasio nal appearance of his sidekick Robin). In 1962, a boy named Peter Parker was bitten by a radioactive spider, who surprisingly lived, and became Spider-Man. Most of the beginnings of superheroes reflected their time, from the Great Depression to the World War, and discoveries in science like radioactivity and quantum mechanics (Daniels, 1995). With the rise of heroes came along with their enemies, like the Joker, the Green Goblin, Electro, Magneto, and many others. The addition of these villains added suspense and action to the stories. Several ages came into play, with heroes ranging from the Silver Age to the Golden Age, with one example of a Silver Age Flash meeting his Golden Age counterpart through an alternate universe (Duncan Smith, 2009). Movie adaptations of these comic books were released, which closely resembles the comic book counterpart with an addition of unexpected scenes. Now, what do comic book superheroes have to do with physics? A professor named James Kakalios of the University of Minnesota, who is an avid fan of comic books, started to use these heroes to conceptualize physics, as most us are unaware that most of the time, comic books gets their science right. While one may think that this is a silly idea, the fact that students can learn such a complicated subject like physics in such a sophisticated and animated way like in comic books is a great way to capitalize on an innovative way to teach something without hurting. Let’s take into consideration the case of the death of Gwen Stacy, Spider-Man’s girlfriend. The story goes as the Green Goblin kidnaps Gwen Stacy, bringing her to the top of Washington Bridge, luring ‘Spidey’ into battle, then dropping off Gwen to her apparent doom, but Spidey manages to catch her, by which to his surprise that she is dead. Supposing that Gwen weighs 50 kg, fell for half a second (0.5s ) and fell from 300 ft., she would have fallen with a speed of about 95 miles an hour, and the force needed by Spider-Man’s web to stop her would have to be 10 times the acceleration due to gravity (Kakalios, 2005). This explains the â€Å"SNAP† sound located next to her on the comic strip of her fall. This shows that it was the webbing of Spider-Man that killed Gwen and the concept of physics involved here were the definition of velocity and acceleration, momentum and impulse, and force. The same discussion also explains the physics behind airbags and how they prolong the time from the impact to rest (Jacobson, 2012). Compared to the earlier examples, this is easier to understand and visualize because most of the students are interested with Spider-Man and the discovery of something new. An example of when they get it right is in an issue of Super Boy (young Superman) where he coils a locomotive with metal wires, induces a current, and gets a big electromagnet. This d emonstrates simple electric induction where some may find it difficult to understand due to the terminologies like induction and repulsion and conductors and charges, but with Super Boy’s example, it all becomes clearer and easier(Weiner, 2008) (Kittel Knight, 1973). But sometimes, comic books get it wrong too. Another way to represent physics, particularly electromagnetism, is through Spider-Man’s villains, Electro and Magneto (whose names obviously represent the concept of physics they embody). In a scene where Electro faces Spider-Man, Spidey throws a metal chair to Electro and Spider-Man says that any metal can act like a metal rod, neglecting the fact that it has to be grounded for it to become a lightning rod (Jones Childers, 1993). But an episode in Superman actually gets it right when he drags someone, whom he tries to get information from, and runs along telephone cable wires, to the man’s panic, but Superman reassures him that they would be electrocuted unless the wires is grounded or when he steps on a telephone wire pole (Daniels, 1995). Students can easily learn electricity through this: wires or any conductor has to be grounded for it to become effective. But one shouldn’t be assured that the concepts presented are true all the time. But then again, Cyclops (a single eyed hero who shoots lasers from his eye band) got Newton’s Third Law of Motion wrong when he blasts a hole through the ceiling of Grand Central. If Newton’s Third Law of Motion holds, then he should have experienced an opposite reaction equal to his action of blasting a hole, unless he has a super neck strength (Booker, 2010). Present day objects are also works of the science that powers superheroes. An example is the MRI (Magnetic Resonance Imaging) where one’s body can be examined live using magnetic repulsion from a user generated magnetic field, polarizing (splitting and dividing) the water molecules, and pinging the target level for examination (Young Freedman, 2012). The same technology is used by Magneto, Spider-Man’s enemy, where he levitates himself using magnetic repulsion. This has not been done by, and to, a human being, but a group of researchers has managed to levitate a frog (Simon Geim, 2000). Another one is through Iron Man. His suit can be comprehended today part by part. The jet boots is something which many have tried doing, but only few have successfully flown 10 feet or higher. The exoskeleton suit is being worked up by the military for defense purposes and also it is being developed for those who have paralysis and body defects. The science behind the helmet, which co ntrols the suit according to the comics, is technologically feasible. Some technologies in Japan and America have done prototypes which allow mouse pointer manipulation through the signals sent by the mind to the helmet ([Distinctive Voices], 2010). And one perfect example for that is Stephen Hawking and how he is able to communicate through signal waves converted to audio through a machine on his wheelchair. But the Arc Reactor is an exemption to the rule, being purely fictional for now, for no technology today, which could explain how something on earth could how such enormous power in a small, confined space ([Russell Scott], 2014). A very complicated topic in physics, which is hard to understand from a simple person’s point of view is quantum mechanics. Quantum physics or mechanics deals with the behavior of a particle, particularly on a molecular, atomic, or in the nuclear scale (Young Freedman, 2012). It has to do with wave functions with the inclusion of Schrodinger’s equation which just simply states that force is equal to mass times acceleration for electrons, much like Newton’s second law of motion. This governs the existence of parallel and alternative universes, which up to now, has not yet been proven to exist. Using Schrodinger’s equation, given the force, there is a huge probability of locating the position of a certain electron in space (Beiser, 1967). Given a radioactive isotope (same element, different mass number) and the equation will give the probability of it having a half-life (reducing the original amount of substance by half through a time interval). Something o n a subatomic particle scale is hard to comprehend and represent, but comic books may provide some light in the teacher’s burden in teaching this topic. On the issue of the Flash # 123, four years after Everitt formulated a theory which states that there is a parallel and alternate universe and using quantum mechanics, one can go from one universe to another on a subatomic level (Booker, 2010). In the Flash issue, the Silver Age Flash meets up with his Golden Age counterpart, through which scientific explanation of Everitt’s theory was presented. The concept of time warp or time travel, which is synonymous to parallel and alternate universe theories, is not new to comics. A lot of science fiction movies have shown the movement of one person to another world through a machine of abduction of aliens. And in another comic book called The Atom, which talks about a physics professor who was trying to develop a shrinking ray, but was missing one key ingredient: a piece of a white dwarf star (because of the dwarf in the name) (Gifford, 1984). Quantum mechanics tells us that dwarf star weighs almost 50,000 tons, thus making it very dense. But the professor was seen huffing and puffing every line that he said in the speech balloon, which adds to the fact that that star was really dense. But essentially, with the white dwarf star, The Atom could exploit quantum mechanics and go beyond the atomic level, shrinking himself proportional to this atomic structure. While quantum mechanics does not disapprove of this, the ability to shrink someone has not yet been done or proven as of today (Wandtke, 2012). With all the given examples, of course not every concept of physics is present in comic books, so one should not rely on comic books to learn physics. One concept that has little instances of comic books is the concept of flight. With many superheroes with capes are seen flying, like in the case of Superman, physics cannot explain this phenomenon since there is no action from nature that could cause a cape to fly a 150 kg man (presumably) over the clouds. The concept of flight of airplanes doesn’t work on capes, and less likely on magic carpets. Another one would be how a normal human being could grow to as huge as hulk in a matter of seconds. Even with a huge amount of radioactive material, there is little chance that someone could be as strong as hulk, save for the bigger probability that a person could die due to radioactive contamination. Another is the explanation of Thor’s hammer. No one on earth could lift up Thor’s hammer, and science doesn’t have the knowledge to tell us what is inside Thor’s hammer (Kakalios, 2014). With an increasingly complicated world, people begin to overlook even the simplest of things in order to go directly to the big picture. With so many technicalities around, people are finding it harder to follow the trend of technology and the science behind them. But if one can present the idea to their audience in a manner which they could effortlessly grasp the main idea, then more people could be educated about a certain topic. Studies have shown that there is a declining rate of the student’s performance due to their teacher’s beliefs and methods of teaching (Caprara et al., 2005). Cases like this should not be overlooked and should be solved within the classroom. There are a lot of fun and meaningful ways to present concepts without the jargons. But when it comes to physics, there is no harm done in presenting it, superhero style. As long as the topic is relevant and correct, comic books can be seen, not just as a nuisance, but as an educational material worth giv ing attention to. REFERENCES: Beiser, A. (1967). Concepts of modern physics (Rev. Ed.). New York: McGraw-Hill. Blackwell, L., Trzesniewski, K., Dweck, C. (2007). Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention. Child Development, 78 (1), 246-263. doi:10.1111/j.1467-8624.2007.00995.x Booker, M. (2010). Encyclopedia of comic books and graphic novels. Santa Barbara, Calif.: Greenwood Press. Caprara, G., Barbaranelli, C., Steca, P., Malone, P. (2005). Teachers self-efficacy beliefs as determinants of job satisfaction and students academic achievement: A study at the school level. Journal of School Psychology, 44 (6), 473-490. doi:10.1016/j.jsp.2006.09.001 Daniels, L. (1995). DC comics: Sixty years of the worlds favourite comic book heroes. London: Virgin Books. Duncan, R., Smith, M. (2009). The power of comics: History, form and culture. New York: Continuum. Gifford, D. (1984). The international book of comics. New York: Crescent Books. Jacobson, R. (2012, October 11). Spider-Math and Bat-Physics: Science in a Superhero World. Retrieved April 27, 2015, from http://www.pbs.org/newshour/rundown/getting-superheroes-to-do-their-spider-math-and-bat-physics/ Jones, E., Childers, R. (1993). Contemporary college physics (2nd Ed.). Reading, Mass.: Addison-Wesley. Kakalios, J. (2014, November 12). Finally, Science Explains Why No One Can Lift Thor’s Hammer. Retrieved April 27, 2015, from http://www.wired.com/2014/11/can-hulk-lift-thors-hammer/ Kakalios, J. (2005). The Physics of Superheroes. New York, New York: Gotham Books. Kittel, C., Knight, W. (1973). Mechanics (2d Ed.). New York: McGraw-Hill. Roxas, C., Arevalo Jr., J. (1985). A History of Komiks of the Philippines and Other Countries. Quezon City: Islas Filipinas Publishing. Simon, M., Geim, A. (2000). Diamagnetic levitation: Flying frogs and floating magnets (invited). JOURNAL OF APPLIED PHYSICS, 87 (9), 6200-6204. Trusted, J. (1991). Physics and metaphysics: Theories of space and time. London: Routledge. Wandtke, T. (2012). The meaning of superhero comic books. Jefferson, N.C.: McFarland. Weiner, A. (2008, February 1). The Science of Superheroes. Retrieved April 27, 2015, from http://www.popsci.com/entertainment-gaming/article/2008-01/science-superheroes?image=4 Young, H., Freedman, R. (2012). Sears and Zemanskys University physics: With modern physics (13th Ed.). Boston: Addison Wesley. [Distinctive Voices]. (2010, September 7). Physics of Superheroes. [Video File]. Retrieved from https://www.youtube.com/watch?v=YXd5Y0RXLb0 [Russell Scott]. (2014, August 8). The Physics of Superheroes w/ James Kakalios and Sidney Perkowitz | 1080HD. [Video File]. Retrieved from https://www.youtube.com/watch?v=0GBGUVsnwMI

Stabilization Policy

| Stabilization Policy| ECO311E| | Glen Edwards 201102728| | | Contents Introduction3 What is Stabilization Policy? 3 Keynesian vs. Classical4 Stabilization in South Africa5 Conclusion5 Reference list6 Introduction In an era where growth and stability in the economy are at the forefront of economic discussions, the economic policies and principles that are utilized in keeping with a stable economy must be taken very seriously. The way in which the governments of the world manage their income and expenditure is therefore of the utmost importance. The task of managing money is what stabilization policies are in a nutshell.The two schools of thought, Classical and Keynesian, view these stabilization policies differently and the author will attempt to discern whether or not either of them view stabilization policy as worthwhile. Additionally the author will analyze the stabilization policy efforts within the South African economy in recent years. What is Stabilization Policy? â€Å"Stab ilization policy is the attempt to reduce fluctuations in income, employment and the price level, stabilizing national income at its full-employment level, if possible. † (Lipsey, 1993:659). This can be done through a governments fiscal or monetary policy, or both.As the author understands it, fiscal policy refer to those policies of the government that affect the tax rates, interest rates and expenditure, all used and controlled in an effort to control the economy. Simply put, a reduction in tax rates and/or an increase in government purchases (expansionary fiscal policy) causes the government's budget deficit to increase, or its budget surplus to decrease, while conversely, a  decrease  in government expenditures and/or an  increase  in taxes (Contractionary fiscal policy) will cause the government's budget deficit to decrease, or its budget surplus to increase. Stabilization Policies, 2000) â€Å"Monetary Policy is the deliberate control of the money supply for the purpose of achieving macroeconomic goals which are full employment, price stability, and steady economic growth. † (Gregory, 2011:149). From the authors knowledge, a change (increase or decrease) in the money supply has a opposite effect on interest rates, and this has an impact on the amount of investment spending. Therefore utilizing either (or both) fiscal and monetary policy may help a government stabilize the economy in times of turmoil and uncertainty.The different stages of growth or recession throughout the years is commonly referred to as the business cycle. The business cycle is, according to Roux (2002:25), comprised of four elements: a trough, and expansion (called a boom), a peak and a downswing (called a recession). A stabilization policy could therefore be used to combat the foreseeable trends that the business cycle seems to follow, although the two schools of thought differ in the way in which they believe these trends arise. Keynesian vs. ClassicalWhen compa ring and contrasting the views of both the Keynesian and Classical economists when it comes to the business cycle, it becomes clear that the way in which these schools of thought differ on this topic is crucial to understanding their stance towards stabilization policy. The main difference in their views of the business cycle are the ways in which the trends and stages in the business cycle come about. Mohr and Fourie (2008:512) support this by stating that classical economists attribute the fluctuations in the business cycle to exogenous factors, while Keynesians believe the business cycle to be an endogenous phenomenon.From the above sentence, it becomes apparent to the author that Keynesians would be strong advocates of stabilization policies in the economy as this would enable them to use it in reducing the negative effects that arise out of said endogenous phenomenon. This being said, the government can simply not know enough, soon enough. As a result the problem of policy lags arises. Policy lags are defined as â€Å"Time lags that occur between the onset of an economic problem and the full impact of the policy intended to correct the problem. † (Policy Lags, 2000).With this in mind, the author concludes that while strong advocates of stabilization policy, Keynesians would prefer moderate and general practice in this regard, rather than a constantly changing policy as this comes with many shortfalls, policy lags being one. Classical economists on the other hand would see few, if any, benefits from implementing a stabilization policy, this is supported by Economics USA (2013) that states â€Å"Classical and neo-classical economists believe that there is little the government can do to reduce unemployment and increase GDP/GNP growth, especially in the long run.They maintain that in the long run, fiscal stimulus raises interest rates and monetary stimulus raises prices without affecting real growth. † From this the author can deduce that it bo ils down to the question of government intervention, where classical economists believe little or no intervention is needed, and Keynesians believing the contrary. Stabilization in South Africa â€Å"The South African economy has experienced remarkable stabilisation in the course of the last decade, and since 1999 the economy has been expanding in what is now by far the longest business cycle expansion in the country’s history. (Du Plessis , Smit & Sturzenegger. 2007:5). Leading up to the 1994 elections, many economists were concerned with the sustainability of South African fiscal policy. This had a lot to do with the amount of government debt. â€Å"Government debt was rising fast, and the associated interest burden had risen to more than 5% of GDP. â€Å"(Du Plessis et al. 2007:6). Stability thereafter was a priority, not only in prices but in the economy as a whole.This notion of stability can also be seen in the most recent budget speech of finance minister Pravin Gor dan where fiscal sustainability is again cited as a priority, especially the role of taxation. â€Å"A review will be initiated this year of our tax policy framework and its role in supporting the objectives of inclusive growth, employment, development and fiscal sustainability† (Gordan, 2013). This makes clear to the author that although growth is top priority, unregulated growth is not and that the government still has a role to play in maintaining the sustainability of prices and growth in the country.Government legislature can be crediting in the strengthening and stabilizing of the economy, as Du Plessis et al (2007:7) state : â€Å"An important milestone of fiscal reform was the Public Finance Management Act of 1999, which legislated the need for regular financial reporting, sound expenditure controls and a strengthened system of supervision and audit. † In the authors opinion, although the government has not the part of the government in monitoring and encouragi ng sound fiscal principles. ConclusionIt becomes clear that stabilization policy is worthwhile from the Keynesian point of view, where government intervention is encouraged and seen as part of a healthy and prosperous economy. The author supports these views as he believes that the stabilization policies have helped, either directly or indirectly, in the preservation and stability of the South African economy, as well as many other emerging economies. This is largely, but not limited to, due to the government's ability to influence the budget deficit through taxation and its expenditure and its control of the country's fiscal policy.Reference list Du Plessis, S. , Smit, B. , & Sturzenegger, F. 2007. THE CYCLICALITY OF MONETARY AND FISCAL POLICY IN SOUTH AFRICA SINCE 1994. July 2007 Economics USA. 2013. Stabilization Policy. [Online]. Available: http://www. learner. org/series/econusa/unit26/ [2013, April 10] Gordan, P. 2013 . (2013, February). Budget Speech 2013. Speech presented at Parliament, Pretoria, Gauteng. Gregory, P. R. 2004. Essentials of Economics. 6th ed. Prentice Hall: London Mohr, P. & Fourie, L. 008. Economics for South African students. 4th ed. Van Schaik: Pretoria Lipsey, R. G. 1993. An Introduction to Positive Economics. 7th ed. Oxford University Press: New York Policy Lags. 2000. [Online]. Available: http://www. amosweb. com/cgi-bin/awb_nav. pl [2013, April 10] Roux, A. 2002. Everyone's guide to the South African Economy. 7th ed. Zebra Press: Cape Town Stabilization Policies. 2000. [Online]. Available: http://www. amosweb. com/cgi-bin/awb_nav. pl? s=wpd;c=dsp;k=stabi

Effects of discriminatory practice in Health and social care Essay

The above case study is highlighting discrimination. This is the unequal treatment between individuals and it is a negative action towards members of a certain group. The bases of discrimination include: culture, disability, age, social class, gender, sexual orientation, health status, family status and cognitive ability. The discriminatory practise used in the case of Jeta is predjudice. This is judging someone and making an assumption without having any solid evidence to support the judgement, on the basis of their appearance or what group they belong to. Jeta is experiencing this as her teacher is making a false assumption about her thinking that she is lazy and naughty as her standard of performance in school assesments is decreasing. There are many contributing factors that can lead to the predjudice that Jeta is experiencing. One of these factors is social background. Jeta comes from a â€Å"rough† background, lives alone with her mother who is a single parent and her father is in prison. Another factor leading to predjudice could be socialization. This is when the media create demeaning stereotypes about specific groups of people. The media assumes that if someone is in prison, they are associated with bad behaviour and are automatically given a negative impression on. As Jeta is related to someone in prison, the teacher is assuming that she’s equally as bad and discriminates against her. The teacher is almost â€Å"blaming† the father situation on the poor school work produced by Jeta. Another discriminatory practise that Jeta is experiencing is stereotyping. Stereotyping is a widely held but fixed oversimplified image or idea of a certain type of person. Stereotyping can have a demetrial effect on the individual involved.They involve generalizations about the most common characteristics of members of the group. There are many factors which could suggest why Jeta is being stereotyped. The first is social categorization. This is classifying people into groups based on common attributes that individuals share. In relation to Jeta she is being stereotyped as â€Å"lazy† because the standard of her school assesments are dropping. She is also being stereotyped as â€Å"naughty† and this could be due to the social aspect that her fathers in prision meaning she is being percieved as this naughty child. Another base for discrimination is age. Age discrimination occurs when someone is treated unfairly due to their age without any given justification or reasoning. The fact that the child concerned in this study is of quite a young age of 9 years old means she is more vunerable to age discrimination and this usually occurs because the child is seen to have less social power. Jeta is experiencing age discrimination because she is seen to have less of an authoritive figure compared to her teacher. Children in todays society are more likely to face discrimination due to their dependance on adults and the decisions that are made for them. Children experience discrimination on other grounds including race, gender, social class, health status, disablities and many more. Jeta is being stereotyped as this â€Å"lazy† persona and due to her age, the teacher isn’t listening to her despite being told numerous times by Jeta that she cannot see the board from the back of the classroom. Jeta’s age could be an indicator as to why she is being stereotyped as she is insignificant compared to the teacher and has little or no power so her opinions and views are simply ignored. Another discriminatory practise that Jeta is facing is inequality. This is where people are not treated the same because some individuals have more power, authority, money etc. Jeta is experiencing this as she is not being granted the same opportunities to education and rights to learn as everyone else in her class. Due to this inequality she could be left in a vunerable position as she could be at a risk of falling behind in class and doing even worse in assessments than before. The main base for discrimination is this case study is Jeta’s diability. She has po or sight and this explains her low standard of work in lessons. She is being discriminated for having this disability and this could result in her feeling vunerable and cause low self esteem. She is being segregated from the rest of the class being sent to the back of the classroom and this could knock her confidence. This is also making the situation worse as Jeta will not be able to focus on the tasks set in class as she cannot see what is is being taught. Instead of providing Jeta with the correct additional learning support she requires, the teacher has placed her right at the back of the class, segregated from her other classmates. The Disability Discrimination Act (DDA) makes it unlawful to discriminate against someone who has a disability. This act is covered by most sectors including the education sector which means it should be covered in all schools and organisations. The DDA covers eyesight problems so Jeta’s needs should be met. Initially, Jeta’s teacher is being unlawful as she isn’t adjusting to the DDA standards to suit Jeta’s needs. If no changes are made, Jeta’s eyesight could deteriate and worsen. Jeta currently has no glasses or any form of equipment to help imporve her eyesight so being at the back is not helping the situation in regard to Jeta.

Homelessness Paper - 2330 Words

Homelessness is defined as â€Å"An Individual who lacks a fixed regular and adequate nighttime residence†, (Burt, 1989, p.17). Have you ever stopped to wonder how many people are Homeless? Who are most at risk to fall into this situation? I highly doubt it. While most people really do not care and ignore homeless people, others look at them as motivation, people whom they do not want to become. Another question that comes to mind is, how do homeless people survive and what are their legal rights. What causes people to become Homeless is it a choice or a failure of society? Do homeless individual have the same perspective on life and show the same emotions as ordinary people do. What can we do to help stop homelessness? These are the topics†¦show more content†¦Over time they turned their lives around and were able to obtain a small yet comfortable apartment where she lived with her mother. When my cousin told me all that she went through I felt sorry for what ha d happened, but she said â€Å"It was an experience that I do not wish upon anyone, but it also made me appreciate all the little things that I did not have when I was in the shelter†, (Machado, 2005). This goes to show you that it can happen to anyone, but it becomes an individual’s choice whether to get out of it or simply stay homeless. For the most part I believe that children are most at risk of becoming homeless. An adult man or woman can manage being homeless out in the streets. This would not be the case if it were a child, because a child can not make decisions or have any notion of survival skills. Homeless people are often found in various places. Some of these places include libraries, shelters, soup kitchens, public health clinics, park benches, bus stations and etc. These are just a few of the places that we know of. The Average cost for a night of lodging in a crisis shelter including all services is $19. Costs are slightly lower per night in sh elters with a bed capacity of 51 or more and higher in smaller shelters bed capacity of 50 or less. Homeless people often use Federal Programs such as McKinney-Vento Education, Health Care for the HomelessShow MoreRelatedHomelessness Intervention Paper : Homelessness1134 Words   |  5 PagesHomelessness Intervention Paper Identify the problem Poverty and homelessness are connected when individuals, families and the working poor attempt to live below the poverty threshold. The underprivileged and those living under the poverty threshold are â€Å"frequently unable to pay for housing, food, childcare, health care, and education† (nationalcoalitionforthehomeless.org). 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Reasons Why Students Use the Internet for Education

THE REASONS OF UNIVERSITY STUDENT ON USING INTERNET FOR EDUCATION Dicky Urianto Halimawan  ¡V 03320030075 Industrial Engineering of Pelita Harapan University, Lippo Karawaci, Tangerang Abstract In the past few years, Indonesia has experienced the integration of the internet into society. This situation has created their presence in the market with taking us to the aim of this study that for know the reasons of university student on using internet for education. The data of benefits of using Internet for Education were collected and analyzed by using questioner comprised of 400 papers were collected and compared, it was performed by spreading the questionnaires to the two specific area at exact time in Pelita Harapan University,†¦show more content†¦Hardjito. M.Si, 2002), It consists of a set of 400 questioners, each of which contains one pages questioner, one black pen. The data collected representing fluctuation of answers about the benefits using internet for education. The questionnaires were arranged by multiple choices. The first question were only have two answers between  ¡Ã‚ §yes ¡Ã‚ ¨ or  ¡Ã‚ §no ¡Ã‚ ¨ in ever using internet for education or not . This question were to know whether people knew about the benefit of internet for education that became more popular in Indonesia lately. If this question were answered by  ¡Ã‚ §no ¡Ã‚ ¨, they couldn ¡Ã‚ ¦t answer the next question. The sampling of those who answered  ¡Ã‚ §no ¡Ã‚ ¨ would be taken if they picked one of the answers in second question because even they had never using internet, they never knew the advantage of using internet for education. Otherwise, they were assumed to be not valid. The second question had four choices that were particularly answering this research. The four choices were four majors activity student using internet. This were also able to compare all of it. If the respondents did not pick answer  ¡Ã‚ §Educational Browsing ¡Ã‚ ¨ from the choices in second question, their data were not taken to the sampling and also they could not answer the third question. The third question had three choices for the reason of using internet for educa tional need that answered in the second question. They were  ¡Ã‚ §Low price ¡Ã‚ ¨,Show MoreRelatedHow Does Internet Affects Student Study Habits738 Words   |  3 Pagesdoes the internet affects the study habits of students. Introduction In todays era internet are just around the corner. Almost all people have internet connections through the use of their mobile phones, tablets and laptops whether they are kids, teens or adult. Before, people use snail mail to send letters to others but today it’s just a one click away from the internet. For educational purposes, others usually go to the library to search for something. But, today internet has many uses. TheyRead MoreImportance Of Internet Education Essay1749 Words   |  7 Pagesimportance of Internet Education and how does the Internet affect our lives? The importance of Internet Education is that it has changed the way students are being taught in schools. It also helps Teachers and Students learn with better and easy learning styles. According to James Wright, â€Å"Teachers use the Internet to supplement their lessons, and a number of prestigious universities have opened up free online lectures and courses to everyone.† (Wright, 2015, para.1). It is easier for students becauseRead MoreThe Impact Of Internet On Education1517 Words   |  7 PagesThe Impacts of Internet on Education The Internet is modern technologies that people just invented in recent decades. Since computers became more popular in the 1980s, the Internet was followed and was created in the 1990s. The invention of this technology affects everyone in many countries. It is changing how people live, how people entertain, how people communicate, and especially how people educate. In addition, in recent years, the Internet is improving very quickly, and the colleges and universitiesRead MoreThe Internet And Its Effect On Education1642 Words   |  7 PagesThe internet is a global communication network that connects most computers and digital devices together to exchange information. Internet access has changed the process of learning in many ways. Some may ask if the access to the internet diminishes the quality of education in what high school students receive? While some studies have shown that the increase of internet usage has led to shortened attention span in today’s youth. The excess use of the internet can create more opportunities for studentsRead MoreReasons For Trust Or Distrust Universities1647 Words   |  7 PagesSamin Saju (Sam) Eng Acad Discourse I 12 October 2015 Paper 2 Draft 2 Prof. Cusumano Reasons to Trust or Distrust Universities to Provide Effective Ethical Education All the college students are expected to know the principles of ethics and morals without a lecture. Students should not expect someone to teach them the ethics and morals at college, even though there are people who could help them. David A. Hoekema is the chair of the philosophy department and a philosophy professor at Calvin collegeRead MoreHow Technology Has Made It Easier For Students?1269 Words   |  6 PagesEducation in a Technological World Technology is evolving and is becoming a central need in everyone’s life. It is even being integrated into the education system, changing the way one learns and teaches. An increased reliance on technology as a means to enhance knowledge has decreased the ability to acquire thorough knowledge and develop the power to reason or judge. This is evident in the way technology has made it easier for students to cheat, in how the internet provides wrong learning opportunitiesRead MoreShould the Internet Replace the Book As the Chief Tool of Learning?1213 Words   |  5 PagesAt present, the Internet and other technology are well-developed and keep improving. People use those new tools to do everything, and try hard to make human life easier and more perfect. From business to finances; industry to entertainment; services to education, the use of the Internet has increased and become more mainstream. Some people believe that the Internet and other electronic technology can replace all kind of jobs that humans do, including teaching students with screens and keyboards insteadRead MoreThe Internet Has Made Education Better For Teachers, Student And Parents851 Words   |  4 PagesThe internet has made education better for teachers, student and parents however the use of the â€Å"information super highway† does not have its faults. What are some solutions to problems such as cheating, plagiarism and the validity of the information online? Ethics, honesty, and fairness in online education are always concerns because of the quick internet transferring of information available to our students. There are numerous ways that educators can help minimize this problem. Some action stepsRead MoreEssay on Distance Learning vs. the Traditional Classroom1550 Words   |  7 PagesLearning vs. the Traditional Classroom Non-traditional students are finding it easier and easier to maintain a job, a family, and pursuing a college career at the same time. This is possible because more and more non-traditional students are receiving an education using distance learning, as opposed to traditional, in-the-classroom teaching. Distance learning is basically taking college level, credit-bearing courses via the Internet. One of the most obvious advantages of distance learning isRead MoreEssay on Distance Learning vs. Traditional Classroom Comparative1573 Words   |  7 PagesLearning vs. the Traditional Classroom Non-traditional students are finding it easier and easier to maintain a job, a family, and pursuing a college career at the same time. This is possible because more and more non-traditional students are receiving an education using distance learning, as opposed to traditional, in-the-classroom teaching. Distance learning is basically taking college level, credit-bearing courses via the Internet. One of the most obvious advantages of distance learning is

Isla Holbox As A Cultural Destination Essay - 1218 Words

Isla Holbox Just like modern day tourists, the tourism industry has been on a steady, fast paced journey due to technological evolution. With the affordability and easy accessibility, traveling potential has greatly increased. Sometimes, it is the destination that matters along with the people you go on the voyage with. This paper will analyze Isla Holbox as a cultural destination. Isla Holbox, an island just northwest of Cancun, Mexico, has always sustained human life; the Mayans and other indigenous people of Central America and Mexico steadily populated the islands of Quintana Roo. However, During the 17th and 18th centuries Isla Holbox was pirated due to the strategic location. In 1873, European buccaneers fell in love with the beauty of Isla Holbox and decided to settle down on the island. At the end of the 19th century, Yucatan entrepreneurs began the colonization of the mainland. In the 1960’s Isla Holbox had dwindled down to a population of around 500 inhabitants; today, the the 26 mile long and .9 mile long island has around 1800 inhabitants and has a potential for tourist development. Although the ability to profit off of tourism, Isla Holbox is still not heavily toured. Tourism has become a commercial business, which has obvious benefits to the said economy, the environment and society. Often, the positive economic impacts persuade governments, companies and individuals to get involved with the development of tourism. Tourism creates jobs, both

Tourism in Thailand

Question: Describe about the Thai food experience of the international tourists in Bangkok, Thailand? Answer: Background of the project Urbanization is one of the most important processes that have taken place. Urban areas are the area were most off the population has started residing and were must of the economic and social activities takes place, these activities offer opportunities for tourism. Large cities have now become tourist destinations for the tourists. Urban tourism is vital because in todays time urban areas have become very important for employment in tourism, investment and money. Urban tourism is also a way of supporting urban renewal. Cities that have high urban tourism show highest rate of urban growth (Driver, Brown, Peterson, 1991). Thailand, formally theKingdom of Thailand, previously known asSiam, is a country which is located at the centre of theIndochinapeninsula in Southeast Asia (Dowling, 1986). Thailand is the world's51st-largest country in terms of area and has a total area of about 514,000km. It has a population of approximately 65 million people and is ranked 20th most crowded countryin the world in terms of population. The capital of Thailand is Bangkok which is also the largest city in Thailand (Deci, 1985). Tourists visit Thailand to see its exceptional culture, inheritance and social customs. They take pleasure in Thai food; get pleasure from the customary warmth of the people and like shopping for Thai crafts, no matter where these tourists come from. International tourism is greatest source of International revenue for Thailand; it plays a very important role in connecting Thailand to the rest of the World. Thailand has lately acknowledged a sudden increase in revenues because of tourism, these revenues in 1996 increased to US $ 8.8 billion and tourists exceeded to around 7.5 million. The four Ss of tourism that can be found in Thailand are sex, sea, sand and sun. Concepts and relevant theories 1. Theories of tourist motivation Needs-based Motivation That the notions of filling wants or requirements and the balance that consequences from meeting desires are basic to most theories of motivation, is broadly acknowledged in the tourist literature. There is an implied hypothesis in all tourist studies, that the customer will opt the type of vacation or holiday that will best suit his/her needs or requirements (Dann, 1977). Values-based Motivation Even though intangible in nature, suitable and dependable procedures for individual values have been made. One of the most frequently used procedures is the Rokeach Value Survey, that consists of 18 instrumental values and18 terminal values (Dann, 1981). Benefits Sought or Realized From the beginning in 1961, payback required research was used by many of Americas major corporations as a bigger move towards market segmentation with the power being that it depended on fundamental issues than eloquent issues and consequently was a high-quality forecaster of prospect consumer behavior (Ekinci, Chen, 2002). Expectancy Theory Forecasting the results of motivation on behavior also needs an perceptive of the procedures whereby wants are changed into aggravated behavior and, in fastidious, of the way peoples outlook give aggravated behavior its track. Other Approaches to Tourist Motivation A recurrently talked about advance, in accumulation to the four chief approach previously argued, is pull and push factors, which have been referred in the previous discussion. The push-pull structure is measured by some as a helpful advance for investigating the incentives essential in tourist behavior. There are nine reasons for travel: seven of which were push motives and two of which were pull motives being innovation and learning (Feather, 1975). 2. Tourist typologies Adventurous Traveler:A type of natural historysupported tourism that includes a constituent of danger, advanced levels of bodily hard work, and the requirement for particular ability (Frochot, Morrison, 2000). Ecotourism:In charge of itinerant to natural places that preserve the surroundings and develop the wellbeing of neighboring people (Gitelson, Kerstetter, 1990). Geo - tourism:Tourism that upholds or improves the geographical temperament of consign, its surroundings, inheritance, aesthetics, civilization, and the comfort of its inhabitants. Mass tourism:Extensive tourism characteristically linked with SUN, SAND, and SEA choices and distinctiveness such as intercontinental possession, nominal direct financial profit to target group of people, season ability, and package tours (Gnoth, 1997). Nature-based tourism:Any type of tourism that depends mainly on the usual atmosphere for its magnetism or surroundings (Engel, Fiorillo Cayley, 2005). Pro-poor tourism:Tourism that consequences in augmented net profit for the poor (Haley, 1968). Responsible tourism:Tourism that makes the most of the profit to local group of people, reduce unconstructive societal or ecological results, and helps neighboring people preserve delicate traditions, customs and species (Hirschman, Holbrook, 1982). 3. Enclave Tourism Enclave tourism is a tourism that is resolute in isolated areas in which the categories of amenities and their material site are unsuccessful to take into contemplation the wants and needs of adjacent societies. Furthermore, the goods and services accessible at these amenities are further than the fiscal means of the local group of people and any foreign money produced may have only a negligible consequence upon the financial system of the host area. Enclave tourism is a type of inner colonialism. The reliance model is one of the structures that have been used to explain tourism in budding Countries. The model comments that tourism in budding countries is mainly dependent on demand from, and is organized from urbanized countries. This agreement generates a type of tourism known as enclave tourism. In enclave tourism, tourists advent points in the side-line are characteristically the main urban centers performing as economic and political centers of previous colonies, now operating as economic and political centers of self-governing states may have only a negligible result upon the financial system of the host area (Jang, Morrison, OLeary, 2002). 4. Food and Economy Food is one of the important components of a tourists experience as it does not only add value to the destination, present its authenticity, but also contribute to the local economy (Kahle, 11986). As food is a must during a trip and thus food has become an essential part of the tourist expenditure. A study showed that the international tourists in South Africa spend around 8 per cent of total spending on food and dining out, whereas the spending on food by the domestic tourists takes up 24 per cent out of the total spending. Furthermore, in a study that aimed to determine the activities of the US resident travelers to overseas destinations, dining was the top chosen activity with 87%, followed by shopping, visit historical places, etc. It is doubtless that food acts an important role in contributing to the growth of economy of a tourism destination (Daghfous, Petrof, Pons, 1999). Proposed research methodology and analysis Aim objective of the report The aim of the report is to study about tourism in Thailand, mainly food tourism. This research is done to know about preferences of people in Thai food, how do they find the Thai food and do they wish to visit again to Thailand for its food. Method to be used Questionnaire method is used to create this research, we have chosen because a questionnaire is inexpensive and less time consuming when compared to other methods of research. Moreover, questionnaires are required to be filled directly by the customer. This ensures that we get first hand information and the information provided is correct in most of the cases. We have also used enough secondary information for this research. Some of the other methods that could have been used are interviews, using social media, surveys etc. For the given survey we have prepared a questionnaire of 16 questions to collect data from the respondents. Some of the questions in the questionnaire are chosen to meet the research objectives mentioned earlier whereas the remaining questions are set to identify the demographic profiles of the respondents. Besides multiple-choice and dichotomous questions, open-ended questions are also chosen to determine the perception of the tourists on Thai food. Furthermore, Likert Scale is also used to measure the eating experience of the tourists on Thai food (Bettman, 1975). Data Collection The data collection point for this research was the public area under the Bangkok BTS Sky train National Stadium Station where many tourists are found passing by to take the sky train. The survey was conducted on 12 January 2015 from 11.30am to 6.00pm. 97 questionnaires are distributed and 90 of them are returned with complete answer. Non-probability sampling method is used during the survey as the target respondents for this survey were international tourists that travel to Bangkok (Crask, 1981). Limitations The weather was not pleasing on the data collection day as there was thundering rain at around 12.30pm to 2.00pm. Some of the respondents are found to be impatient to answer the questionnaires as they wanted to leave faster to avoid the strong winds and thunders. The data collected under such situation might not be accurate and true enough to represent the real opinions and feelings of the respondents to the research topic (Crompton, 1979). Hypothesis It is hypothesized that tourists coming to Bangkok are in love with Thai food. Questionnaire1. Gender .2. Age3. Education4. Marital Status..5. How often do you visit Bangkok?a. this is first time b. visit once in a year c. visit twice a year d. visit more often6. How long do you plan to stay in Bangkok?a. less than a week b. 7-14 days c. 14-30 days d. more than a month7. What brings you to Bangkok?a. holiday b. family staying here c. business8. What do you like most in Bangkok?a. food b. shopping c. sightseeing9. What is your favorite Thai food in Bangkok?a. Tom Yum Goong (Spicy Seafood Soup) b. Pad Thai (Thai Style Fried Noodles) c. Khao Pad (Thai Style Fried Rice) d.Tom Kha Kai (Chicken in Coconut Soup) e. other 10. How do you choose Thai food restaurants in Bangkok?a. through internet b. advertisements on television c. through newspaper d. take recommendation from travel agents e. take recommendation from their relatives f. other 11. How much on an average do you spend per Thai meal?a. less than 30 THB b.31 70 THB c. 71 100 THB d. 101-300 THB e. 301-500 f. 501THB or more than that12. Where do you prefer to go for Thai food?12. a. restaurants b. street food that c. food courts d. hotels e. other places 13. How do you find Thai food?a. spicy b. filled with herbs c. good in taste d. did not like the Thai food 14. How was your experience with Thai food in Bangkok?I. authentic in terms of taste.a. strongly agree b. agree c. neutral d. disagree e. strongly disagreeII. I. authentic in terms of appearance.a. strongly agree b. agree c. neutral d. disagree e. strongly disagreeIII. Satisfied a. strongly agree b. agree c. neutral d. disagree e. strongly disagreeIV. Bangkok is an ideal food destination for touristsa. strongly agree b. agree c. neutral d. disagree e. strongly disagreeV. will visit Bangkok for Thai fooda. strongly agree b. agree c. neutral d. disagree e. strongly disagreeVI. recommend Thai food of Bangkok to family and friendsa. strongly agree b. agree c. neutral d. disagree e. strongly disagree15. Which country do you belong to? . .16. With whom are you travelling?a. partner, 27 b. friends c. family or relatives d. colleagues e. alone Results withfindings1. Gender Question 1 was about the gender of the respondents, this is the basic question that is asked before starting with other more important questions. According to the data 52 (57.8%) of the respondents were males and remaining 38 (42.2%) were females. It should also be noted that most of the respondents for this research were couples.2. Age 2. Age is also an important question, which is asked in almost all the questionnaire, as this question helps us with subsequent research work. This research showed that a mere 2.2 % of the respondents were below 18 years of age, a large number of people 39 (43.3%) fell under the age group of 18-28 years, 29 (32.2%) were in the age group of (29-40), (41-60) and (61 above) were the age groups having minimum numbers of respondents that is 13 (14.4%) and 7 (7.7%) respectively (Kahle, Kennedy, 1989).3. Education 3. Like gender, highest education qualification is also a basic question that is asked in any questionnaire, and this question was asked in question number 3 of our questionnaire. From the result we come to know that (42)46.6% of our respondents were graduates, followed by (26)28.8% post graduates, (15)16.6% high school pass outs, mere (5)5.5% PHDs and only (2) 2.2% of the respondents had primary school their highest education level.4. Marital Status 4. Like gender, age and education level Marital Status is also a basic question asked in questionnaires, and this question is asked in question number 4 of our questionnaire. From the information we come to know that 38 (42.2%) are married, 49 (54%) are unmarried, 2 (2.2%) are divorced and only 1 (1.1%) is widow (Cohen, 1979). 5. This question is about the frequency by which the respondents visit Bangkok. From the answer of this question we come to know about the frequency of respondents to visit Bangkok. We can see from this data of the total 82 respondents, for 35 (38.8%) people it was their first trip to Bangkok, 27 (30%) visit once in a year, 17 (18.8%) people visit Bangkok twice in a year and 11 (12.2%) visit Bangkok more frequently (McCool, Reilly, 1993).6. How long do you plan to stay in Bangkok? 6. This question is about the trip duration of the respondents. From the above graph we come to know that 34 (37%) of the respondents plan to stay in Bangkok for less than a week, 29 (32.2%) respondents have trip duration of 7-14 days, 20 (22.2%) respondents have trip duration of 15-30 days and only 7 (7.7%) respondents have plans to stay for more than a month (Cohen, 1974).7. What brings you to Bangkok? 7. From this question we come to know the reason because off which respondents have come to Bangkok. From this graph we come to know that most of the respondents (62 i.e. 68.8%) have come to Bangkok for holidays, 9 (1%) have come to visit some family member staying in Bangkok and 19 (2.1%) have come to Bangkok for business trip (Madrigal, 1995).8. What do you like most in Bangkok? 8. This question is asked to know the favorite pass time of respondents in Bangkok, 48 (53.3%) like Bangkok for its food, a mere 5 (5.5%) respondents like shopping in Bangkok, while 37 (41.1%) prefer sigh seeing in Bangkok.9. What is your favorite Thai food in Bangkok? 9. This question is asked to know about the favorite dish of the respondents, from the above chart we come to know that 39 (43.3%) like Tom Yum Goong (Spicy Seafood Soup), 24 (26.6%) love Pad Thai (Thai Style Fried Noodles), Khao Pad (Thai Style Fried Rice) is the favorite dish of 10 (11.1%) respondents, another 10 (11.1%) like Tom Kha Kai (Chicken in Coconut Soup) remaining 3 (3.3%) like other Thai dishes.10. How do you choose Thai food restaurants in Bangkok? 10. This question is asked to know how the respondents choose the Thai food restaurant to visit. From the data collected we come to know that 39 (43.3%) come to know about the restaurant through internet, 16 (17.7%) choose restaurants from the advertisements that they see on television, 7 (7.7%) come to know about the restaurants through newspaper, 3 (3.3%) take recommendation from travel agents, 23 (25.5%) take recommendation from their relatives, who have already visited Bangkok or are staying in Bangkok, another 2 (2.2%) choose other resources to know about good restaurants (McClelland, 1965).11. How much on an average do you spend per Thai meal? 11. This question is asked to know how much respondents spend on Thai food on an average. From the chart we come to know that most of the respondents i.e. 39 (43.3%) spend 101-300 THB on Thai food, followed by 22 (24.4%) people who spend 31 70 THB on food, 16 (17.7%) spend average 71 100 THB on Thai food, 9 (10%) spend 301-500 THB on Thai food at a particular time, 3 (3.3%) spend less than 30 THB at a particular time while dinning at a Thai restaurant and only 1 (1.1%) spends 501THB or more than that while on his single to a Thai restaurant (Lewis, 1981).12. Where do you prefer to go for Thai food? 12. This question was asked to know the preference of food joints when it comes to Thai food. From the answers we come to know that 39 (43.3%) respondents prefer restaurants when it comes to having Thai food outside, 25 (27.7%) prefer street food that is available on roadside, 20 (22.2%) prefer having Thai food in food courts, only 4 (4.4%) respondents prefer hotels, as they are costlier than other available options and 2 (2.2%) having Thai food on other places that were not mentioned in the questionnaire.13. How do you find Thai food? 13. Question number 13 is asked to know how the respondents liked the Thai food. From the data collected we come to know that a large number of i.e. 38 (42.2%) respondents found Thai food very spice, 17 (18.8%) respondents felt that the Thai food is filled with herbs, 27 (30%) found the Thai food is good in taste, there was also a small number of people i.e. 8 (8.8%) who did not like the Thai food at all.14. How was your experience with Thai food in Bangkok? 14. In question 14 we have made a set of 7 questions to know about the experience of respondents with Thai food and weather will they recommend Bangkok to their family and friends and whether they will want to visit Bangkok again for Thai food or not. We have chosen Liket scale in place of simple option off yes or no so that the answers of the respondents can be a bit detailed and we can know about the degree to which they agree or disagree with the statement. The first statement was that the Thai food is authentic in terms of taste, 23 (25.5%) respondents strongly agreed with this statement; half o the respondents i.e. 50% responded that they agree with the statement, 18 (20%) respondents stood neutral. Only 3 (3.3%) respondents disagreed with the statement and only one person (1.1%) strongly disagreed with the statement that the taste of Thai food in Bangkok was authentic in terms of its taste. Like the first statement, the second statement was about the authenticity of Thai food i n term of its appearance, 14 respondents (15.5%) strongly agreed with the statement that the appearance of Thai food in Bangkok was authentic, more than half of the respondents (54.4%) agreed with the statement, while 25 (27.7%) of the 90 respondents stood neutral on the statement. Only 2 (2.2%) respondents disagreed with the statement and only no respondent strongly disagreed with the statement that the taste of Thai food in Bangkok was authentic in terms of its appearance (Krippendorf, 1984). The third statement was asking the respondents about their satisfaction level in eating Thai food in Bangkok, we came to know that 25 respondents (27.7%) were strongly satisfied with their Thai food eating experience, 39 respondents (43.3%) were satisfied with the food experience, 18 of the 90 (20%) respondents were neutral, 6 (6.6%) respondents were dissatisfied with Thai food in Bangkok, while 2 (2.2%) respondents were strongly dissatisfied with the Thai food. The forth was to know whether the respondents agreed that Bangkok is an ideal food destination for tourists or not, 19 (21.1%) respondents strongly agreed with this statement, 35 (38.8%) respondents agreed with the statement, 29 respondents (32.2%) respondents were neutral, 5 (5.5%) respondents disagreed, while 2 (2.2%) strongly disagreed with the statement. In the fifth question the respondents were required to answer whether they will visit Bangkok for Thai food or not, 15 (16.6%) respondents strongly agreed with the statement, 27 (30%) respondents agreed with the statement, 30 (33.3%) respondents stood neutral on the issue, 16 (17.7%) respondents disagreed with the statement and 4 (4.4%) respondents strongly disagreed with this statement. The sixth sub-question was asking about the willingness of the respondents to recommend Thai food of Bangkok to their family and friends. 20 (22.2%) respondents strongly agreed that they will recommend to their family/friends, 35 respondents (38.8%) agreed with the statement , 20 (22.2%) respondents stood neutral on the statement, 13 (14.4%) respondents disagreed to the statement and 2 (2.2%) respondents strongly disagreed that they will make any recommendation about Thai food.15. Which country do you belong to? 15. Question 15 was about the country to which the respondents belonged. Results show that most of the respondents(three fourth of the total 90 respondents) were from USA i.e. 22 (24.4%), followed by 13 (14.4%) respondents from UK, 12 (13.3%) respondents were from Spain, 9 (10%) respondents were from China, 6 (6.6%) of the total respondents were from Malaysia and New Zealand each, (4.4%) respondents were from Singapore, 3 (3.3%) of the total respondents were from Australia and Germany each , 2 (2.2%) respondents were from South Korea, India and other countries, whereas 1 (1.1%) respondent each was from Sweden, Belgium, France, Netherland, Canada and Turkey.16. With whom are you travelling? 16. Question 16 was asked with whom the respondents were travelling. Results showed that 37 (41%) of the total respondents visited Bangkok with their partner, 27 (30%) of the respondents were accompanied by their friends, 13 (14.4%) respondents travelled with their family or relatives, 5 (5%) respondents were travelling alone and 8 (8.8%) respondents were recorded to be travelling with their colleagues. Conclusions From the report we can conclude that Bangkok, Thailand is an ideal food destination for food tourists as this city and its food are full with its local uniqueness and authenticity. It has been found out that most of the tourists prefer to have street food as opposed to dining in hotels, and people usually use internet to find about the eating outlets near them. From the research it has also been found out that Tom Young Goong is the most favorite dish of the people and many of the people find Thai food spicy. 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