My Puppy Love

Daisy and Johann were together in one renowned university in Malaysia called University of Science Malaysia.   They were both in their second year college when Johann first met Daisy at the University's Registrar's office during an interview for a scholarship.   Her silent and evading ways caught the attention of the young man.   He tried coming near her to start a conversation, but no amount of effort gave him a chance to get acquainted with her that day.   A week after, he read in the Bulletin Board that Daisy topped the scholarship, and found a valid reason to congratulate her. Waiting for her in the hallway, he grabbed every opportunity to greet her, â€Å"Congratulations Daisy, I saw your name on the Bulletin Board†¦.†Ã‚   He was never allowed to finish his greetings for immediately Daisy rushed into her Chemistry class. Nodding his head sideways, he tried to squeeze himself in the crowd just to get near to Daisy for the second time in their encounter. â€Å"Hello! Have I done wrong?† inquired Johann. Daisy looked at him with a straight and sharp look and said â€Å"We don't even know each other!† â€Å"I understand, I am Johann, and I'm interested to be your friend,† he said stretching his arm to shake hands with Daisy. But she  refused to meet it and instead she said, â€Å"Okay, I hope only until then! Bye.† Daisy hated him so much ever since the first day they met in the registrar's office, she already noticed his being forward.   But at the same time, she couldn't understand what she was feeling inside her.   He preoccupied her thoughts most of the time and whenever it happened it excited a lot. What’s more, she loved see him from a distant every time classes would end.   These thrilling feelings were so disturbing and caused some sleepless nights.   She hoped such feelings would end, so that she could concentrate in her studies and do more to excel. It was late in the afternoon the following day when Daisy noticed somebody following her. She sped up and hurried on her way until at the corner of the building there was no more way of escape.   â€Å"Why such a rush?† said the man she hated most but at the same time the one who brings color to her life these last few days. â€Å"Nothing, ah,†¦I still   have to do some research in the library,† Daisy formally replied. â€Å"Library?! It has been closed since four this afternoon, hah!?!†Ã‚   Johann said sarcastically. â€Å"And for what reason are you following me? You annoy me so much, and I hate it!† she said nervously, being scared also to lose him that very moment. â€Å"I'm sorry; I know I have been trying to get your attention.   Can I walk with you home?† â€Å"What for, I can manage.† â€Å"Yes, of course you can, but you see I was just trying to be a friend.†Ã‚   Daisy didn’t know how to react in such a situation and tried every  reason to again evade his company. Having known of her ways, Johann quickly engaged into a conversation hoping to get her this time.   To his dismay Daisy made her way of escape for the third time. Exhausted when she arrived the dorm, she was sulking and crying.   She hated herself.   She knew she like him, but at the same time she was scared and   just didn’t know what to do and how to act when he was around. The sun began to set when the phone rang.   â€Å"Hello!  Ã‚   Daisy, it's me Johann, let me get things straight,  I found myself in love with you when I first met you. That’s the reason why I become a shadow to you.   I know I irritate you, but please can we just talk so that I may have time to explain?† Daisy  found herself nervous, and speechless.   â€Å"Daisy, are you still there? Okay, can we meet tomorrow? Please, I'll meet you in the hallway after your Chemistry class, and then we'll go somewhere else to talk†. This time Johann made sure he will be the one to hang-up the phone first, and said â€Å"Good-bye, see you†¦Ã¢â‚¬  The night seemed very long, but how she wished it will be longer so that she could meet with Johann.   But no matter what she did, she had to be in her Chemistry class, and Johann was just on time as he promised. This time she decided to meet with him and hope to end everything despite her feelings.   The next time she realized she's already with Johann in the park, and as they exchanged ideas and got to know each other found themselves in a mutual understanding that they were already as boy-girl who are in an exclusive intimate relationship. Since then, Johann would always be around to fetch her from her Chemistry class, and they would always end up working on their assignments together or study each of their lessons hurriedly to be able to still have time discussing their personal lives.   This had been for two to three months, and how they treasured their time together, until one day Daisy opened a long been buried mail in her internet.   It was the news of her scholarship in Oxford some three months from now. When Johann came to her life, she forgot her application for a scholarship and having passed it, she is now called for a decision.   It is either her future career or staying in Malaysia with Johann.   She tried a lot to postpone thinking about it, but she was overtaken by the news in the University announcing her scholarship in Oxford.   Soon after the breaking of the news, Johann did not wait after the Chemistry class would end.   Before it started he was already outside the classroom waiting for her. â€Å"I'm sure it was true†¦Are you going? Ah, yes, I know you are of course†¦Ã¢â‚¬ Ã‚   then he left, not knowing what to say more, and fearful to hear the answer. Johann did not arrived after the Chemistry class, for the first time since they were related Daisy walked her way to the dorm by herself, once more a lone figure.   After a few minutes the phone rang. â€Å"Hello! Daisy, I'm sorry, it was just difficult for me.   I tried to refuse thinking about it, but you see, is it not that if we are really for each other, we will meet again?† â€Å"Thank you for understanding Johann, but I know I will be missing you a lot, and as of today, I cannot yet imagine how will it be far from you., I love you Johann, I just knew it.† â€Å"I love you Daisy, sorry to miss you after your Chemistry Class, can I still go there in your dorm?† â€Å"I'll be waiting†¦Ã¢â‚¬  Daisy hanged up the phone with a smile on her face. She was assured that Johann understood her and that their relationship had a hope in the future.   

Religion in Ancient China

The earliest information found about religion in ancient China is during the Shang Dynasty and so religion in the Xia dynasty remains unknown. Religious beliefs and rituals were prominent during the Shang Dynasty. The most significant deity was Shang Ti, Ti meaning ‘Deity Above’ or the ‘Lord on High’. He ruled as a supreme god over all the other gods and spirits. The gods and spirits were believed to symbolize objects found in nature; the sun, the moon, the wind, the rain, everything from mountains and rivers to the stars in the night sky. Ti is believed to have punished those who disobeyed or offended him and rewarded those who pleased him. It is said that Ti formed a noble court in heaven consisting of all deceased worthy ancestors. The Chinese’s belief in family harmony was associated to belief in the afterlife. The ancestors who were considered commendable served Ti, helping him govern the world. Ancestors were also worshipped and were said to act a mediators between the gods and humankind. It was thought that if ancestors were appropriately honoured, respected, and provided for, they would promote the family's prosperity. A favour or grievance to a member of the family was considered a favour or grievance to the ancestors; consequently, people were reluctant to offense or harm descendants of a powerful family. It was believed that in the afterlife they would live in a celestial court in many ways similar to their earthly courts. Each Chinese family was expected to have an ancestral shrine in the centre of their home to honour and venerate their ancestors. Sacrifice to the gods and the ancestors were also a major part of the Shang religion. When a ruler died, slaves and officials were sacrificed with them in order to guarantee that their afterlife would be the same or similar as their life on earth. People were also sacrificed in smaller numbers when significant events, such as the founding of a palace or temple, took place. Along with their deceased ancestors, the Chinese had people on earth who acted as mediators between the celestials and the human race. Priests were among these intermediates and were responsible for a number of tasks including reading prayers and overseeing sacrifices and funerals. An augur is another type of mediator, responsible for asking gods questions on behalf of humans using various practices of foretelling to unearth the answers. The use of oracle bones was the most notable form of divination. The augur would ask the question, punching holes into the bone, usually the shoulder-bone from an ox, and in some cases the shell of a tortoise. The bone would then be held over a fire, until cracks appeared. These cracks would be made more evident by rubbing ink over the bone. The augur could now read the cracks and determine the answer of the god. Records of the questions and answers of readings were engraved on the bone. Questions on these oracle bones included issues of weather, warfare, agriculture, hunting, childbirth, and sacrifice. In reflection with their agricultural nature, the ancient Chinese use to honour the local deities of soil in order to increase the fertility of earth and to promote the growth of crops. Over time, this practice of earth worship began to dwindle and the veneration of Heaven increased. Divination was considered the only way to determine the requests and future actions of the ruler of Heaven who was also seen as a kind of ancestral figure. The Chinese were animistic and so believed that nature had many spirits. Good spirits, referred to as shen, and bad spirits, referred to as gui, were both thought to dwell in Heaven and Earth. The sun and the rooster were believed to have authority over the gui. This concept of shen and gui later influenced the formation of the yin and yang concept. The people of ancient China believed that there were two contrasting forces abiding in everything in nature; that is yin and yang. This concept was thought to be formed with the influence of the shen and gui concept from earlier ancient China. Yin is characterized as slow, soft, yielding, diffuse, cold, wet, or tranquil; and is associated with water, earth, the moon, femininity and nighttime. Yang, on the other hand, is fast, hard, solid, focused, hot, dry, or aggressive; and is associated with fire, sky, the sun, masculinity and daytime. During the time of the Eastern Zhou, religion in China underwent an evolution. The early gods were forgotten and replaced with ideologies that worked as both philosophies and religions. A phenomenon called the ‘Contention of a Hundred Schools of Thought’ took place in ancient China. Schools and philosophers flourished around this time and it was dubbed an era of great cultural and intellectual expansion in China. The four most prominent schools of thought that evolved during this epoch were Confucianism, Taoism, Mohism, and Legalism. Confucius was born 551 BC and grew up to become one of the most influential philosophers in Chinese history. Confucianism is a composite philosophy of moral, social, political, philosophical, and quasi-religious thought. He built his philosophy around five virtues: compassion, morality, decorum, wisdom and honesty. Compassion was considered the cornerstone, symbolizing loyalty, filial piety, patience and benevolence. He also believed that everyone should be in harmony with one another and establish a society ruled by standard etiquette and conduct. A legendary philosopher by the name of Laozi is believed to have established the religious philosophy of Taoism. The ‘forces of nature’ is the central belief behind the concept of Tao, which is literally translated as â€Å"the path† or â€Å"the way. † Taoism is in many ways the contrary of Confucianism, focusing on the individual within the natural realm rather than the individual within society. It also focuses on the affiliation between humanity and the cosmos, vigour and long life, and wu wei, that is action through inaction, which is said to create harmony with the Universe. Mo Di or Mozi was another Chinese philosopher form the Eastern Zhou period. He was strongly opposed to the teachings of Confucianism and Taoism. Mohism was based on the idea of universal love, ‘everyone is equal before heaven’. Mozi believed that everyone should practice communal love in order to create a heaven on earth. He also believed that an individual’s perception should be the basis of human cognition and not imagination or logic. Mozi advocated abstinence, and therefore opposed music, regarding it as excessive and a waste of resources which could instead be used to help those in need of basic necessities such as food, water and shelter. He even opposed elaborate funerals also regarding it as a waste of money which could be used in more useful matters. He also advocated pacifism thus disapproving of offensive war, only accepting aggressive action to defend the weak. Legalism, while the term itself was invented in the Han dynasty, was one of the major doctrines followed during the Contention of a Hundred Schools of Thought. It was established by Han Feizi and Li Si and theorizes that the human race is evil and in order to prevent this evil causing chaos, laws need to be put in place. Legalism wasn’t concerned with the nature or purpose of life, not even the welfare of the public; rather it sought the states prosperity and military aptitude. Out of these four philosophies, only Confucianism and Taoism are considered religions by scholars, as only they contain spiritual elements. Confucianism and Taoism both became part of what is now known as The Three Doctrine. Buddhism is the third doctrine however it was imported from India and flourished during Imperial China.

Educational Technology Essay

With the passage of time, the advances of technology are making their presence felt in every walk of life from space exploration to clean a room. The central though behind these technological advances is to make life more comfortable, efficient, and safe. As such technology is an integral part of daily workaday life. Newer forms of technology are being introduced with improved rates of efficiency, safety, and comfort. In this regard, inclusion of technology in education has also become the hard norm of the present educational system of such a country as the United States of America with the same focus as quoted above. Henceforth, all important areas of educational development have been hinged with the inclusion of technology. One such area of focus today, with regard to the inclusion of technology in education, is the educational development of the disabled and other disadvantage students’ enhanced learning. The present paper examines in detail the inclusion of technology in education with relation to the learning of disabled and disadvantaged students. The paper first of all discusses the present literature on the present state of educational technology and disabled learners; furthermore, the present paper specifically examines studies conducted in the same area to investigate the legitimacy on educational technology inclusion to teach the disabled students, say, English language, and see what difference the technology inclusion makes upon the learning of the students. Literature Review In the past several decades, changing perspectives on the use of technology inclusion in education for the disabled students has caused the curricular guidance to undergo changes that are significant on their own. It was in the time of the 1970s and the 1980s that parents and teachers came to realize the vision that graduating students with disabilities could now go on living and working in the general community environment with some support that differed according to individual. This vision, then, bypassed the shelters of workshops, centers for day treatment, and other massive settings for residential purposes which were indispensable for the previous students. This revolutionary vision then gave birth to â€Å"the development of curricula that were relevant to students’ functioning to everyday life† (Davern, et.al, 2001). In addition to the above, the Individual with Disabilities Education Act (IDEA, 1997) also paved the way for the educators to look for technology inclusion that can boost up learning in the disabled students; hence the premise of this act is that: A free and appropriate public education will be provided for all children with special needs. IDEA 97 emphasizes the participation of students with disabilities in the general curriculum and requires that Individualized Education Program (IEP) teams make many decisions that support and encourage student performance in the general curriculum and general education classroom (Robinson, et.al, 2002). However, when it comes to the participation of the disabled students in the learning of more complex cognitive content (say reading comprehension or learning vocabulary, and so on) with the mainstream education, with their peers, it is seen as an obstacle that these students show a difference of learning from their peers. Hence there are various involvements made by researchers. These interventions focus on overcoming these differences among the two types of learners. â€Å"Curriculum-based assessment†, â€Å"Direct instruction curriculum design†, and â€Å"learning strategies Deshier† are some of them (Carnine, 1989). Today, as such, technology is fast becoming the norm of the area of educating the learners with disabilities. The times of the twenty first century has given rapid rise to technology integration in education. Henceforward, as Dr. Frank B. Withrow, Director of Development Able Company Washington D.C. (2000) notes that â€Å"Technology predictions for the 21st century include sensory prosthetic devices for disabled people. This may be one of the most significant factors in providing all children an equal and appropriate education.† He further points out that â€Å"Cochlear implants are already providing many hard of hearing youngsters with functional hearing.† Moreover, â€Å"Speech synthesizers give voice to mute individuals. New developments in microelectronic lenses may enable a large number of visually disabled people to read printed books† (Frank, 2000) However, it is another thing to investigate the integration of technology and its feasibility with the production: effectiveness of technology with regard to the learning rate of the students with disabilities. In the later part of the paper I would examine the role of technology in relation to this very theme. I would discuss the role of the educational software for the special education. Educational Software and Special Students Today, like all other areas of education, special education is also influenced by the introduction of newer and newer software that provide the educators the opportunities to better teach the disabled students so that their learning can be worth it. Since commercial software for education usually shapes the center of instruction which is technology-based in special education (also for general classroom education), there is a very rapid race among the educational authorities to obtain the most effective and result-oriented software. However, with the advances made in this area, there are certain concerns raised by the educators and researchers about the feasibility of these software packages with regard to effective learning among the disabled students. In this connection, the most common practice found among the educators is that they â€Å"rely on experts in commercial businesses to produce quality educational software for classroom use, with the assumption that the software has been designed to meet the unique learning needs of the population of students for whom it is targeted† (Boone, et.al, 2000). In other words, the consumers of the software assume that the software was properly designed and developed with a population being the focus of that software, for example, students with disabilities, junior school students, students learning English as a second language, and so forth. The net result that these consumers anticipate from the software obtained, as such, is that it will help them improve the learning capabilities of their students – in our case students with learning disabilities and disadvantaged students. On the contrary, Boone et al. (p. 109, 2000) observe that though many of the software developers are aware of the fact that consulting educational experts and researchers is way important in order to develop a result-oriented, population-targeted software, â€Å"some companies still develop software without taking into account education factors that may affect learning† (Boone, et.al, 2000). They point out three major areas regarding such software development for the disabled students, which were major concerns of the educators: 1) The developed software did not have a theoretical base for its formation; 2) There is an overemphasis on such technical aspects of the software as high graphic designs and audio add-ons; and 3) The software development manifested an improper approach toward educational concerns. With these three major concerns, Boone et al. (2000) also list three major areas – investigated in a Delphi research study – which, according to educators, the educational software for the disabled students was proved to be lacking. These areas are: 1) The investigation revealed that software lacked an incorporation or association of higher-level of thinking; 2) The software also lacked a grounding in the educational research and pedagogical investigation of the related teaching content to the disabled students; 3) The last major area of lacking of the educational software for the disabled students was that the software lacked the inclusion of a number of different level skills which can be used to effectively meet an individual’s specific needs. Therefore, Forcier, 1999 (as cited in Boone et al. p. 01, 2000) notes that because of these so complex issues with regard to the educational software, it seems unclear as to which degree such educational improvisation is actually meeting the needs of the educators/teachers and their students. (Boone, et.al, 2000) Evaluation of Software Boone et al. (2000) point out the importance of the educational for the disabled students so that their feasibility can be put to a check. For the evaluation of an educational software, the authors state that many of the educational software developers and publishers are not providing enough information to the educators. This is a practical problem for the educators who opt for a specific software program available in the market suiting the needs of their educational context; however: (Boone, et.al, 2000) â€Å"Educators often find that software they have purchased is not adaptable, does not teach what it purports to teach, or does not support what is occurring in the classroom. For these reasons, educators must independently evaluate software by taking into consideration the following†. (Boone, et.al, 2000) 1) The educators must look for the software’s intended use by monitoring the help that the software lends to achieve their objectives; 2) Content which accompanies the software must be scrutinized; it is also seen whether or not the software has a teacher’s supplement for implementation; 3) â€Å"the instructional presentation and whether the software meets the principles of universal design (i.e., multiple representations of content, multiple means of expression and control, and multiple forms of engagement)† (Boone, et.al, 2000); 4) they should also go for software that is user-friendly: that is easy to use both by the teacher(s) and students; 5) the software should also provide considerable amount of documents and other support; 6) The software should also contain user inputs. With these areas in mind, the authors further come up with the evaluation criteria of the two kinds of evaluation of the software: formative and summative evaluation through the use of the software to make sure of its compatibility with the learning of the disabled students. I discuss both these steps of the evaluations separately so that a thorough understanding of the issue can be grasped. Formative Evaluation and Learning Software for Disabled Students To evaluate the efficiency of software for students with disabilities Boone et al (2000) state that the first and the foremost focus of the educators should be to take into account an area of the students’ learning and/ or other aspects of their life; this are can be the learning characteristics of those students; or their learning goals; or it can be the area of their social skills and goals, and so on. After this specification, the educators should put the software to test on a across-student level, that is to say: Software evaluation by students should involve a high-achieving student, a middle-achieving student, and a low-achieving student who all have a particular disability. This allows the educator to determine the software’s usability across students with a particular disability and, beforehand, to identify specific areas in the software with which particular students may need help (Boone, et.al, 2000). They also give a precaution to the educators that they should not count on the opinions of the parents of the students because it is possible that some software is not efficient to adults; however, the same is greatly enjoyed by the students.

Social Constructivism Essay Example | Topics and Well Written Essays - 3000 words

Social Constructivism - Essay Example Social constructivism does not distinguish between truth and falsehood, judging both equally suspendable. It leaves no place for the distinction between true and false accounts of nature in its accounts of the development of science. By being uninterested in whether a science is true, by treating truth and falsity equally, that is, by treating unequal as if they were equal, constructivists suspend and fail to see the essential. Whereas it would be a major accomplishment for the sociology of science to explain true knowledge as well as false pretensions of knowledge, it is a major regression for such sociology to obscure the difference between the two. A central theme of social constructivism is that no social practice must be enshrined as a restricted way of getting at truth. No practice can put claim to universal, eternal, or context-free legitimacy. Social constructivists and other postmodernists seek to demystify or deconstruct science's epistemic authority. One route to demystifi cation is to argue that science is just a highly elaborate set of social conventions--a "discursive formation" (Foucault) or "form of life" (Wittgenstein)--which arose in a particular historical setting and captured the loyalty of our culture, but which has no intrinsic claim to epistemic superiority. Translated into our terminology, this position implies that science is veritistically no better than other practices, despite the special reputation it enjoys. The constructivist perspective embodies a number of theoretical tensions stemming. from its attempt to embrace a relativistic epistemology with respect to selected aspects of science while exhibiting a fairly inflexible commitment to epistemological realism in its own work. ( Woolgar 1983: 262) Constructivist sociologists adopt a variety of strategies in their attempt to defend themselves against the criticism that constructivism undermines itself. Some constructivists merely assert that constructivism does not undermine itself, in the hope that repetition will be as effective as argument or evidence. Other constructivists claim that their studies analyze how the original account was arrived at, but have no implications for the truth or falsity of that account. Constructivists thereby only criticize the view that scientists see the world "plainly," "straightforwardly," without skills ( Yearley 1991: 120, 143). Thus constructivist sociology of science has no implications concerning the validity of science, constructivist criminology has little bearing on the

A comparison of the communities in THE BELL by Iris Murdoch and THE Essay

A comparison of the communities in THE BELL by Iris Murdoch and THE SPIRE by William Golding - Essay Example Officially known as Sir William Gerard Golding, the author of The Spire was a prize winning British novelist who had written the famous novel titled Lord of the Flies. Little known facts about this author include his tenure in the war as well as his love for animals. Apart from the Booker Prize, Golding was famous for creating stories with people who were different in their very approach to life. He was also one of the few authors who supported the cause of Popular Science by openly subscribing to the belief system portrayed by Lock Ness Monster. (ww.wikipedia.com) Golding’s novels are a departure from the tried and tested in the sense that he portrays specific elements of what those states of being that most people may not ordinarily pay attention to. In his book, The Spire, Golding has told a deep and enchanting story of a spire waiting to be built. The Dean of the Cathedral, Jocelin, is a man of great conviction and even greater mysteries. This book is set in the times where religious fervour played a special role in people’s lives as far as their lifestyle and preferences were concerned. With the backdrop of such a setting, Golding tells the story of Jocelin and the spire he wants to built by tracing it in the form a journey that Jocelin embarks upon in order to indulge in unintentional soul searching as he follows a vision that he believes to have come to him from none other than the original source of existence – God. While his sometimes feverish pitch scares people, he also manages to spread a good amount of knowledge and enlightenment in an era when deviation from certain set theories regarding the Almighty and human beings, was shunned and avoided like the plague. With his bold ideas for following the vision, Jocelin becomes a visionary and paves the way for many changes and especially for the successful building and development of the spire which heralds his success as God’s own. In doing so,

Synthesizing Sodium Ferrate Lab Report Example | Topics and Well Written Essays - 1250 words

Synthesizing Sodium Ferrate - Lab Report Example NaClO is an active component of bleach. Very concentrated solutions of bleach are used as â€Å"liquid chlorine† for swimming pools. NOTE: This synthesis will be performed in the fume hood. The solution will be very basic, so goggles will always be worn while performing this synthesis. Any solution got on hands will be immediately washed with soap and water. 20 mL of commercial bleach is to be poured into a 50 mL beaker. A stirring bar will be added to the beaker and placed on a stir plate. 10 g of NaOH pellets will be added to the beaker of bleach and stirring will be begun. This is an exothermic reaction so the beaker will get warm. 0.50 mL of 0.30 M FeCl3 will be pipetted using the plastic pipette into the dissolved NaOH solution while it is still warm. The mixture will be allowed to stir for approximately 10 minutes. The solution will be allowed to cool for another 3-5 minutes. The formation of the Na2FeO4 will cause the solution to appear purple. Any foam that appears on the surface will have to be removed by blotting with a paper towel. A suction filtration apparatus will be assembled with due consultation of the GSA). A sintered glass filter will be used on top of the vacuum filtration flask, the vacuum will be turned on and the sodium ferrate solution will be added slowly. ... The volume of ferrate solution that was prepared using a graduated cylinder will be measured. The sodium ferrate solution will be stored in a plastic bottle. The bottle will be labeled with this information; Name of the Team Manager, â€Å"Sodium ferrate in water†, concentration of sodium ferrate (will be determined later), date, and the lab section number. Part 2. Calculation of the Percent Yield of Ferrate Produced In the reaction that was just performed, FeCl3 was the limiting reagent. After the theoretical yield (review is on pages133-139 in the textbook, Tro 2nd edition) of sodium ferrate has been calculated in moles, its theoretical concentration, in molarity (M) will be determined with the help of the total volume of solution that was measured in the Part 1. The actual concentration of sodium ferrate in the solution will be calculated with the help of the spectrophotometer and Beer’s Law. The SpectraVis spectrometer will be calibrated with the help of a cuvette o f DI water. The SpectraVis should be in full spectrum mode when calibrating. The DI water will be removed with a plastic pipette so that all the water droplets from the inside corners as well as from the sides of the cuvette can be removed. The sodium ferrate solution will be added to the cuvette (slightly more than half full). The absorbance of the sodium ferrate solution will be recorded at 510 nm. NOTE: If the absorbance at 510 nm gets above 1.5, the ferrate solution in the cuvette will be diluted (not the original solution) until the absorbance is between 1.0 and 1.5. The volume of ferrate solution that was diluted as well as the amount of water which was added to calculate the concentration of the original ferrate solution will be kept track of. The ferrate solution will be

International Tourism Management Essay Example | Topics and Well Written Essays - 3000 words

International Tourism Management - Essay Example In this concept, the definition of tourism helps to identify all the basic elements associated with the term tourism. The conceptual definition of tourism demonstrates the multi-faceted as well as the multi disciplinary characteristics of tourism. The technical definition of tourism clearly represents what one can understand from the word tourist and what is tourism industry. Technical definition helps to specify the different factors which help to recognize a set of people as traveler, as well as grouping different organization as a part of tourism sector. (Inkson and Minnaert, 2012, p.15). 2. Definition of Tourism: According to Inkson and Minnaert (2012), the movement of the people to different places outside their normal place of work or residence, various kinds of activities which they perform while staying on those places and different facilities developed by several organization as well as the concerned governing authority of that particular place is known as tourism. (Inkson a nd Minnaert, 2012, p.16). There are three basic elements associated with the tourism. These are dynamic element, destination element and consequential element. Dynamic Element: It is associated with the demand for and different types of tourism. According to their views, these forms are subject to change. Destination Element: It is associated with the tourist as well as the characteristics of them. ... (Inkson and Minnaert, 2012, p. 17). 3. Types of Tourism System: There are different kinds of tourism industry present in the tourism system. These are aviation industry, railways industry, tour and travel operators, hotel industry etc. In the tourism system, all these industries are interrelated with one another. With the development of science and technology, as the time moves on the tourism system also started to develop as well. The main focus of this paper is to discuss about different factors associated with the tourism industry, the growth in this industry in last 10 years with the continuous development in the technology and communication sector. Apart from that, a detail discussion will be done with the focus on aviation industry, its growth , development that happen to this sector due to technological and communication improvement and role played by the aviation sector in the overall growth of the tourism industry. 4. Aviation and Tourism: Transport is an indispensable part of tourism, providing the very important link between the tourist generating areas and destinations. Good convenience, which is determined by the transport services provided, is a basic condition for the expansion of any tourist destination. Moreover, the transport industry can be a main beneficiary of tourism because of the extra passenger demand that may be generated. Aviation is a progressively more important mode of transportation for tourism markets. At the same time geography has meant that, in modern times, air travel has always been the central mode for long distance travel and as much global tourism moves towards deregulation, and more specifically with the emergence of the low cost carrier