Tourism Enriches

i need some information on this for a food tech assignment. It would be a lot of help is you could give me some information or reccomend some good sites. I also need some examples of food.
thankyou.

I am going to Europe next summer. I would like to spend extra time in Madrid and Barcelona, Spain, Paris, France, and Venice, Florence, Rome, Italy. Is anyone aware of good land tour companies? What are some of the better hotels that do not cost a fortune in each one of these cities?
Thanks.

I’ve found a very delicious product that is made in Turkey. I think especially italian people would like it. But I don’t know what to do since I am not a trade person. Please enlighten me!

I know it’s too long but plz read it if u can and tell me what do u think of it and how much do u rate it from 1 – 100?
Thank you so so MUCH!!
The American Educational Reform in the 1800s
American reform movements in the early to mid 1800’s strived at improving our developing society. America was growing larger, and with the expanding population, many new ideas sprang up. Conflicting opinions between the people of the United States caused the emergence of an Age of Reform, where people tried to change things such as the educational system and women rights. These movements were the result of our nation’s self-determination and interest in improving the society we live in. Education is really important to every country and every civilization and it’s noticeable that “Education is the transmission of civilization.” (Ariel and Will Durant, The Lessons of History, 1968) Education reform means to make education better by removing faults and defects. True educators are always thinking of more effective ways to enhance and democratize the way children learn. With the continuous change of growing population, economics, culture, family, and global communication, there has to be continuous educational reforms to keep the society abreast with these changes.
Home education was so common in America that most children knew how to read before they entered school. As Ralph Walker has pointed out, “Children were often taught to read at home before they were subjected to the rigours of school. In middle-class families, where the mother would be expected to be literate, this was considered part of her duties.” (Ralph Walker, Old Readers: In Early American Life, October, 1980, p. 54.) In the early 1800’s education in America grew and developed rapidly, largely because of the works of three very important men: Noah Webster, William McGuffey, and Horace Mann. These three men were catalysts for the growth of education throughout the nineteenth century, and without them the large strides America took during this time would not have occurred. These great men all shared one goal: to educate the youth of America as well as possible.
The first American schools opened during the colonial era. As the colonies began to develop, many began to institute mandatory education schemes. In 1642 the Massachusetts Bay Colony made “proper” education compulsory. Similar statutes were adopted in other colonies in the 1640s and 1650s. Virtually all of the schools opened as a result were private. The nation’s first institution of higher learning was Harvard University, opened in 1636. Most of the universities which opened between 1640 and 1750 form the contemporary Ivy League, including Harvard, Yale, Columbia, Brown, the University of Pennsylvania, and several others. After the American Revolution, the new national government passed the Land Ordinance of 1785, which set aside a portion of every township in the unincorporated territories of the United States for use in education.
Public education in Massachusetts began when Horace Mann left his post as Senate president and became Secretary of the Massachusetts Board of Education in 1837. Mann did many things, but his main legacy was to convince people that public education was a public good that should be publicly funded. As a result, Massachusetts had the first system of public schools in the country. By 1860 the fruits of these efforts were impressive. The states were generally committed to providing free elementary education. For students who wished more than a grammar school education, there were 300 public high schools in the whole country, and almost 100 of these were in massachusetts. There were also about 6000 private academies, many of which charged only a small tuition to poor children. Colleges and universities were still small, few had over 100 students and ill equipped, but their numbers had increased since colonial times. Just as every instant city needed a newspaper and hotel, so it needed what was called a college. Julian Sturtevant, founder of Illinios College in 1830, said, “It was generally believed that one of the surest ways to promote the growth of a young city was to make it the seat of a college.” (A History of the United States, p. 281) So before the Civil War 516 colleges were founded, many were little better and the private academies, but only 104 survived to the 1900s.
The Morrill Acts of 1862 and 1890 provided federal financial support to state universities. Many land-grant colleges and state universities were established through gifts of federal land to the states for the support of higher education. Financial support was extended to the universities and this in turn led to increased research. The Morrill Land-Grant Act of 1862 sparked the growth of state institutions offering curricula in agriculture and the mechanical arts. The act created a variety of institutional arrangements such as A & M colleges, and even allowed some private colleges to provide the new curriculum.
Women have been equally discriminated against in American schools. Even in coeducational schools, practically no encouragement was given to the girls. For countless centuries, the role of the American female was in the home. Domestic responsibilities such as devoting time for the home, preparing meals, and caring for the family rested in the hands of females. Mothers taught their daughters’ responsibilities in the home to prepare them for their future. In colonial days girls were taught the household arts but were not expected to learn to read and write. People thought that “book learning” would put an undue stress on their delicate minds and bodies. Progress came slowly and step by step.
Women’s education and career options, especially for the middle and upper classes, were aided by the founding of academies and seminaries for girls. In Massachusetts girls began to attend summer sessions of the public grammar schools in the late 1700s. “In 1821, Emma Willard established the Troy Female Seminary in New York, the first endowed educational institution for women in the United States.” (Education, p, 3) In 1823, Catharine Beecher opened the Hartford Female Seminary and later founded seminaries in Cincinnati and Milwaukee. In 1837, Mary Lyon established the Mount Holyoke Seminary with a curriculum that emphasized domesticity, piety, and teaching. Mount Holyoke enrolled girls from both wealthy and poor families; it was the first institution to challenge class discrimination. By 1840 the efforts of reformers where showing results, and nearly all New England women could read and write.
Finally in 1836 (200 years after Harvard College was founded for men) Wesleyan College in Georgia was chartered as the first college for woman. As years rolled by “women protested that they too should have a right to learn and that it is unfair that men could go to college and they can’t.” (Westward Expantion 1800-1880, Article, Pg 3) A new status for woman was “their opportunity for an adequated education and the right to speak out in public, would mean a richer life for all.” (History of the United State, p.284) The rights of women seemed essential to a better America. “The brave reforming women that helped in education are our founding mothers of women education today.” (Westward Expantion 1800-1880, Article, Pg 3)
Because of racial discrimination, African Americans not only struggled to acquire an education but had to combat stereotypes concerning what type of education was most suitable for them. The 1800s witnessed important changes in their education. The education of blacks remained very low until President Abraham Lincoln issued the Emancipation Proclamation in 1863. The Civil War and Reconstruction period had a profound effect on the education of blacks in the South. The Thirteenth Amendment ended slavery and the Fourteenth and Fifteenth Amendments granted equal rights to freed slaves. Many sought to take advantage of their new freedoms, especially the opportunity to acquire an education. The reconstruction era witnessed major advances in segregated education for African Americans. Before the Civil War, education for blacks was practically non-existent in the South, and several southern states had laws against teaching slaves to read and write. Schools in the North were segregated. African American ingenuity and perseverance produced some notable exceptions. For instance, Milla Granson of Natchez, Mississippi, a slave who had learned to read and write from her master’s children, operated a school late at night when her master slept and slaves had finished working in the fields.
During the Civil War, both African American and white teachers began the arduous but rewarding task of educating southern blacks. Indeed, freedmen’s education began in army camps. Many brave teachers such as “Mary S. Peake began teaching freed slaves at a Fort Virginia School in 1861. Susie King Taylor, a former slave who learned to read and write, taught black soldiers in the army.” (African Americans: Freed People, p. 5) After the war, some white northern women used their education by moving south to teach the freed slaves. Laura Town was the first to do so; in 1862, she established the Penn School on the South Carolina Sea Islands, which she ran for forty years. The African American educator Charlotte Forten Grimke joined her. In her diary, Forten remarked “I never before saw children so eager to learn.” Such was the case with most black children throughout the South. The number of black teachers increased as more African Americans became educated.
The literacy rate was around 5% in the 1860s rose to 40% in 1890, but when many wealthy American men and woman, mostly from the North gave millions of dollars to help educate black people, the literacy rate by 1910 was at 70%. John D. Rockefeller an American industrialist and philanthropist, for example, “had contributed over $50 million, most of it to train more teachers for black schools.” (History of the United States, p. 449) The South spent less money than other parts of the country on education of all kinds. And blacks there had to attend separate and inferior schools. But many black leaders did not agree about this situation. In 1881, an American educator, author and leader of the African American community, Booker T. Washington founded Tuskegee Institute in Alabama. There he trained thousands of blacks to be better farmers and mechanics, to make a good living, and to help build their communities. He did not want blacks to spend their efforts learning history, literature, foreign languages, science, and mathematics. Instead, he said that they should train quickly for jobs, and mostly for jobs they could do with their hands.
Many who admired Booker T. Washington still did not agree with him because they did not want to wait for their rights. Twenty five years after Washington started his Tuskegee Institute in Alabama, a group met at Niagara Falls. Their black leader was W. E. B. Du Bois. He was born in Massachusetts after the Civil War, he studied at the University of Berlin in Germany and then received a Ph.D.degree from Harvard University in 1895. “He was the first African American to earn a Ph.D. from Harvard, was a professor at AtlantaUniversity and the leading black intellectual of his time.” (Evitts,William. The Niagara Movement, p. 1) In 1905 the declaration by Du Bois’s Niagara Movement expressed outrage. It demanded for blacks all their human rights, all their rights as Americans, and at once. It opposed all laws and all customs that treated blacks as if they were different from other people. And of course, it demanded the right to vote.
As the United States entered the twentieth century, it had adopted a framework of publicly supported elementary and secondary schools and had seen a significant increase in the number of colleges and universities nationwide. The advancement in technology and learning methods has brought about a lot of change for the better in the public education. The American public school has always been looked upon as a system that inculcates the ideals of equality and freedom in the individual. It has changed historically according to the upheavals in the society.

My friends and I are graduating college this May and want to go on a summer trip to Europe (England, France, Italy, Greece, all the major countries). Where is the cheapest place (i.e. reliable websites) to find packages, which include airfair and hotel stay? We are looking to go for about 2 weeks. Any help is appreciated!

Hi. I’m a teenager, and my mom wants to try to cook some European food since we always have the regular hamburgers, ect or Mexican food, which we are sick of. What would be some great European foods to try? Preferably not sea food. Some Italian, or Scandinavian would be great! Thanks.

AN AMERICAN ‘HONOR KILLING’
By JOHN P. AVLON
July 23, 2008 –
ON July 6, police say, a Pakistani named Chaudhry Rashid strangled his 25-year-old daughter San- deela Kanwal with a Bungee cord in her bedroom because she wanted to end her arranged marriage. This “honor killing” came not in Pakistan, but in Jonesboro, Ga. – a suburb 16 miles outside Atlanta.
At his arraignment, Rashid said through an Urdu interpreter that he was “not in the state of mind to talk because of the death of his daughter,” but stated “I have done nothing wrong.”
This is not the same as declaring innocence. His attorney, Tammy Long, explained, “My client is going through a difficult time. As you can imagine, he is distraught.” Apparently, it takes a stronger man to murder his daughter without sentiment.
The national media has paid little attention to the story of Kanwal’s murder, though most outlets found plenty of time to debate the cover of The New Yorker.
When a blonde girl goes missing, cable networks stop in their tracks – but when a Muslim woman is murdered by her father, there’s not a ripple of sustained interest. Where’s the outrage?
Maybe it’s muted because we’ve grown reluctant to pass judgment on other culture’s customs – but multiculturalism hits a crossroads when honor killings come to America.
The United Nations estimates that the world sees 5,000 honor killings a year – overwhelmingly in the Middle East, South Asia and Africa, but increasingly among Muslim immigrant communities in Europe.
The United States has avoided this bloodstained trend until recently. Some consider Kanwal’s death the first documented honor killing here. Others point to the murder of sisters Amina and Sarah Said in Irving, Texas, on New Years’ 2007. (Their MySpace page remains up. Featuring assimilated teen culture and American music, it is haunting.) Their father remains on the run from police.
Few doubt that other honor killings have occurred behind closed doors. In upstate Monroe County just a few days ago, a girl was stabbed by her brother for wearing immodest western clothing and wanting to move to New York City. According to court documents, Waheed Allah Mohammad explained the stabbing by saying his sister was a “bad Muslim girl.”
“Honor killing is a misnomer,” author and exile Ayaan Hirsi Ali told me. “The killing occurs because these girls have allegedly brought shame on their family. The paradox is that these are individuals who have emancipated themselves.
“These girls embody the American dream. They want to become self-reliant – deciding who they marry, when they marry and how many children they will have.”
On the surface, this sounds like a classic case for the left – outrages well worth protesting. Honor killings and other tribal customs like female genital mutilation represent a far greater threat to human rights than comparatively benign examples of Western sexism, like unrealistic measurements on a Barbie doll.
But this would require recognizing that the greatest danger to civil liberties in the world today comes not from the United States, but from a medieval tribalism that’s still murdering people around the world under the guise of enforcing piousness.
“America is an assimilating nation,” affirms Ayaan, “and so when immigrant Muslim men assimilate into American society they are applauded for it. But when some immigrant Muslim women assimilate into American society, they find themselves ostracized – beaten and even killed by their own families. And the American public ignores their plight to protect the immigrant Muslim community from stigma.”
There should be wall-to-wall coverage when Rashid’s pretrail hearings begin tomorrow in Atlanta. By any standards, this is a sensational crime.
Instead, the trial may well get dismissed as old news or swept under the rug as just another domestic-violence case. These rationalizations cover up a discomfort with wading into cultural judgment – and a desire to avoid the risk of violence that always comes with criticizing radical Islam.
There’s a cost to such squeamishness. In England, Lord Chief Justice Phillips, the country’s top judge, has said that sharia law should be incorporated into British law, while the Archbishop of Canterbury described such incorporation as “inevitable.”
This slippery slope threatens to undermine liberal democracy and even the concept of civilized norms. America must make a stand, because many Europeans either can’t or won’t.
As Ayaan says: “As an immigrant Muslim woman running for your life, from your own family, I think America is a better place for us, because we know that Americans are individualist enough that they will ultimately chose to protect us – while Europeans choose to stick their heads in the sand and pretend nothing is going on.”
Our ultimate victory in the War on Terror will be to encourage a Muslim reformation by offering examples of successful Muslim-American citizens – especially women – who thrive within the equal rights and open opportunities of American society. For Muslim women who want to live in freedom, America is the last best hope on earth – and we must remain nothing less.
John P. Avlon is the author of “Independent Nation: How Centrists Can Change American Politics.”

I am a 26 year-old female who will be traveling solo so I am looking for a good tour group. I haven’t read good things about Contiki so I’m looking for alternatives. I don’t mind spending the extra money to go with a good, reputable company. I am looking to go to Egypt in the fall. Thanks!

women are fat and overweight. Although European food are high in fat and cholesterol many of the women are slim. European women exercise a lot while Malaysian women prefer to watch soap opera and Akademi Fantasia and mengumpat a lot and etc.

The UAE population has an unnatural sex distribution consisting of more than twice the number of males than females. The 15-65 age group has a male(s)/female sex ratio of 2.743. UAE’s gender imbalance is the highest among any nation in the world followed by Qatar, Kuwait, Bahrain, Oman, and Saudi Arabia – all of which together comprise the Gulf Cooperation Council (GCC).[4] The GCC states are also what most South and Southeast Asians refer to as the Persian Gulf especially in context of emigration.[5]
UAE has one of the most diverse populations in the Middle East.[6] 19 % of the population is Emirati, and 23 % is other Arabs and Iranians [7]. An estimated 85 percent of the population is comprised of non-citizens, one of the world’s highest percentages of foreign-born in any nation. In addition, since the mid-1980s, people from all across South Asia have settled in the UAE. The high living standards and economic opportunities in the UAE are better than almost anywhere else in the Middle East and South Asia. This makes the nation an attractive destination for Indians, Filipinos, Pakistanis, and Bangladeshis along with a few thousand Sri Lankans. In 2006, there were approximately 2.15 million Indian nationals, Philippines Nationals—OFW, Bangladeshi nationals, and Pakistani nationals in the UAE, making them the largest expatriate community in the oil-rich nation.[8] Persons from over twenty Arab nationalities, including thousands of Palestinians who came as either political refugees or migrant workers, also live in the United Arab Emirates. There is also a sizable number of Emiratis from other Arab League nations who have come before the formation of the Emirates such as Egyptians, Somalis, Sudanese and other Gulf Arab states, who have adopted the native culture and customs. Further, Somali immigration also continued in the 1990s as a result of the Somali civil war.
A woman shopping at Dubai Duty Free
A woman shopping at Dubai Duty Free
There are also residents from other parts of the Middle East, Baluchistan region of Pakistan, Iran and Afghanistan, Africa, Europe, Post-Soviet states, and North America. The UAE has attracted a small number of very affluent expatriates (Americans, British, Canadians, Japanese, Chinese and Australians) from developed countries who are attracted to a very warm climate, scenic views (beaches, golf courses, man-made islands and lucrative housing tracts in Abu Dhabi and Dubai), the nation’s comparably low cost of living (but in 2006, thousands of real estate properties are valued over millions of dollars) and tax-free incentives for their business or residency in the UAE. They make up under 5 percent of the UAE population; mainly English-speaking. Expatriates adhere to the law and customs of the UAE, their adopted country.
The most populated city is Dubai, with approximately 1.6 million people. Other major cities include Abu Dhabi, Al Ain, Sharjah, and Fujairah. About 88% of the population of the United Arab Emirates is urban.[9] The remaining inhabitants live in tiny towns scattered throughout the country or in one of the many desert oilfield camps in the nation.