Arranged Marriage vs. Free-choice Marriage Essay

Happy marriages begin when we marry the ones we love, and they blossom when we love the ones we marry† (Tom Mullen, 2005, p.1). It is argued that free-choice marriages based on love or romance, offer more independence and freedom as compared to arranged marriages where the man and woman are chosen by the parents and so there is pressure and is not so suitable and independent. However, no marriage is necessarily an ideal sort of marriage. Therefore, it becomes difficult to predict the ideal sort of marriage. The decision is upon the individual, whether he or she wants to be part of an arrange or free-choice marriage. There are two main types of marriages that are practiced in various societies and cultures and they are: arranged marriages and free-choice marriages. Both type of marriages have benefits and particular expectations for the man and woman. Research shows that the type of marriage chosen often reflects a person’s values, traditions, beliefs, and cultural custom s. Both arranged and free-choice marriages have similarities and differences. An arranged marriage is an union between two prospective spouses chosen by the parents and sometimes between the extended family. In most cases of arranged marriages the two partners can have a say in it after several meetings with one another or even just once. However, in some cases the parents make the final decision and do not let the daughter or son have a say in it after that. This is explained well in Wikipedia, the free encyclopedia, â€Å"Arranged marriages can also be very flexible. In one scenario, the parents introduce their son or daughter to several potential mates, while giving two the final decision, given sometime† (2005). The relationship in an arranged marriage starts off from not knowing each other and or no feelings, and as time moves on, the love is built on together as the partners get to know each other more and spend more time together. The partners learn to love each other and in many cases the partners are more conservative and it takes longer for th em to develop a bond. Unlike love or romantic marriages, arranged marriages have learned to love. Even after taking these facts in consideration, arranged marriages are being practiced all over the world. However, it depends on different cultures around the world. If research is done, arranged marriages would be most  likely be happening in parts of Africa, most of Asia, and a good portion of Eastern Europe. Knowing where arranged are being practiced, it is also important to know that arranged marriages are practiced when the two partners are chosen by others for some specific reasons or due to the person’s traditions, beliefs, and culture. When deciding an arranged marriage, special requirements need to be fulfilled from both sides of the couple. Therefore, these requirements should be acceptable from both the parents and the couple. For example, in some cases, women get the opportunity to work and some are usually forced to be stay-at-home moms. Also sometimes the two partners have to be the same nationality, have the same beliefs, belong in the same culture and etcetera. â€Å"The importance of good family background and compatibility as far as upbringing and family is concerned are vital for two individuals entering into a relationship† (Alochona, 2004, p.1). However, most people believe that there is a low rate of divorce. If the two people do not know much about each other, it would be better for their marriage because they will find out new and interesting facts about each other during the time they spend together after marriage. As in free-choice, also called love or romance marriages, both partners know each other from before and do not have much left to find out or maybe in some cases, a number of new things can be found between couples. So, it is more likely to get bored of the marriage life if that is the case and it could lead up to divorce. In different cultures around the world, this type of marriage is a type of an advantage for people who need money, therefore they will find someone who will be willing to marry the person because they cannot afford money to arrange the marriage function or give to their daughters as a dowry. Also, this type of marriage is chosen because of social status. A rich family will want their heir to marry into a family that is worth their status. And lastly, very religious and cultural son and daughters will just agree to an arranged marriage because of the way they have been brought up since childhood and they know that they will not have to worry about their parents of not approving or rejecting of their choice of spouse. On the other side, a free-choice marriage can be based on romance or  friendship. The relationship between this type of marriage can be based on admiration and with a person known really well from before. If the relationship has been brought together because of romance, it often seems for both of the partners that they are not able to live without each other. In this type of marriage, timing is important. It takes time for the two people to fully understand each other and make this big decision. Romance allows the two people to spend more time together and get to know each other better. This marriage is considered very sweet and romantic. Many people imagine themselves having this type of marriage one day. The idea of falling in love with someone is great because if the person is known from before, it makes it easier knowing that the rest of the upcoming marriage life will be spent with that person. Sometimes it also makes it easier when two people are in love, they are comfortable around each other and they have a certain understanding of what the other expects. A free-choice marriage can also be based on friendship. If a person is very good friends with another person, it could lead up to romance. It is heard quite often that â€Å"Friendship is the first step towards love and the last step†. Knowing that a free-choice marriage has so many great feelings stored within it, it is being practiced all over the world. This type of marriage is not based on religious and cultural beliefs however it is based on feelings and emotions. Love just happens, no one can ignore it or even try to ignore it. If it cannot be ignored , it cannot be stopped. This leads to the two people thinking they are ready and have chosen their partner to move onto the next step, and that step is marriage. However, before making such a big decision, most people think about their values, traditions, beliefs, and cultural customs because they know this will have a large amount of impact on their upcoming future. Even in this type of marriage certain circumstances have to be taken in consideration. Such examples include when two people are in love they are at their best to impress the other person, they wear their best clothes, they are at their best behaviour and project many things that they are actually not, and also it takes a while between couples to shed the veil after marriage when they are more open and comfortable towards each other. When a person thinks about a free-choice marriage they think of love and freedom and automatically agree to it, to the great feelings stored within the marriage. A person would choose this type of marriage because they would not have to worry about not knowing the person from before. They know the person he or she is going to be with, have all the qualities they are looking for and have no doubt about it. Being comfortable with each other and when around each other is a big factor and in this relationship, this is all included. In this type of marriage, there is no pressure of their family, friends, culture, and society because the marriage is based on freedom and own choice. There is no involvement of the parents and there is no worry about dowry and so on. Also, in this type of marriage the couples understand each other well and they decide this from over looking at all the factors that would need to be considered after marriage. Such examples include: children, work, homes, etcetera. In this generation, it does not matter what love is or what relationships are, most people just want to do what they want and what they think is right. Whether it is an arranged marriage or a free-choice marriage, it takes two people who are very responsible, honest, and committed for the union to succeed. Arranged or free-choice, people seek perfect husband and wives but no one is hundred percent perfect. The success of marriage is in mutual understanding and acceptance, and also in mutual love and respect. Neither arranged marriages nor free-choice marriages are better than one another, it is up to the individual who is involved to decide which is best for them.†Getting married is a complete package. One does not marry the person as such but his or her habits, family, emotional problems, background, experiences, career, and many other things that are required to be dealt with† (p.1). â€Å"Success in marriage does not come merely through finding the right mate, but through being the right mate† (Barnett Brickner,2002, p.2). References August, P. (2005, October). Arranged Marriages in the Wikipedia, the free encyclopedia. Retrieved from http://en.wikipedia.org/wiki/Arranged_marriageBowman, H. & Spanier, G. (1978). Modern Marriage. McGraw-Hill Book Company. Mullen, T. (2005). Love Marriages. iloveindia. http://weddings.iloveindia.comNighat, S. (2005) personal Interview. 7 December. O’Neil, N. & O’Neil, G. (1973, February). Open Marriage. Dushkin Publishing Company Group Inc. Sabreen, F. (2005, May). Arranged versus Love Marriage. The New Nationhttp://nation.ittefaq.com/artman/exec/view.cgi/30/18526

“North and South” depends on contrasts for its momentum Essay

Gaskell is a very capable writer; she uses many skills to create atmosphere, tension and emotion in her book. However, to create the energy in her stories that makes her stand out as a writer, she uses contrast in many different forms The locations in the story contrast with each other, reflecting different stages in life of Margaret. In London, where she first starts off, it is polite, reserved and superficial. Her life there is complacently indolent. When she moves back to Helstone, we see it is still very leisurely and languid, but there is a solid and healthy feel to it. She then goes to Milton, which is in complete contrast. Here it is a very functional town; everyone is preoccupied and determined. There is more a feeling of energy about the people, it is a centre for new ideas, but it is also very dirty, smoggy and cold compared to the green of Helstone. In chapter 8 we see a clear contrast in Edith’s letter from Corfu, describing a hot, clean atmosphere of idleness and happiness compared to Margaret’s depressed north. Social values are another important factor in the story that gives it momentum Views on Religion help to distinguish the characters. Bessy believes very strongly in God while Mr. Higgins does not. This is mirrored in Margaret’s different attitudes to her father about questioning the church. There is also the importance of the employer and employee relationship. Margaret disagrees with the strong feeling of a parent and child relationship that exists between the masters and men, that often creates tension. There are differences not only between those that are rich and those that are not, but also gain and use of that wealth. There is an obvious contrast between Bessy, Margaret and Fanny. They are all the same age but live completely different lives according to their wealth. Bessy is poor and suffers greatly from the poverty. Margaret is comfortable while Fanny benefits from her brother’s wealth and like Edith enjoys an idle lifestyle. The Mr. Hales position is not as respected in the North as it is in the south, as reflected in the family’s trouble in getting a servant. There is also a difference in their route to wealth, Mr. Thornton’s is by being dynamic, working hard and seizing opportunities, while Mr. Hale’s was by doing dull, tedious work for many years. But it is their attitudes to wealth that are so different. The south prefer simple decoration, they have a secure knowledge of their wealth, while in the north, their need to heavily ornate and decorate themselves and surroundings is emphasised, showing a clear insecurity, and need to â€Å"show off†. This is best summed up at the dinner party, where Margaret shows distaste at the gross amount of food laid out before her, which is particularly shown up against her previous visit to Bessy’s house. The characters have to be both the easiest and strongest way of showing contrasts, and creating energy. The first contrast we see is at the beginning of chapter 1, where the differences between Edith and Margaret are made clear. Edith is superficial; she acts childishly, showing off her husband. Margaret on the other hand is full of intense reactions, nostalgia and basic sincerity. The next clear difference we see is of that between Margaret and her parents. Unlike both her parents, Margaret is strong and independent. Her father even has to rely on her to break news of the move to her mother. However, the best example of contrast is the first meeting of Margaret and Mr. Thornton. Here we see a strong sense of masculinity and femininity, the sexual tension is strong, and adds an electrifying air to the confrontation. Mr. Thornton’s masculinity is also contrasted with that of Margaret’s only other suitor, Mr. Lennox, who like her father is very feminine. Then there are the contrasts between and in the families. Mr. Thornton and Mrs. Thornton are both very strong characters, bullish almost, compared to the personality of Fanny, who is similar to Edith. However, Mrs. Thornton is more perceptive than her son, and sees that he has fallen in love with Margaret, even though Mr. Thornton cannot admit it to himself or anyone else. The two mothers are in deep contrast to each other. They are the personifications of the feeling of north and south. The north being strong and uncompromising, while the south is soft and snobbish. Another contrast that is picked out in the book is between the two males. One is described as soft, weak and tired even â€Å"almost feminine† the other is distinctly masculine, hardened, defined, astute and energetic. The final contrast in characters is between Bessy and Margaret. This is a clear contrast, as they are both girls, and are both the same age. They differ in wealth and attitudes and it is a clear indication of what is considered important when discussing what Margaret is going to wear to the dinner party. Interestingly, there is a feeling of contrast that, while Mr. Thornton is not academically learned, which Margaret is, he is much more socially and emotionally developed than her, while she is tormented by the sights of Bessy in her state. The first important example of contrasting dialogue is in chapter 9, between the Hales. Here, it helps to clearly show the different positions of each character. Mr. Hale is anxious, Mrs. Hale is querulous and Margaret is overworked. There is also a contrast between the Hales argument at the beginning of this chapter and the Thorntons, at the end, to emphasise how different they are. Other contrasts in dialogue include the way in which Mr. Thornton and then Mrs. Thornton talk to Margaret in chapter 15, and then in Margaret’s talk with Bessy where the contrasts between North and South are highlighted. Finally, another clear contrast is the discussion between Mr. Thornton and Margaret at the dinner party over the meaning of the word â€Å"gentleman†. Here, Gaskell skilfully uses the dialogue to create a sense of sexual tension between them. One major point in how the structure of the novel helps to create a contrast is in the titles. Significant titles like â€Å"haste to the wedding† are followed â€Å"roses and thorns† a juxtaposition of two images that heighten the point that Gaskell is trying to put across. The other is in Mr. Lennox proposing. Here we see a sudden crisis that Margaret faces which is mirrored by a deeply poignant crisis of having to move from Helstone. Similarities help to stress the contrasts in the novel. The easiest similarity is between Margaret and Mr. Thornton, most importantly in their pride. Another is the illness shared by the Higginses and the Hales. This can almost be seen as a reflection of social illnesses within the society. All these contrasts help to move the story along and create energy, particularly among the characters. One clear example of how Gaskell uses contrasts is in Mr. Thornton and Margaret’s first meeting where the sexual tension helps to create a strong atmosphere and well-written piece.

“A Grain of Wheat” by Ngugi wa Thiong’o Essay

The idea that sacrifice is required before Kenya attains true nationhood, is one of a range of ideas – others being birth, betrayal, heroism and forgiveness – in the novel â€Å"A Grain of Wheat†, by Ngugi wa Thiong’o. It is conveyed through the words and actions of many characters (especially Kihika, Mugo and to a lesser extent Gikonyo), rather than through the author telling us, since the narration is that of a third person. Ngugi explains that sacrifice is needed for the greater good of the nation, and of the people. The author insists that all members of a community must individually and collectively accept responsibility for its growth and well-being. The person in the novel, who epitomises the theme of sacrifice, is Kihika, the past leader of the Movement. Kihika is, for better or worse, the leader most associated with the Christian qualities including sacrifice. Although at first he merely thinks of himself as a saint and a leader, he later talks, and is talked about, in clearly Christ-like terms. General R, for example, refers to Kihika’s death, as a â€Å"crucifixion†. Kihika believes in sacrifice for the greater good of national liberation, and regards it as Christ-like. This is emphasised when Kihika says, â€Å"I die for you, you die for, we become a sacrifice for one another.† Ngugi wa Thiong’o also uses the character of Mugo to present and convey the theme of sacrifice, through his death and betrayal of Kihika. Initially, the villagers of Thabai ask Mugo to lead the Uhuru celebrations, in recognition of what they take to be his â€Å"heroic sacrifice†, by housing Kihika â€Å"without fear†. This in fact is false, when Mugo was the one â€Å"that betrayed the black people everywhere on the earth†. Furthermore when Kihika at a Movement meeting in Rung’ei, calls for sacrifice upon hearing â€Å"the call of a nation in turmoil†, Mugo sits in disgust and thinks to himself â€Å"he could not clap for words that did not touch him†. This shows that Mugo is not willing to sacrifice himself for the greater good of Kenya, unlike Kihika. Mugo at the end of the novel opens his heart and repents, and his act of betrayal be ritually cleansed from the earth by his sacrificial death. Two more characters that the author uses to convey sacrifice in the book are Gikonyo and Githua. Gikonyo betrays and sacrifices his loyalty to the Movement, by confessing to the oath in the detention camp. He does this, in order to secure a quick release from the camp, and re-unite with Mumbi and continue their marriage. But this does not occur, as Mumbi betrays Gikonyo, by making love to Karanja the day that she knew that Gikonyo was coming back. Githua represents the personal effects on individuals of British rule, he says his left leg was amputated because of British bullets (though doubt is cast on this later – it is said he lost his leg in a lorry smash). Ginthua emphasises his sacrifice for his people and doesn’t recognize any benefits from the struggle because of personal misfortune. The individual dramas become more prominent as the narrative progresses, but the rebellion is its point of reference. Mugo, Gikonyo, and Karanja betray the cause of freedom in their different ways, but they also betray themselves, as does Mumbi. Through the guilt they suffer, they arrive at a point of understanding and self-knowledge, and so in the end, the novel offers a possibility of sacrifice, regeneration and birth. The connection between sacrifice and birth is first suggested by the title of the novel, which is explained by the quotation from Corinthian’s at the start of the novel. The presentation of the theme of sacrifice in â€Å"A Grain of Wheat† is put across through a variety of individuals. Kihika’s selfless sacrifice depicts this belief that the unity of the black people is imperative for the country to move forward. Mugo’s deed of treachery as well as his demise at the end of the book also helps putting across the idea of sacrifice in the novel.

Ibsen, "An Enemy of the People" Assignment

Ibsen, "An Enemy of the People" - Assignment Example Dr. Stockmann knows that the health of the community is significant, and that is why he devotes time to carry out the reliable scientific tests. The findings are important in preventing the dire consequences of drinking the water. The doctor does not only point out the danger, but also provides a solution to correct the anomaly. Thus, it is unfair for Peter Stockmann to accuse the doctor of not thinking of the community. The media play a significant role in validating the Dr. Stockmann’s findings and showing his commitment to doing the right thing. The media is the voice that relays information to the public. Hovstad, the editor of the People’s Messenger, enlightens the public regarding the incapability of the Mayor (34). Hovstad assures the public that every paper will reflect the affairs that are central to the people. Hence, the media is devoted to correcting the political class and pointing out the issues of concern to the public. In essence, the author uses the media to highlight the flaws in the leadership, as well as, critical issues that need immediate

What has been the impact of World Bank upon development in the south Essay

What has been the impact of World Bank upon development in the south - Essay Example According to the neo-classical economic theory, the financially weak countries should borrow money abroad to finance their investments and requirement. According to CIA (2009), United States has got the highest level of outstanding external debt, which is approximately $13,450 million. United Kingdom being the second and there are few other countries too. So it can be understood that neither the developing nor the developed countries are immune to the finance deficit problems. This context can be better explained through the dual-gap model, which highlights the aspect of motivation for introducing debt in growth model. This model states that there are two gaps, mainly foreign exchange gaps and saving gaps. These two factors might be scarce to support the growth of the developing countries (Daud, and Podivinsky, 2011, p. 2-4). High levels of debt could also adversely affect the economic growth of any country. It can be also related to the debt-overhang theory. According to debt-overhang theory, the expected return of external debt is inadequate compared to the contractual value of debt. The heavy burden of debt on the developing countries drains their investments too and returns get taxed away. Apart from this high debt also negatively affect the investment rates and growth of the country because of huge cash flow and has effects of moral hazards. However, on the opposite side, if external debt is considered at the level of foreign borrowings, then it could have a positive impact on growth and investment of the country. The Laffer curve represents the relation between the investment and the face value of the debt. The expected amount for repayment falls when the level of outstanding debt increases beyond the specified mark. So according to the Laffer curve, the expected payment would reduce with the increa se in the face value of debt (Zawalinska, 2004, p. 5-6). Since the past decades, policymakers and also academicians have taken keen interest in studying, and investigating theories to develop a link between debt and the economic growth of the global economy, but we would consider a few empirical studies to understand the concepts in this study. Abdelmawla-Mohammed (2005) supports the fact that external debt has a negative effect on the economic growth and development. Studies in about 61 developing countries have been conducted and results reveal that high debt can also create negative effects on the physical capital and productivity growth of the country. This study aims at focusing on the Structural Adjustment Programs (SAPs) of the World Bank and the impact of such strategies on the south. We would follow a well-defined framework to evaluate each dimension of external debt, its effects on economic growth, and effect of SAPs on the economic condition of the developing countries. A lso a critical analysis of the negative aspect of SAP of World Bank would be done in this study. World Bank and its Initiative towards Poverty Reduction Richard Peet in his "Unholy

Critically evaluate, in relation to the common law duty of care, the Essay - 8

Critically evaluate, in relation to the common law duty of care, the liability of employers for references. How, if at all, does - Essay Example These include defamation, invasion of privacy, retaliation and negligent referral or breach of duty to warn (Flanders & Clegg, 2006 p.8). This paper critically evaluates the liability of employers for references, in relation to the common law duty of care. In addition, the paper examines how the liability of a university such as the University of Sussex deters regarding references given to potential employers in respect to current or former students. As mentioned earlier, there are four sources of liability arising from the provision of employment references to prospective employers. It is necessary to critically examine each one of them. Defamation arising from the common law In common law, defamation refer to any communication that tends to harm the reputation of another with the aim of lowering them in the estimation of the community or preventing third persons from associating with them. In determining whether a communication is defamatory or non-defamatory, the applicable test a t common law is how the subject of the communication interpreted the communication (Deakin & Morris, 2005 p. 56). There are compensatory and punitive damages available for a successful defamation claim. This depends on the level of malice towards the defamed party. Thus, punitive damages may be available in instances where the communication was made with express malice or actual malice. There are two major defenses to defamation claims: truth and privilege. Truth is an absolute defense to defamation claims. In order to establish truth defense, an employer must affirmatively prove that the information or statement given was truthful. In this case, the plaintiff is not necessarily required to prove that statement or information was false. The most commonly used defense is that of privilege. In this regard, it is argued that the employer has a particular privilege in making the defamatory statement. Thus, the defense of privilege provides that an employer is immune from liability from making defamatory communication. Further, there are two types of privilege: absolute privilege and conditional privilege. When an employer has an absolute privilege regarding their comment about former employees it implies that the employer has complete protection irrespective of the motive of communication. Thus, this privilege does not apply in employment reference situation (Wedderburn, 2002 p.19). More often than not, absolute privilege applies to communication made by judicial officers, legislators during legislative proceedings, as well as communication made by some government officials. On the other hand, conditional privilege provides protection based on the employer’s motivation. Thus, it applies to those people who have legitimate common interest with the recipient of the communication. For instance, a conditional privilege may be used to protect the employer when the information is given to business partners, fellow shareholders, fellow corporate officers and other professional interests. Based on this, employers have a duty of care to protect those they have legitimate common interest from risk that could be posed by employing such Privacy implication of employment information As a source of liability arising from the provision of employment references to prospective employers, privacy implication of employee information is meant to prevent the disclosure of information regarding their privacy. Through this, it is evident that employers have a duty of care to safeguard the private information regar

Actors and Acting Research Paper Example | Topics and Well Written Essays - 250 words - 1

Actors and Acting - Research Paper Example Antony Sher is another known impersonator. Similarly, Nancy, Bill Sykes and Fagin are also famous impersonators and played in the Dickens’ novel ‘Oliver’. 2. PERSONALITY: Personality actors are the actors who play themselves in different parts again and again. John Wayne, Jack Nicholson and Tom Cruise are famous personality characters. Tony Danza is also a personality actor and played in different parts in ‘on Taxi’ and ‘Who’s the Boss’. The personality actor must naturally have strong personalities and coinciding with the roles in which he is acting. Some actors, such as Jack Nicholson, possess such a personality that one can even know the meaning of his non-verbal cues by mere movement of his position or lift of an eye-brow. 3. STARS: Mark Harris, in his article, says that star is a person who can draw and actuate the audience to see a movie where there is no convincing reason to watch it. An ideal example of a star is Arnold Schwarzenegger. His films are very much liked by the audiences and the public is itself drawn to see the movie. The star is deemed to possess a charismatic personality and influences the audience. The stars are very popular off-screen also. Angelina Jolie and Brad Pitt are also famous stars of this age. 4. WILD CARDS: Wild cards are the category of actors who can perform several different roles, all equally well and therefore, cannot be regarded as a one specific type of actors. Philip Hoffman is a known name in wild card. However, he is also considered as impersonator. Helen Mirren is another impersonator who is also considered wild card. Meryl Streep is also a famous wild card. The wild cards usually interpret roles. They often bring themselves in different personalities. The crux and art of acting lies in it as to behave in a number of distinctive roles is not an easy task. 5. CHARACTERS: Here are

Wireless Technology Assignment Example | Topics and Well Written Essays - 1000 words

Wireless Technology - Assignment Example According to Gattiker (2004), this is done by designing special software’s that can detect and connect the network fields from any corner of the world. This has enabled different industries to connect with their corresponding industries from other parts of the world. For instance, the various sectors under which wireless technology has been implemented are the financial information and services, healthcare applications and services, as well as, Education and community empowerment (Gattiker, 2004). In this case, the main focus will be on the impact of wireless technology in education and financial industries. Education and financial industry have seized this opportunity and expanded access and service delivery to students and customers respectively. Over the years, advancements of wireless technology in these industries have been immense. In education sector, wireless technology covers diverse areas of learning experiences such as access to information, teacher’s organizational tools, teaching whether inside and outside the classroom, as well as, assessment applications (Gattiker, 2004). There are various strategies that have been put in place to facilitate the advancement of wireless technology in this sector. The first one is installation of free Wi-Fi networks all learning institution with the aim of encouraging their students to have with them tablets, smart phones and laptops which are Wi-Fi enabled. The second one is that governments from all over the world have also taken measures to either provide tablet computers for free or sell at subsidize cost to students. For example, in Texas and Michigan the government has established mega computer laboratories, as well as, subsidizing the cost of laptops and tablets for students. The third one is encouraging the use of net books in schools as another alternative for hardcopy books. Net books are more efficient because they can access many free websites. They are also quite flexible, such that, students in all levels can easily use them. The use of these net books helps in diversifying the learner’s educational opportunities and learning experiences (Moore & Library of Congress, 2006). The four one is the fact that more publishers and writing companies have launched e-textbooks where students are able to upload and download contents, as well as, links where they can view videos, images and tutorials. Lastly, Mobile e-learning is also another great advancement in the education sector. Software and web designers have expanded their research and have been able to come with useful applications that have pro ved effective in disseminating knowledge anywhere in the world. Currently, people are able to have classes while traveling or in another lecture room and in another country different from the lecture’s. Researchers have also been able to devise methods of learning where learners can creatively engage their minds in recalling information, enhancing understanding, synthesizing, analyzing and evaluating critically all the information accessible to them on their mobile phones, tablets and laptops. For instance, educational games available online (Gratton, 2007). The use of wireless technology in schools is taking shape very fast and still poses great potential in the future. Powered by its ability to provide information anywhere without extra cables or adaptors, wireless technology has the ability to change around tables in the education sector. Greater student improvement is designed to take shape, improve efficiency in data communications and flexibility in implementation of te chnology in the curriculum. However, these advancements have not progressed without certain challenges, drawbacks, as well as,

Vincent van Gogh Essay Example | Topics and Well Written Essays - 500 words

Vincent van Gogh - Essay Example In 1879, he started working in a Belgium-based mining company as a missionary. He sketched the local people in Belgium. Gogh’s produced his first major work in the year 1885, named The Potato Eaters. It primarily contained somber earth tones and lacked the use of vivid coloration which was the distinguishing feature of his later artwork. Gogh discovered the French Impressionists when he moved to Paris in the year 1886. When he moved to Southern France, Gogh gained inspiration from the strong sunlight in the region. He brightened his work with the use of intense colors, and thus developed a unique style of art that gained him immense recognition and praise in Arles in the year 1888. Gogh made most of the best-known pieces of art in the last two years before death. In almost a decade from the start of paintings till his death, Gogh made above 2100 paintings, which included over 1300 watercolor artworks, prints, drawings, and sketches, and almost 860 oil paintings. Gogh made a wide range of paintings that included but were not limited to landscapes, self-portraits, paintings of sunflowers and cypresses, and paintings of wheat fields. â€Å"Van Goghs finest works were produced in less than three years in a technique that grew more and more impassioned in brushstroke, in symbolic and intense color, in surface tension, and in the movement and vibration of form and line† (â€Å"Vincent van Gogh†). Color was the fundamental way of expression for Gogh. He played with colors and came up with such contrasts that lent life to his paintings and emotionally appealed to the audiences. Vincent van Gogh’s artwork is known for its jagged beauty, boldness of colors, emotional appeal, and several other factors due to which it has had great impact on the 2oth century art. Vincent van Gogh had a tough and very short life. He was a patient of depression and mental illness. It can be attributed to a large extent to his high sentimentalism and lack of self-confidence. Despite

Primary education Essay Example for Free

Primary education Essay The World Education Forum in Dakar, Senegal approved a comprehensive vision of Education for All (EFA) to be achieved by 2015 based on the six goals. The six goals relate to the areas of early childhood care and education, universalising primary education, gender, youth and adolescents, adult education and quality of education. The main focus is on ‘reaching the unreached’ for ensuring complete coverage of education. With this background the Mid- Decade Assessment of Education for All was initiated to take stock of the progress made with respect to EFA Goals. Corresponding to this exercise, a comprehensive review of the progress made with respect to Education for All in India was conducted jointly by Government of India and the National University of Educational Planning and Administration (NUEPA). The present work which is a sequel to the National Report consists of a series of thematic and state review papers. There are nine thematic review papers covering all the six goals including three additional papers on three other themes, namely, Teacher and Teacher Education, Management Strategies for EFA and Financing of EFA in India. These thematic review papers are further followed by a series of analytical papers covering progress of EFA in twenty seven states of India. State reviews attempt to present a quick picture of the current level of progress in each state of India assessing the magnitude of the task involved in achieving EFA goals and projecting a realistic time frame as well as strategies needed to reach the goals. Each thematic review as well as state-specific analytical review paper has been prepared by an established expert in the respective area/state in close collaboration with national and state governments. The review papers along with the National Report present a comprehensive and disaggregated picture of the progress made towards EFA goals in the country. The papers are coming out at a very opportune time when the Parliament is engaged in debating the legislation to make education for all children a Fundamental Right. While the thematic papers highlight state of development of education with respect to different goals of EFA, the State papers present the diversity of the situation across the country. The whole series  would serve as an invaluable independent documentation on various aspects of EFA ranging from early childhood care and education to universal elementary education and adult literacy programmes using authentic data sources accompanied by a review of relevant empirical research. The whole Project involving the National Report along with the series of thematic and state analytical review papers were conceived and executed by Prof. Education for All – Mid-Decade Assessment 3 Early Childhood Care and Education R. Govinda, NUEPA who led the entire exercise and would like to thank him profusely for his leadership. Dr. Mona Sedwal who as a part of the Project Team at NUEPA contributed immensely to the whole exercise also deserves appreciation. The Team immensely benefited by the advice given by the Technical Advisory Group set up under the Chairmanship of Professor A. K. Sharma for guiding the entire exercise. I would like to express my sincere thanks and gratitude to Prof. A. K. Sharma for his invaluable guidance. Finally, I would also like to acknowledge the generous financial support provided by UNICEF and UNESCO. Ved Prakash Vice Chancellor. National University of Educational Planning and Administration 4 iv Education for All – Mid-Decade Assessment Early Childhood Care and Education Editorial Note Indian Constitution directs the State to provide free and compulsory education for all children upto the age of 14. This goal has been pursued by the country for nearly six decades through successive development plans. The last two decades have witnessed significant improvements in children’s participation in schooling, accompanied by substantial increase in investments. The recent effort to raise resources for the sector through imposition of an education cess is major effort in that direction. Even though school education has traditionally remained a subject for action by State Governments, Government of India has, during the last two decades following the National Policy on Education – 1986, begun to play a leading role. This culminated in the launching of the national programme of Sarva Shiksha Abhiyan in 2001. Despite all these efforts, the final goal of providing quality education for all has eluded the country. Urgency of reaching the goal has been heightened in recent years due to several national and international developments, including commitments made under the Dakar Framework for Action for providing quality Education for All by 2015, which not only covers primary education but also focus on literacy goals, gender equality and quality concerns. The Dakar Framework of Action listed the following six specific goals to be achieved by all countries. 1. Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. 2. Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality. 3. Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes. 4. Achieving a 50 per cent improvement in levels of adult literary by 2015, especially for women, and equitable access to basic and continuing education for all adults. 5. Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality. 6. Improving every aspect of the quality of education, and ensuring their excellence so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. The National Plan of Action for Education for All (2002) in India reflects this sense of urgency felt within the country by proposing to reach the targets much ahead of the international dateline. At the national level, the Constitutional Amendment in 2002 declaring education in the age group 6-14 which corresponds to the elementary education stage of schooling a fundamental right has brought the issue of universal elementary education (UEE) to the centre stage of public discourse. The country is in the process of drawing up the legislation for effective implementation of the right for Education for All – Mid-Decade Assessment 5 Early Childhood Care and Education translating the constitutional provision into reality. With the progress made in recent years the goal seems to be achievable by the international time frame of 2015. But this requires systematic assessment of the various goals the present exercise is one such effort. UNESCO has been bringing out annual review of the progress made in moving towards the goal of EFA through the Global Monitoring Report. These assessments do not reflect an encouraging picture of the Indian scene. This is an issue of serious concern for the national leadership as one sixth of the world population lives in India. With around 65% adult literacy rate, there are more around 350 million adult illiterates in the country. This should not be taken to imply that no efforts are being made to meet the challenge of EFA. Besides, the national averages do not fully reflect the diverse reality characterizing educational progress in India. In fact, it is paradoxical that while certain pockets of the country are emerging as the international hub for creating a knowledge society, certain other regions and sections of the population continue to be deprived of even basic education. It is clear that in pursuing EFA goals, not all states and regions of the country are in the same league. The variety is too wide to draw any generalization. While some states have made remarkable progress in education, practically eradicating illiteracy and achieving near universal participation of children in elementary education, several other states continue to remain far from the final goal. What is needed to progress faster in moving towards the 2015 EFA deadline in all parts of the country? This obviously demands an analytical exercise goal wise as well as statewise. It is with this objective in view that the present exercise was taken up to make an independent assessment of the progress achieved in different states and with respect to different EFA goals. The present series of papers constitute the outcome of such a comprehensive exercise carried out by independent experts, in collaboration with Central and State Governments. The main purpose of the exercise is to place before policy makers, planners and the civil society as a whole an analytical picture of the progress made towards EFA goals and the challenges ahead for reaching the goals in a realistic fashion. The exercise consisted of three parts. The first part consisted of presenting an overview of progress in the country with respect to six goals highlighted in the Dakar Declaration. This was largely based on the technical guidelines for assessment prepared by UNESCO. A national report entitled â€Å"Education for All Mid-Decade Assessment: Reaching the Unreached† has been prepared and published jointly by NUEPA and Government of India. The Second Part consists of a series of nine thematic review papers dealing with different dimensions of ‘Education for All’ keeping in view the Indian context and priorities. These include: (i) Early Childhood Care and Education; (ii) Universal Elementary Education; (iii) Adult Education; (iv) Towards Gender Equality in Education; (v) Education of Adolescents and Young Adults; (vi) Quality of Education; (vii) teacher and teacher education; (viii) Management Strategies for EFA and (ix) Financing of EFA. Each of these papers has been prepared by an expert or experts 6 vi Education for All – Mid-Decade Assessment Early Childhood Care and Education in the respective area. The papers were reviewed by another independent expert and revised based on the observations. The third part consists of analytical papers covering all states of India. Each thematic review as well as state-specific analytical review was prepared by an established expert in the respective area/state in close collaboration with national and state governments. The state level reviews are prepared on lines similar to what was followed for preparing the national review. Each of them deals with comprehensively on all six goals of EFA specified in the Dakar Declaration. The present paper by Venita Kaul and Deepa Sankar examines the situation with respect to Early Childhood Care and Education comprehensively dealing with school based pre-primary education programmes as well as the more widespread ICDS programme. In fact, this is an area of critical importance as increasing empirical evidence points to the value of providing pre school experience to children not only for improving their readiness for schooling but also as part of meeting their basic growth and development needs. Providing early childhood care and education is the first goal stated in the Dakar Framework for Action, and the National Plan of Action promises to take an integrated view of early childhood care and education. This elaborate exercise of assessing the progress in EFA should be viewed in the context of repeated assertions by the UNESCO Global Monitoring Report on EFA that Indian is at the risk of not making the global targets with respect to several EFA goals. The findings of the review clearly points out that the situation across the country is very diverse. While some States have registered fast progress on all fronts, some others continue to lag behind. Also in general, access to schooling has improved every where even though much remains to be done with respect to other goals of EFA. It is hoped that the various volumes brought out through the exercise would together present a realistic analysis and a disaggregated picture of the Education for All process and achievements in the country. R. Govinda Professor and Head Department of School and Non-formal Education National University of Educational Planning and Administration Education for All – Mid-Decade Assessment. vii 7 Early Childhood Care and Education Acknowledgements This comprehensive exercise of reviewing the progress of EFA has been done through active involvement and support of a large team of experts and officials from Government of India as well as various State Governments. The exercise was carried out under the constant guidance of the members of the Technical Advisory Group under the leadership of Professor A. K. Sharma. The task could not have been completed without the commitment and support of Professor Ved Prakash, Vice Chancellor, NUEPA. Special thanks are due to Smt. Anita Kaul, Joint Secretary, MHRD, Government of India who played a central role in conceiving and implementing the whole exercise. Financial support for the exercise came from UNICEF and UNESCO; in particular, thanks are due to Mr. Samphe Lhalungpa who took personal interest in ensuring that the Project is completed smoothly. We would like to record our appreciation for the technical support and cooperation given by the NUEPA Publication Unit and for printing and publishing the volumes. EFA Project Team National University of Educational Planning and Administration 8 Education for All – Mid-Decade Assessment. Early Childhood Care and Education Technical Advisory Group Professor A. K. Sharma Former Director NCERT Chairperson Professor Ved Prakash Vice Chancellor NUEPA Member Joint Secretary (EE) MHRD Member Professor R. Govinda Head Department of SNFE NUEPA Member Deputy Secretary MHRD Coordinator NUEPA Project Team Professor R. Govinda Head Department of SNFE NUEPA Project Director Dr. Mona Sedwal NUEPA Project Associate Fellow Education for All – Mid-Decade Assessment 9 Early Childhood Care and Education About the Authors ix Venita Kaul is Senior Education Specialist in World Bank. Prior to joining the Bank she was Professor and Head of Department of Preschool and Elementary Education at the NCERT. She has written extensively in the areas of Early Childhood Education and Early Primary education in the Indian context and has several books and papers to her credit. Deepa Sankar is an Education Economist with the South Asia Human Development Department of the World Bank. 10 Education for All – Mid-Decade Assessment Management of Elementary Education Contents Preface iii Editorial Note v Acknowledgements viii Technical Advisory Group ix About the Authors x Section I Introduction 1 Section II. Early Childhood Development (ECD) – The Indian Context 2 Section III ECCE –An Equity Issue 9 Section IV Providing for the Child in India Section V Coverage of ECCE Services 25 Section VI Public Spending on Children 30 Section VII Some Significant Issues and Concerns in ECCE 36 References 11 15 43 Education for All – Mid-Decade Assessment Early Childhood Care and Education SECTION I INTRODUCTION The first six to eight years of a child’s life last a lifetime!! Known as the early childhood stage, these years are considerably, and often irreversibly, reduced. This research finding places a very large percentage of children in  globally acknowledged to be the most critical years for life-long development, since the pace of development in these years is extremely rapid. Recent poverty contexts, particularly in the developing world, ‘at risk’, in terms of their life chances. â€Å"By the time poorer children in many countries reach school research in the field of neuroscience has provided convincing evidence that â€Å"experience-based brain development in the early years sets neurological and age, they are at a significant disadvantage in cognitive and social ability† (The World Bank, 2005b:132). This early childhood stage is also biological pathways that affect health,  learning and behaviour throughout life†. (Mustard, 2007:40) It is in these early years of life that critical periods are important as a foundation for inculcation of social and personal habits and values, which are known to last a lifetime. It follows logically that these located for development of several cognitive, social and psychomotor competencies, which significantly contribute to later success in life. If years are crucial and important for investing in to ensure an enabling environment for every child and thereby a sound foundation for life. This is not these critical periods are not supported by, or embedded in a stimulating and  enriching physical and psycho-social environment, the chances of the child’s only the right of every child, but will also impact in the long term, on the quality of human capital available to a country, like India, whose main asset in the brain developing to its full potential are years to come will be its ‘youth power’. Education for All – Mid-Decade Assessment 1 Early Childhood Care and Education SECTION II EARLY CHILDHOOD DEVELOPMENT (ECD) – THE INDIAN CONTEXT Our Cultural Heritage: Early Childhood Development (ECD) programs for children in the age group of prenatal to 6 years, derive their importance from the next. This  wealth of developmentally appropriate childcare practices is gradually becoming extinct, in the humdrum of more modern this rationale, and from the changing social, economic and demographic contexts over the last few decades that have often rendered homes ill-equipped provisions for children and changing social realities. to ensure optimal childcare. A look into India’s past cultural heritage indicates that traditionally, the early childhood years (from prenatal to five years) were are more specifically associated with changes in the family structure, from joint to nuclear, so that parenting, which was earlier a shared family  considered to lay the foundation for inculcation of basic values and social skills in children. It is believed that these values are imbibed from the responsibility, is now solely the responsibility of the parents; this responsibility is again often further delegated. While children from the family as the ‘sanskaras’ and the scriptures advocate an attitude of lalayat or indulgence, as the desirable mode of child rearing at this stage, as compared higher socio-economic strata are often left with paid surrogate care givers, in the lower socio-economic communities the responsibility of childcare gets to more disciplinary approach for the  older child! Much of the early care and education of the child was informal, within the family and largely through loaded on to the older sisters, thus keeping them often out of school and robbing them of both their childhood and basic education. In addition, the grandmothers’ caring practices, stories, lullabies and traditional infant games, handed down from one generation to growing urbanization and increase in maternal employment outside the home has further affected the possibilities of 2 Education for All – Mid-Decade Assessment In India, as elsewhere, these changes Early Childhood Care and Education  ensuring â€Å"quality informal early care and education’ for the young child within the home. It was this changing social context, over the years, which laid the however, the concept of early childhood care and education (integrating health, nutrition and education aspects) has been widely accepted. India has in this seeds for the introduction of the concept of organized Preschool Education /Early Childhood Care and Education (ECCE) in the country. context, been able to put together a fairly supportive policy framework and has launched some major initiatives for children for this stage of development, ECCE-The Beginning: The earliest  formal documentation of preschool/early childhood education, as an organized which are discussed later in the paper. As a result, there has been noticeable, though not adequate, progress over the last fifty years, in both public and private initiative in India, dates back to the latter half of the nineteenth century when Gijubhai Badheka and Tarabai Modak, among others, became the pioneers of provision for young children. this movement in the country. Influenced by Madame Montessori’s visit to India, they established preschool education centers in Gujarat. In 1946 Three important principles of Child Development, substantiated by  research, have steered the evolution of programs for young children from just Madame Montessori met Mahatma Gandhi, who asked her to ‘indianize’ her method to make preschool education available to a large majority of children. ‘preschool education’ to the concept of more integrated and holistic Early Childho od Development programs. These principles assert that: (i) A child’s That was the beginning of ‘pre basic education’ in the rural parts of the country, largely through voluntary effort. Till India’s independence in 1947, early experiences and outcomes will determine the extent to which s/he will gain from subsequent interventions,  since child development is a continuous voluntary agencies and private institutions primarily fulfilled the need for ECCE, particularly in the form of preschool education. The first and cumulative process. A recent study in US demonstrated that by the age of 3 years, gaps in learning as measured by vocabulary are already large among government initiative in this area was the setting up of a Central Social Welfare Board in 1953, which started a grant–in–aid scheme for voluntary children from different social groups (The World Bank, 2005b); (ii) A child’s cognitive learning is affected by his/her socio-economic status, through the  agencies. Over this half century, child’s health (malnutrition, iron and Education for All – Mid-Decade Assessment 3 Differentiating ECD, ECE and ECCE Early Childhood Care and Education micronutrient deficiency, and parasitic infections) and the quality of the home environment. Health, nutrition and education/ psycho-social development education has been one of its six components, in addition to health and nutrition. The nomenclature, Early Childhood Care and Education (ECCE) are all synergistically inter-related, and this makes a case for addressing all needs of children through a holistic approach; and (iii) The child’s  found its due place in the policy framework in India later in 1986 when an exclusive chapter of the National Policy on Education was devoted to it. development gains will be optimized and more sustainable, if the programs address not only the child, but the child’s overall context, including the ECCE was defined, in the policy in ways similar to ECD, as an integrated and holistic concept of care and education of children between 0-6 years from socially family. Consequently, Early Childhood Development (ECD) and/or ECCE as disadvantaged groups. This provision was seen as facilitating to lay the child’s foundation for life and also a support  service for girls and working mothers. understood by Indian professionals working with young children, refers to a holistic and integrated program of nutrition, health and early childhood The policy emphasized the joyful nature of ECCE, especially for the 3-6 years olds, and discouraged any formal instruction of the 3R’s at this early stage education which caters to children from prenatal to 6/8 years and which addresses the all round development of the child from a lifecycle perspective of education. In practice, however, ECCE programs for children have assumed various nomenclatures and definitions, depending on the priority a  (See Fig 1 for an Indian Conceptual Framework). While this nomenclature of ECD is relatively recent, India has the distinction of having conceptualized and particular program serves. These include Early Childhood Education (ECE) /preschool education programs which are focused only on preschool floated perhaps the world’s largest program for children, modeled on this definition, as early as in 1975. Known as the Integrated Child Development education for 3-6 years olds (e. g. prenurseries, nurseries, kindergartens, preparatory schools, pre primary etc). These do not have any health or Services (ICDS), this program targets  children, pregnant and lactating mothers and adolescent girls from a lifecycle perspective. Non-formal preschool nutrition component, are ‘stand –alones’ or part of primary schools and generally in the non-governmental or private sector. 4 Education for All – Mid-Decade Assessment Early Childhood Care and Education Figure 2. 1: An Indian Conceptual Framework for Integrated Child Development Determinants  ¦Maternal health, nutrition adequacy and quality of care of newborn  ¦Safe delivery, family and community support for the mother and baby  ¦Environmental hygiene, safe water and sanitation Prenatal to one month Outcomes  ¦ Healthy, responsive  newborn Indicators  ¦Mother not anemic or underweight  ¦Child weighs more than 2500 grams  ¦Child moves head side to side on being stimulated Determinants One month to three years Outcomes  ¦Freedom from intermittent diseases (diarrhea acute respiratory infection)  ¦Nutritional security  ¦Curiosity, sociability  ¦Confidence selfhelp and sensory motor skills Indicators  ¦Full immunization by end of year one  ¦Completion of all prophylaxis (e. g. vitamin A) by end of 3 years  ¦Toilet trained  ¦Ability to communicate clearly and confidently  ¦ Sociability and ability to stay away from family for a few hours  ¦Appropriate height and  weight for age  ¦ Age-appropriate gross motor and auditory-visual skills Three to six years Outcomes  ¦ Interest in learning school readiness skills (language, numeracy psychosocial skills)  ¦ Activeness, selfconfidence, awareness of environment  ¦ Freedom from intermittent diseases, nutritional security  ¦ Management of any identified disability Indicators  ¦Active participation in early childhood care and education activities.  ¦ Ability to narrate experience confidently  ¦Demonstration of curiosity  ¦Age-appropriate self-help social skills  ¦Age-appropriate height weight  ¦ Regular preschool attendance  ¦Nutrition adequacy, including  exclusive breast-feeding  ¦ Responsive complementary feeding, quality of mother/caregiver-child interaction  ¦Immunization, management of diarrhea and other illnesses  ¦Health and hygiene practices  ¦Sensory motor and language stimulation and opportunities for play and exploration  ¦ Cultural attitudes and stereotypes Determinants  ¦Quality early childhood care and education.  ¦Basic healthcare services including disability screening  ¦Nutrition adequacy and incidence of intermittent diseases  ¦Literacy level of parents, educational environment at home Education for All – Mid-Decade Assessment 5 Early Childhood Care and Education Determinants.  ¦ Early childhood care and education experience/ school readiness  ¦Access to schooling  ¦Nutritional adequacy  ¦Quality of school  ¦Socio-cultural factors – extent of inclusion (gender, tribe, caste, etc. )  ¦Early detection of learning disabilities  ¦Social norm, role models and supportive home environment  ¦Safe water and sanitation, incidence of infestation and infection affecting regular attendance  ¦Female teachers Six to eight years Outcomes  ¦Sociability, selfconfidence/ selfesteem  ¦Ability to read and write, with a continued interest in learning  ¦Freedom from anemia and intermittent diseases Indicators  ¦ Demonstration of  competencies for Class 2 by end of age 8  ¦Regular attendance  ¦No worm infestation or anemia Determinants  ¦Quality of school  ¦Socio-cultural factors – inclusion (gender, tribe, caste), social norm  ¦Health promoting school  ¦Early detection of learning disabilities  ¦Infestation and infection occurrence, nutritional levels, particularly in girls  ¦Supportive home environment, community Eight to twelve + years Outcomes  ¦Successful completion of primary school with appropriate literacy and numeracy skills  ¦Active learning capacity  ¦Good health, nutrition  ¦Positive self-image  ¦Coping and social skills Indicators  ¦Regular school attendance.  ¦Eagerness to learn  ¦Sociability, activeness  ¦Demonstration of competencies for Class 5 at end of age 11  ¦Motivation and confidence to continue education Source: World Bank, 2004, pp. 12. It is now being increasingly realized that the ECCE stage itself has within it more than two distinct sub-stages, each with the first sub-stage of prenatal to three years, the developmental priority is ensuring health and nutritional wellbeing its own developmental priorities (See Figure 2. 1). ECCE can thus be further classified into the sub-stages of (a) prenatal to two and a half to three years; of the mother and child, since this is the  vulnerable stage for growth faltering and is also critical for brain development. This stage requires more of home- (b) 3- 4 years and (c) 4 to 5/6 years. For targeted 6 Education for All – Mid-Decade Assessment parent counseling in nutrition Early Childhood Care and Education and health education and in ‘early psychosocial stimulation’. For the 3-4 years olds, the priority shifts to early learning and all round development include the more structured school readiness elements. Within this integrated framework, this paper focuses especially on the latter two sub- through a more organized center-based ECCE program, using the play way  method. For the 4-6 years olds, this program gets further expanded to stages within Early Childhood Care and Education (ECCE), i. e. for the 3-6 years olds. Graph 2. 1 Child Development Index 100 90 80 70 60 50 40 30 20 10 CDI- 1993 CDI 1999 Kerala Gujarat HP Haryana Punjab Orissa UP MP Bihar 0 CDI 2006 Graph 2. 1 shows that although almost all states showed improvements in child development related parameters, the improvements varied. The states, which had already reached higher levels of child development, improved marginally, while states with very low base indicators improved faster – like Bihar and UP. However, Bihar, UP, Rajasthan and MP continue to be below the all India average figures. These states are the laggard states in terms of child development and need more focused approach to develop child related outcomes. For that, it is also important to address their provision needs, as well as the socio-economic barriers to improve child development. Education for All – Mid-Decade Assessment 7 Early Childhood Care and Education Graph 2. 2 Comparative difference in CDIs using immunization Vs malnutrition indicators (2004-06) 100 90 80 70 60 50 40 30 20 10  4 indicator CDI Nagaland JK Arunachal Rajasthan Assam Manipur Bihar Uttarakhand MP Mizoram Tripura Sikkim Meghalaya Punjab All-India AP UP Orissa Delhi Chattisgarh Goa West Bengal Karnataka Gujarat Haryana Maharashtra Kerala Jharkhand TN HP 0 5 indicator CDI However, if malnutrition indicators are taken into consideration in the CDI instead of immunization, the profile in terms of absolute CDI values changes. Interestingly, this shift is more significant in the case of states which are at the higher end, for example, Tamil Nadu, Himachal Pradesh and Kerala (Graph 2. 2). Possibly, with better governance, literacy levels etc, these states demonstrate higher CDI levels when education and immunization indicators are included since both and related to the quality of service delivery. However, when impact in terms of child development outcomes are included (e. g. , underweight and stunted children), the inter-state variations get narrowed down. With states like Tamil Nadu, which have a history of effective feeding programs, the deterioration in CDI values indicated in Graph 2. 2 may well raise the question â€Å"Is feeding enough to address malnutrition in children? 8 Education for All – Mid-Decade Assessment Early Childhood Care and Education SECTION III ECCE –AN EQUITY ISSUE ECCE is now emerging as a significant equity issue in the Indian context. largely an outcome of a rapid expansion of private facilities, particularly in the Despite significant expansion of the ICDS program from the eighth plan onwards, the recent NFHS-3 data shows that the status of children in the urban sector. On the other, children from the lower socio-economic strata, whose need is perhaps greater due to impoverish.

Analysing Elizabeth Browning And Lord Tennyson English Literature Essay

Analysing Elizabeth Browning And Lord Tennyson English Literature Essay Two of the most successful poets of the 19th century, particularly between 1830 and 1900, were Elizabeth Barrett Browning and Alfred Lord Tennyson. The poems being studied throughout this essay are Aurora Leigh and The Cry of the Children by Elizabeth Browning, and The Lady of Shallot, In Memoriam and The Lotus-Eaters by Alfred Tennyson. All of these poems show how poets of the Victorian era dealt with the concept of morality in their own modern worlds. In detail, this essay will focus on Elizabeth Brownings feminist nature in her poems. Browning also writes about the contemporary issues during her lifetime, like the conflicts women faced as regards their home and work lives. This is shown on Aurora Leigh in great detail. She also writes about the struggle of young children and this is evident in the poem The Cry of the Children. This essay will also discuss Alfred Lord Tennyson and the different themes that he used throughout his writings, such as loss, romance and loneliness. His p oetry is based a lot on emotions. It is sometimes suggested that he based his poetry on his own life and his emotional state at different times in his life. Both of these poets give opportunities to the reader to see deeper into the life of society back in the 19th century. Elizabeth Barrett Browning was one of the most famous poets in England in the Victorian era for several reasons. Her feminine status aided her poems in getting noticed and in getting read. In most of her poems she shows an interest or at least a glimpse into the world around at the time. Her poem Aurora Leigh (1857) is written in the form of a novel poem. At the time that she wrote this it wasnt know for women to write novel or epic poems, if they were to write it would only be short verses, or in some cases like Browning they would also write sonnets. The poem has a contemporary setting and it shows issues of the modern society, especially in relation to the conflict between gender and genre in poetry. In Victorian society, there was a lot more emphasis put on the purity of women and also there was the sense that women would be looked down upon if they didnt uphold these ideals. Elizabeth Browning wrote in a way, against society, so to a point she was a typical Victorian poet. She was, in a sense, feeding into modernism, moving away from your typical society ways. We can see this too in her poem Aurora Leigh when she says Their sole work is to represent the age, their age, not Charlemagnes, this live, throbbing age (ll. 202-203). In an article by Joyce Zanona on Elizabeth Browning there is a lot of discussion around the feminist nature of Aurora Leigh. She goes through how Aurora talks of the treatment of women, and hoe women to Aurora were being treated as offal. In The Norton Anthology of English literature it tells us of how there were many contemporary artists at this time, such as Emily Dickinson or John Ruskin that admired her work for her moral and emotional ardour and her energetic engagement with the issues of her day. Her poetry is noted to have a general sense of morality running through, in both her early works and her later works after her marriage to Robert Browning, in poems like The Cry of the Children and in her sonnets. In The Cry of the Children Elizabeth Browning gives an insight into gender roles in society in the 1800s, the industrial revolution and also into the system of morality that some say failed during the Victorian period. In the poem, Browning describes the life of little children in the 1800s, during the time of the Industrial Revolution. In the lower classes they were made to work from a very young age, whether it was in the workhouses or on farms or anywhere. A lot of Victorian writers wrote for the cause that was the life of these little kids, and the social life mainly of the poorer classes and the social struggles. In The Cry of the Children Browning say They are weeping bitterly! They are weeping in the playtime of others, in the country of the free (ll. 10-12). A lot of poets felt like it was the lives of the kids that needed to be protected during the hard times of the revolution and the 19th century in general. Her poem, even from the first line, suggests the sorrow of the chi ldren in the 19th century and they sad times that they were faced with. She paints the picture of a nice picturesque place to live with The young lambs are bleating in the meadows, the young birds are chirping in the nest (ll.5-6). She also wonders if the young children wonder why they cry so much. The images of the lifeless trees and dying hope also suggests that at the time that Browning wrote the poem there was a lot of troubles and hardships in society. The damaged images may represent the damaged society that was around then, in that they had a lot of rules and ideals which Browning and other poets felt needed to be forgotten. Alfred, Lord Tennyson, was mostly known for his short poems, a lot of which had themes of a mythological nature, like Ulysses. Separate to these however was In Memoriam, which was written in memory of his fellow poet and best friend Arthur Hallam, written in 1850 and being one of the biggest successes he produced throughout his career. In his poetry Tennyson can be seen to have reflected on a common concern that was also evident among other poets of that era, the conflict that was occurring between the expansion of knowledge in the scientific world and the religious faith. In his poem In Memoriam he doesnt really put emphasis on one way of thinking or a particular religion, however in his poem Ulysses Tennyson writes about how it is better to live in the present than dwell on the past, how you need to look forward to the future and move forward with knowledge and experience. In the poem he says that the mind acts to strive, to seek, to find, and not to yield (l. 70), so he is leaning towards the side of science, that if you have wisdom you can move forward and be happy, faith isnt a necessity. In In Memoriam Tennyson struggles a little because of his faith, how it started to disappear after the death of his friend. As the poem goes on, the tone changes to a brighter, more pleasant feeling because it seems he has come to the conclusion that his faith cannot be destroyed, especially not by knowledge or science. The Lady of Shallot was originally written in 1832 but it was later revised by Tennyson and finally it was published a decade later, in 1842. The Lady of Shallot can be viewed as being similar to the story of the Maid of Astolat, however Tennyson always said that it was actually based on a personal experience, on an old Italian Romantic encounter. In Flavia Alayas book it says Interpretations of The Lady of Shallot represent it as one of Tennysons many unresolved expressions of his peculiar dilemma: artistic dedication vs. Social responsibility, failing to make an essential distinction between disposition and activity whereby his meaning becomes less paradoxical. He struggled with trying to decide whether or not writing about things that mattered to him, like politics history and general humanitarian issues would take away from his poetry what he worked so hard to put into it, magic. The Lotus-Eaters is a poem which describes a couple of mariners who after eating lotus are isolated from the world. In The Lotus-Eaters there is the theme of whether or not a poet should create work to celebrate the world, or whether they should just enjoy the world simply by living in it. The poem suggests that by giving in to the power that the flower conveys, the mariners are misleading themselves. In the poem Tennyson says meadow, set with slender galingale; a land where all things always seemed the same! (ll.23-24). It is almost as if by eating the lotuss that the mariners were leaving reality and they instead were entering a world where thing seemed to be different than they actually were. The poem The Lotus Eaters considers the differences between living in a community and living on ones own in isolation. Unlike in The Lotus Eaters, in his poem The Lady of Shallot, the woman is isolated but in a different way than the mariners. The difference in their isolation being that she doesnt really have a choice in the situation, she cannot leave whereas the mariners could leave the island. She has no choice in her isolated state. The Lady is lured away and there is also a curse involved. One could make the argument that Tennyson was writing about his own life, the struggle from being isolated and torn between it and the public eye because of his poetry. In both Elizabeth Barrett Brownings and Alfred Lord Tennysons writings, the issue of womens sexuality and their place in the Victorian era is evident. The societal status of women in the Victorian era showed problems in the national power of England with appalling social conditions. Difficulties grew more and more for women because there was this idea where there was the ideal woman. This was at the time when there was gender inequality in both politics and society. Women were seen to have a domestic purpose and to maybe do work in the workhouses if they were poor, but in the poem Aurora Leigh, Elizabeth Browning writes about Auroras success in both her professional and home lives, and this too poses the question of what the role was for women in the Victorian era was. Browning seems to of put some of her own experiences as a woman writer in this era into Aurora Leigh, almost as if she is completely writing about herself under a disguised name, her problems as a woman. This essay has shown how in their own different ways, both of these poets dealt with the issue of morality and society in their own way and in their own lives. It also showed the different ways that poets and writers in the Victorian era tried to deal with social issues, like Elizabeth Browning and child labour and feminist activity or Alfred Lord Tennyson and the emotions people had to deal with along with problems et cetera. It showed clearly how there was an awful lot of problems facing writers in the 19th century and it showed the different emotional states which they all went through and how they portrayed these in their poetry. It showed their way of dealing with the moral function of poetry in the modern world.

The Background Of Food Tourism Tourism Essay

The Background Of Food Tourism Tourism Essay This chapter will explain the background of food tourism. The researcher will explain why food tourism is a niche activity and what the benefits of niche tourism are. This chapter will also outline the interaction between food and tourism. Furthermore, the researcher will describe the trends shaping the tourists interest in food. This chapter will then analyse the recognition of food tourism internationally, most notably within countries such as Canada and Whales. Finally, the researcher will investigate the food tourism industry in Ireland and examine how Ireland measures up as a food destination when compared to international standards. Food tourism, which can also be referred to as gastronomy or culinary tourism is increasing as an area of research among tourism scholars (Hall, Sharples and Mitchell 2003; Smith and Xiao 2008). In 1998, folklorist Lucy Long first defined the relatively new term food tourism as intentional, exploratory participation in the foodways of another participation including the consumption, preparation and presentation of a food item, cuisine, meal system, or eating style considered to belong to a culinary system not ones own (Chrzan 2006; International Culinary Tourism Association 2010; Long 2004). This definition indicates travelling with the intention of experiencing other cultures through their food (Chrzan 2006). However, Smith et al (2008) argue that Long`s definition is exclusive and narrow, limiting food tourism to food experiences belonging to another culture. In contrast to Long`s definition, the International Culinary Tourism Association (ICTA) (2010) define food tourism as the p ursuit of unique and memorable culinary experiences of all kinds, often while travelling, but one can also be a culinary tourist at home. This definition explains food tourism in its broadest sense and includes all culinary experiences from Michelin star restaurants to local bakeries or cookery schools (Chrzan 2006; ICTA 2010). Furthermore, the ICTA (2010) explain that local residents can be culinary tourists in their own town simply by breaking their routine and trying out new restaurants. Erik Wolf, President and Chief Executive Officer (CEO) of the ICTA explains that true culinary tourists are perfectly happy at a roadside cafà © in the middle of nowhere, as long as there is something positively memorable about their dining experience (Wolf 2006, p.2). 2.3 Food Tourism as a Niche Activity According to Novelli (2005) niche tourism or special interest tourism is one of the fastest growing areas within the tourism sector. Douglas, Douglas and Derrett (2001) concur and believe that the growth of niche tourism is seen as a reflection of the increasing diversity of leisure interests among the twenty-first century tourist. The traditional two week sunbathing holiday abroad has given way to niche tours catering for peoples special interests (Collins 1999). The term niche tourism is largely borrowed from the term niche marketing. In marketing terms, niche refers to two inter-related ideas. First that there is a place in the market for a product, and second, that there is an audience for this product (Novelli 2005, p.4). Therefore, the clear premise of a niche market is a more narrowly defined group, whereby the individuals in the group are identifiable by the same specialised needs or interests, and are defined as having a strong desire for the products on offer (Novelli 2005) . This can be customised to refer to a specific destination tailored to meet the needs of a particular market segment, for example, a wine growing region can position itself as a niche destination offering tours of its specific wines. The size of a niche market can vary considerably, however it allows the market to be broken into relatively large market sectors macro-niches; for example cultural, rural or sport tourism which can then be divided into precise market segments micro-niches, for example geo, food or cycling tourism (Deuschl 2006; Novelli 2005). Niche tourism has been frequently referred to in tourism policy and strategy documents in recent years in opposition to mass tourism (Hall et al 2003; Novelli 2005). The connotations of a more tailored and individualised service carries its own cachet relating to features like the small scale of operations, implied care and selectivity regarding discerning markets, and a suggested sensitivity of tourists (Novelli 2005, p.6). Such features provide a more suitable fit with planning and development policies relating to environmentally sustainable and socially caring tourism. For these reasons, organisations such as the World Tourism Organisation (UNWTO) and the World Travel and Tourism Council (WTTC) view niche tourism consumption as more of a benefit to the host communities when compared to the more traditional forms of mass tourism (Hall et al 2003; Novelli 2005). Furthermore, niche tourism is also seen as a mechanism for attracting high spending tourists. Take for example the concept of cookery school holidays, a market which is expanding year by year (Sharples 2003). Google Insights (2010) show a consistent web search interest in cookery holidays over the years 2004 to 2010, with particular interest from the United Kingdom (UK) and the United States (US). Ballymaloe Cookery School, located in one of the most scenic areas of Ireland, East Cork is one of Europes foremost cookery schools. The school which is run by well known cooks Darina and Tim Allen has attracted people of all ages and abilities, from all over the world since its opened in 1983. The courses range from simple one (average price à ¢Ã¢â‚¬Å¡Ã‚ ¬125) to two day courses (average price à ¢Ã¢â‚¬Å¡Ã‚ ¬575), based on a certain theme, such as baking, finger food, salads or pasta dishes, to more lengthy week long courses (at an average price of à ¢Ã¢â‚¬Å¡Ã‚ ¬895). An analysis of their website showed that some cookery courses are booked out with an option to join a waiting list (Ballymaloe Cookery School 2010; Sharples 2003). 2.4 The Interaction between Food and Tourism Although it is agreed that food tourism is a niche activity, Novelli (2005) categorises food tourism as a subset of rural tourism due to its roots in agriculture. Wolf (2006, p.6) contradicts and illustrates food tourism as a subset of cultural tourism because cuisine is a manifestation of culture. Everett (2008, p.337) agrees with Wolf and suggests that food tourism provides a conceptual vehicle for pursuing a more culturally aware tourism agenda. It can be assumed that food is representative of a culture, take for instance Italy, a country which is known throughout the world for its pizza and pasta dishes. Nevertheless, food tourism is a newly defined niche that intersects and impacts on the long entwined travel and food industries (Wolf 2006). Food is a vital component of the tourism experience. Selwood (2003) suggests that food is one of the most important attractions sought out by tourists in their craving for new and unforgettable experiences. A growing body of literature sugge sts that food can play an important role in the destination choice of tourists, and more significantly, in visitor satisfaction (McKercher, Okumus and Okumus 2008). The food consumed by tourists in a place is part of the tourists memory of their visit to that particular holiday destination (Failte Ireland 2009a; Fitzgibbon 2007). Henderson (2009) explains that food and tourism have a very close relationship as food is a critical tourism resource. Food is vital for physical sustenance and all tourists have to eat when travelling. However, both Henderson (2009) and McKercher et al (2008) declare that the desire to try different foods may act as a primary motivator for some, or part of the bundle of secondary motivators for others. Culinary tourists are drawn by the opportunity to consume, and dining out is a growing form of leisure where meals are consumed not out of necessity but for pleasure (Smith et al 2008). Much of the literature on food tourism refers to the concept of visualis m as epitomised by Urrys tourist gaze (Urry (1990) as cited in Everett 2008, p.340). Everett (2008) discovered that viewing windows are being built in food tourism sites in an effort to meet an increasing demand for a more embodied, immersive and authentic food tourism experience. Theses viewing windows bring the producer closer to the consumer and allow the tourist to gaze into the backstage of food production activity (Everett 2008, p. 340). As previously mentioned, all tourists have to eat when travelling. Therefore, from an economic point of view, 100% of tourists spend money on food at their destination (Wolf 2006). Yet, data on food tourism appears scarce. Selwood (2003, p.178) explains that food is a very much overlooked and unsung component of tourism literature. Hall et al (2003, p.1) agree and cite food, just like tourism, was for many years a fringe academic discipline, and was frowned upon as an area of research by students. Typically, food is placed together with accomm odation in collections of tourism statistics, partly because it is almost always part of another attraction, and also because of it being a necessary element of survival no matter where a person is located (McKercher et al 2008; Selwood 2003). As the ICTA (2010) point out, the more that food is accepted as a main stream attraction by destination marketers, the more research that will be done to further develop and justify this niche activity (ICTA 2010; Wolf 2006). Hashimoto and Telfer (2006) refer to the Canadian Tourism Commission (CTC) who has recognised the growing interest in cuisine and have begun to promote Canada as a food tourism destination. The CTC (2010) highlight local Canadian cuisine as one of the top five unique selling points on offer in the country. Furthermore, dining out is one of the most popular activities undertaken by Canadian tourists (Selwood 2003). Hashimoto et al (2006) cite that Canada has approximately 63,500 restaurants and Canadians themselves spend CAN$39 billion annually in restaurants, eating out on average 4.7 times a week. The contribution of food to the Canadian tourism economy is of considerable importance and, because of their intensive use of labour, food preparation and food services also contribute very heavily to the tourism employment sector. In Canada, nearly a million people work in the foodservice industry and the promotion of local cuisine is therefore an effective way of supporting local economies along with agricultural production (Hashimoto 2006; Selwood 2003). The importance of food to the tourism industry has increased significantly within the last ten years, according to the Welsh Assembly Government (2009). They believe that the availability of high quality, local food has become a key driver for tourists when selecting a holiday destination. A Food Tourism Action Plan has been drawn up to promote W ales as a destination where high quality and distinctive food is widely available. Currently visitors on short breaks in Wales spend 18.7% of their holiday spend on food and drink whereas visitors on longer holidays spend 17.8% (Welsh Assembly Government 2009). Research carried out by the Travel Industry Association in conjunction with the Gourmet Tourism Association and the ICTA reported in March 2007 that over the previous three years 27 million travellers engaged in culinary or wine related activities, while travelling throughout the world. Therefore, the Welsh Government believe that there is a clear demand for culinary experiences, and outlets which promote and market high quality Welsh food and drink for consumption or purchase (Welsh Assembly Government 2009, p.3). 2.5 Travel Trends As previously mentioned, some tourism agencies such as the CTC have begun to recognise the growing interest in food and have embarked on the promotion of their destination as a food tourism location. However, the question arises as to the trends which are shaping the tourists interest in food. Nowadays, modern food tourists are better educated and have travelled more extensively, therefore they are culinary savvy and want to experience individualism as they search for local, fresh and good quality cuisine that reflects the authenticity of the destination (Chon, Pan, Song 2008; Yeoman 2008). Moreover, the influence of the media and the emergence of niche food programmes have influenced the tourism industry as celebrity chefs such as Gordon Ramsey and Jamie Oliver increase our interest in good quality food. Furthermore, the media is now full of magazines, such as Food Travel, Intermezzo, Cuisine, Gourmet Traveller, Australian Gourmet Traveller; radio shows and even entire lifestyle channels, such as Good Food or the Food Network which clearly connect food and tourism. In addition, the world is online. Whether through computers or mobile phones people can constantly read and talk about food, nowadays people blog about it, online restaurant reviews are instantly available and Tripadvisor now produce a list of the best places to eat in each country (Yeoman 2008). According to Chon, Pan, Song (2008) travel trends are becoming more activity-interest based rather than destination based. More and more travellers are deciding what activities they want to take part in first and then choosing the destination which offers them. Many of todays leading destinations offer superb accommodation and attractions, high quality service and facilities and every country claims unique culture and heritage. A s a result, the need for destinations to promote a differentiated product is more critical than ever in order to survive within a globally competitive marketplace (Morgan and Pritchard 2005). Food tourism shapes culinary destinations such as France, Italy and California whereas in emerging destinations such as Croatia, Vietnam and Mexico food plays an important part of the overall experience. Food is essential to the tourist experience, it can change the image of a destination, take for example the city of Las Vegas which was a renowned gambling destination where cuisine was barely an afterthought. This changed dramatically in 1992 when Wolfgang Puck became the first celebrity chef to come to Las Vegas when he opened Spago at the Caesars Palace Forum Shops.   He started a growing culinary revolution in Vegas which paved the way for fine dining restaurants.   At present, majority of the hotels and/or casinos in Vegas have celebrity chef restaurants attracting many tourists eager to sample the best cuisine money can buy (Wolfgang Puck 2010).   There are currently sixteen Michelin Star restaurants in Las Vegas, with Joel Robuchons Restaurant at the MGM Grand currently holding three Michelin stars (Quezada 2010). 2.6 Food Tourism in Ireland According to a Mintel report on Ireland, published in 2009, the food tourism market outperformed the overall tourism market between 2003 and 2007, however, neither has been immune to the effects of the global economic slowdown which has caused the value of the food tourism market to decline by 4% in 2008, and the value of the broader tourism market to decline by 3%. The market for food tourism in Ireland was worth à ¢Ã¢â‚¬Å¡Ã‚ ¬2.23 billion in 2008. Nonetheless, this figure was a decrease of 4% on 2007 figures and brought an end to a 26% increase between the years 2003 to 2007 (Mintel 2009; Fitzgibbon 2009). According to Tracey Coughlan (2009) from Failte Ireland, the most appealing activities for tourists in Ireland stand as heritage, natural amenities and sports. Sinead OLeary (2002) agrees and in her study of Qualitative and quantitative images of Ireland as a tourism destination in France, French visitors to Ireland were asked to describe their image of Ireland in terms of commo n attribute-based components and holistic aspects. Her findings show that the key images of Ireland remain the welcoming people, the beautiful scenery and the relaxed pace of life. Unfortunately, food did not get a mention, however, beer; most notably Guinness was cited by 37% of French Tourists as an image which is most readily associated with Ireland. This suggests that food has a lower priority when it comes to the primary purpose of visits and as Coughlan (2009) illustrates this is not just among French tourists. Nevertheless, as demonstrated above, the food tourism market is strong; therefore a gap exists in Ireland for a strategic approach to food tourism and the more demanding culinary tourist. As mentioned in the introduction Failte Ireland proposes to develop a Food Tourism Ireland strategy in the future. However, no report has of yet been published by Failte Ireland in relation to Irelands approach to the development of food tourism. Ireland has a wealth of natural opportunities at its doorstep, for example food festivals, fine artisan producers, food trails, high quality local farmers markets and world class cookery schools such as Ballymaloe Cookery School or Dunbrody Cookery School. It can be assumed that such images of Irish food festivals or Irish farmers markets would be beneficial from a food tourism perspective. Tracey Coughlan of Failte Ireland stated that The quality of our food ingredients is recognised worldwide as excellent in terms of both quality and authenticity. While Irish cuisine may not be as renowned as those of our neighbours on the continent, the strength of our basic ingredients beef, lamb, and dairy are a strong selling point. It is therefore suggested that in these challenging times, continuing to create demand for our tourism product is vital. Specialist areas like food and annual events like Harvest Feast are very important in this regard (Failte Ireland 2009). Furthermore, Mintel (2009) report that the quality of food coupled with the availability of local produce are the most influential factors for tourists w hen choosing somewhere to eat. Mintel (2009) also point out that online reviews and guides such as the Michelin guide, the Michelin Pub Guide, and the Bridgestone Guide can be exceptionally influential on tourists choices. However, it must be realised that Ireland face challenges in its task to stimulate further demand from a food tourism perspective. The perception that Irish food is expensive, service related issues (a consistent level of quality is required), Irish food cost issues and the lack of innovation to create new food experiences are of concern (Coughlan 2009). It is therefore suggested that Ireland must build on the success of its food export market and take advantage of its natural opportunities. All the relevant agencies and bodies in Ireland must work together in order to develop a food tourism Ireland strategy which will fully integrate into and support the broader national and regional tourism development objectives. 2.7 Summary According to the literature, food tourism is increasing as an area of research among tourism scholars. However, data on food tourism is scarce. Although primarily a niche activity with a defined and reachable market, food tourism can have an extensive impact on every holiday experience as all tourists have to eat. This creates a connection between the food source and the food destination, as the food consumed by tourists in a place is part of the tourists memory of their visit to that particular holiday destination. As explained, travel trends are becoming more activity-interest based rather than destination based. Furthermore, modern food tourists are better educated and have travelled more extensively. It is apparent from the research that the influence of the media has a major part to play in the recognition of food tourism. Online reviews and guidebooks can be exceptionally influential on tourists choices. As demonstrated above, the food tourism market in Ireland is strong, despi te the lack of a food tourism strategy. Although some issues arise, overall, Ireland has a wealth of natural opportunities available, all of which could be used for the promotion of food tourism. Some tourism agencies such as the CTC have begun to recognise the growing interest in food and have begun to promote Canada as a food tourism destination. It is evident that the interest in food tourism spans across all age groups and the size of the potential market is large. Further analysis of the culinary tourist will be examined in the next chapter.