Research Paper on the Aztecs Essay Example | Topics and Well Written Essays - 1750 words

Research Paper on the Aztecs - Essay Example Before settling near the southern edge of modern Mexico, the Aztecs were a group of semi-nomadic people with weak political powers and a notably fragmented identity1. A small part of the colorful politics of the area at the time, the Aztecs were actually driven into the highlands by other more powerful nations and for a few centuries they lived relatively peaceably with their neighbors, much differently than the society we envision now as the Aztecs: a violent and powerful group motivated by gold, wealth and bloodthirsty gods. In truth, it took at least 200 years for the Aztecs to work their way into a position of relative authority throughout southern Mexico, and this was accomplished with "judicious diplomacy, discreet military alliance, and well-timed royal marriages"2. Another factor in the rise of the nation was the capital city, Tenochtitlan, which now lies buried under Mexico City. Tenochtitlan was founded several hundred years before the Aztecs held control of their part of M exico, and as it grew so did the nation. The first grip the Aztecs held on their counterparts was via their city as an important marketing town, since people from all around would come to trade with each other and indeed relied on Tenochtitlan for their livelihoods. Through slow and deliberate state movement within the military, surrounding governments and the royal family, the Aztecs found themselves an undeniably powerful position within local and surrounding politics during the 14th and 15th centuries, thereafter undertaking a drastic change in policy that saw them become an unquestioned ruling force that we recognize from Spanish accounts. Ironically, the Aztec nation had only just become a society of an elite ruling class, with a vaguely centralized economy catering primarily to Tenochtitlan from countless surrounding villages and towns when the Spanish happened upon it. There is no telling where the society might have taken itself without the destructive influence of the Spanish, although given the history of the area historians are in a general consensus that like the Maya and Toltec nations, the Aztecs were doomed to fall victim to their own bad economic planning. In fact, such innately fragile forces have actually been cited as the rea son that the Spanish found their conquering party so successful3. One of the most persistent legends of the Aztecs is that of human sacrifice; the practice is often alluded to modern literature and television, and this is largely responsible for our contemporary view of the Aztecs as violent and barbaric. The stories come from the Spanish accounts of their enemies, with graphic scenes described where Aztec rulers marched their victims up the steep steps of a pyramid and laid them out, slitting their chests and pulling their hearts out by hand. The gruesome scene must have made some impression on the Europeans, and it does still affect us greatly today when we have hundreds of years safely separating us from the event. There can be little doubt that human sacrifice was carried out by the Aztecs since the remains of the victims is estimated at the hundreds of thousands by excavators and historic documents. What researchers really

Propaganda in indoctrinating Nazi ideals Essay Example for Free

Propaganda in indoctrinating Nazi ideals Essay The Nazi propaganda after the consolidation of power featured many of the common characteristics associated with totalitarian propaganda; Twisted truths, stereotypical and distorted pictures of populace groups, simple messages repeated frequently and the use of a common enemy as a scapegoat. Also the Nazi propaganda featured many new methods of indoctrination, such as the mass rally meetings and the extensive radio propaganda. But how successful where these ways in conveying and convincing people of Nazi ideals? That is the question which I plan to investigate in my essay. The propaganda campaign launched by the Nazi government was headed by the brilliant orator Joseph Goebbels which was put as Reich Minister for Public Enlightenment and Propaganda where he coordinated the seven different departments: administration and organization, propaganda, radio, press, films, theatre, and adult education. From the department Goebbels controlled all aspects of Nazi propaganda, and since he was such a skilful propagandist almost all parts of the propaganda campaign, especially the radio, became huge successes. Of all the medias available to Goebbels his unquestionable favourite was the radio- the peoples receiver. Goebbels wanted to ensure that every home in Germany was equipped with a Volksempfà ¤nger from which they could listen to propaganda at all times of day. Prices where slashed and in the late 1930 the Germans could boast having the cheapest radios in the world. Radios where even put up in working places and public areas to ensure a maximal amount of listeners. And due to the large effort put into the campaign it became one of the most successful, by 1940 16 million households in Germany listened to Nazi Propaganda via the radio. Another effective way of supplying propaganda to the German people, was ,in theory, by the use of the censored press. In the beginning the press remained relatively unchanged, propaganda message where inserted in some magazine and papers, but most of the press friendly towards the regime remained unchanged, at least in the beginning. Soon Nazis propaganda was found in every page in every paper and by 1945 the Nazis ran 82% of all the newspapers in print.

Role of Mass Media in Earthquakes

Role of Mass Media in Earthquakes Lai Yuen Yau Choi Kiu Lok Kelly Chu Wing Yan Chu Lok Yin Law Shun Hei Introduction As we humans are living on Earth, natural disasters like earthquake are seemingly inevitable. We can only make our greatest possible effort to minimize the loss in human lives and properties brought by the disaster. According to Haddow Haddow (2008),â€Å"Communication is core to the success of disaster mitigation, preparedness, response and recovery. The media remains the single most effective means for communicating timely and accurate information to the public.† It seems that the mass media has a great contribution in reducing the adverse effect of natural disasters. Therefore, it aroused our curiosity towards the roles that mass media take during disasters, and we will focus on recent earthquakes. In our report, we would like to investigate on the roles and functions of the mass media, namely newspaper, radio, television and new media during earthquake in three phrases: Mitigation Preparedness, Response and Recovery. Besides, we would like to look into the relationship between mass media and earthquake. Definition of mass media Before introducing the roles mass media took during earthquake, it is better for us to define mass media. Since mass media facilitates mass communication, Baran et al. (2004) suggested that communication refers to a reciprocal and ongoing process of creating shared meaning. People create meanings by encoding and decoding messages. The encoded message is carried to the target audience through a medium. If the medium does not only carry the messages to an individual but a large number of people, it is regarded as a mass medium. Newspapers, television broadcasting, radio and new media such as the Internet, Facebook, Weibo, and Twitter are common examples of new media. They all have their own characteristics and fulfill different roles of the mass media during earthquake. Most people’s first heard of a disaster will be through the mass media. (Harrison, 1999) Characteristics of different mass media 1) Printed Newspaper Although printed newspaper lack immediacy, according to Harrison (1999), newspaper still owns the physical advantage that people can hold it in their hands and read it over and over again. It can provide more detailed description of the incident with words and pictures. Moreover, printed newspaper can be kept as references. 2) Television Television has a several roles during an earthquake. Fry (n.d.) suggested that television is â€Å"a purveyor of information, a storyteller and sometimes an agent of change.† Before the disaster approached, television news can give out warnings or vital information of the disaster to the people. By featuring vivid images and videos in the television news, it on one hand informs the people, but on the other it draws connections with the audience. It evokes their emotions and arouses their attention towards the earthquake. (Fry, n.d.) Besides, Television is often used as a platform to raise fund for the victims. 3) Radio Radio still plays a unique role. It can immediately inform a large number of people in vehicles and at home. Unlike newspaper, one doesn’t have to listen to the radio literately. It is inexpensive to own a radio receiver. The poor can also afford owning it. Moreover, radio receivers are portable and do not rely on electric power supply. Therefore, if the earthquake cut down the electrical supply, the victims are able to obtain the newest information through radio. Radio is being regarded as a one-chance medium that audience may easily miss out the message brought by the radio. (Harrison, 1999) However, by repeating the of importance message, reinforcement effect is resulted. 4) New Media New media is often regarded as media that is related to the Internet and the interplay between technology, images and sound (Socha Eber-Schmid, n.d.). Facebook, Twitter, Weibo are common examples of the new media. They have the highest immediacy among the media. People can quickly post information or spread messages on the Internet if earthquakes suddenly occurs. Since anybody can share their views or comments and post photos to the Internet, information on the Internet may not be reliable. Some of them may be rumors. Mitigation and Preparedness In this phase, it is important to send preparedness messages to notice the public in anticipation of the coming earthquake through different forms of technologies and media, in order to reduce the maximum loss of life and property. In most countries, such as the United States and Japan, billions of money is invested in researching and developing an earthquake early warning system. It uses seismic networks to detect earthquake very quickly, so that advance announcement and warning signals can be sent before the arrival of destructive seismic waves to evacuate general public. It aims at mitigating earthquake-related damages by allowing people to have more time to take immediate protective action after the warning signs (Earthquake Early Warning System, 2012) . Also it triggers automatic responses to safeguard critical infrastructure such as providing time for moving trains to slow down and stop; opening elevator doors, stopping landings and take-offs of flight at the airport. Take the example of 2011 Tohoku earthquake and tsunami. When earthquake occurred, Earthquake Early Warning (EEW) system (Kinkyu Jishin Sokuho) activated instantly. This is an Earthquake Early Warning. Please prepare for powerful tremors. Immediate warning alert like this was announced immediately in the affected regions. It also informed the public whether there would be a risk of a landslide or tsunami caused by the quake in the affected area. When tsunami warnings were issued, it activated an Emergency Warning Broadcast system which automatically turned on all the radios and televisions in the warned areas. Announcements are then broadcasted in different languages to reach a wide range of people including the tourists in the district. During this phase, radio broadcasting plays an effective role. The specific chime tone from FM stations is automatically detected internally and turns on the radio and sounds a chime tone and EEW message to people for careful attention and wake up people in bed by a very loud sound before any destructive shaking occurs. Radios, as a traditional media, are very common and easy to access. EEW radio waves can reach remote areas and can be received in areas where no broadband internet is available. The general public can therefore listen to the announcement even with limited electrical power, from anywhere and with groups. Mobile Networks Warning System In modern days, mobile phone networks maybe a better medium to send mass warning message to the general public, as most people will have cell phones by their sides. In Japan, in addition to media broadcasting, cell broadcasting is also another way to warn the public. With sophisticated communication technology, it allows millions of early warning text messages to be sent simultaneously to individual cell phones (Earth Systems group of companies, 2012). After 2007, it is mandatory for Japanese mobile phone manufacturers and mobile network service providers to support EEW early warning notification in their phones and services. And NTT docomo, au (KDDI and Okinawa Cellular) and SoftBank Mobile, have developed the simultaneous broadcast systems conforming Cell Broadcast to receive EEW and provided phones with this service since 2007 (NTT docomo, 2007). Response According to Haddow Haddow (2009), â€Å"the primary purpose of communications activities in a disaster response is to provide accurate and timely information to the public.† It provides notification, warning evacuation and situation reports on the ongoing disaster to the public. It also aims to describe what has happened and is happening in the aftermath of a disaster event; what impact the disaster event has had on individuals, the community, and the physical landscape and what is being done by the various organizations responding to the disaster to help the prone parties to recover. Newspaper Newspaper has a lower priority compared to television and radio, so it cannot provide live reports to the readers; instead, it gives in-depth and detailed reports from different perspectives on what has happened and is happening after the disaster. It is involved in the â€Å"response† phrase, providing first-hand detailed reports about the disaster. Reporters were sent to the disaster areas, to reveal the rescue condition after the disaster, and how is the on-going rescue progress. Take example of a news article from Reuters, dated 12 May 2008, â€Å"China quake kills nearly 10,000 in Sichuan†. It provides confirmed and official information regarding the 2008 Sichuan Earthquake, like the estimated death toll and the destruction of the facilities. Readers can get the first-hand information about the disaster and how the authority handle the case and settle the victims. Another article on 2008 Sichuan Earthquake from NBC News, dated 13 May 2008 also focuses on the number of casualties, entitled â€Å"Massive quake kills nearly 10,000 in China†. Despite reporting the seriousness of the disaster, this article also looks into the impacts from different angles, giving sub-headings ranging from â€Å"thousands of students buried†, â€Å"panda refuge threatened†, â€Å"worldwide condolences† and â€Å"advice for the trapped†. The detailed description of the disaster shows the characteristics of newspaper reporting, and gives a full impression to the readers on the quake. Opinions from different parties and victims were also reported, as well as the immediate influences brought by the quake to other cities. Likewise, in the 2011 Tohoku Earthquake, similar ways of reporting appeared immediately after the quake happened. A news article from CBC News, dated 11 March 2011, entitled â€Å"Japan quake, tsunami cause ‘major damage’† reported on this most powerful earthquake in Japan’s recorded history, which struck off the country’s northeast coast.The destruction and damage caused by the quake was also revealed in the report, in which the nuclear power plant issue caught the attention from the whole world, yet, it wasn’t confirmed as nuclear leakage at that time. Even the International Atomic Energy Agency said that there was no radiation detected at that time. New Media New media’s role in the phrase of response is to provide immediate background information and latest situation of earthquake to the public. The background information mainly includes the time, the venue, the magnitude of the earthquake and the immediate effects. 1)  Social media Social media together with Internet perform vital relief functions such as safety identification, warning evacuation, displaced-persons locating and damage information. For example, the transportation arrangement due to road damage in an earthquake. Social Networking sites like Facebook and Twitter are facilitators to wide currency of news. As they are public social media platforms, which people can see what their friends followed, liked, commented or shared if the user does not intentionally set it in private. Hence, the flow of information is encouraged. People share their first-hand experience or second-hand information on those social networking sites. For example in Twitter, there are specific users who keep updating information during earthquake. Like the twitter account â€Å"à ¥Ã…“ °Ãƒ ©Ã…“†¡Ãƒ ©Ã¢â€š ¬Ã… ¸Ãƒ ¥Ã‚  Ã‚ ± ( @eew_jp)†, having more than 76.9 thousands followers, is the offical account of the Japan Meteorological Agency. For example, on March 11, the day of 2011 Tohoku Earthquake happened, more than 25 updates posting any preliminary earthquake forecast or any lastest earthquake were recorded. During the emergent situation, important informations were spreaded in the tweets to notify the public of the time, the venue and the magnitude of the earthquakes. Another example is Facebook. There were more than 4.5 million status updates from 3.8 million users in the 2011 Tohoku Earthquake. News, reports and prayers were shared on the day the 8.9-magnitude earthquake struck the coast of Japan. (Kessler, 2011) 2) Internet Internet also contributes in the phrase of response in an earthquake. In 2011 Tohoku Earthquake, different news agencies had made updates on the internet. NHK news network should be the fastest one in updating news. In addition to the photos taken by people on the scene, the website showed images of news reports on television, as well as images expressing condolences to people affected by the attack. Recovery As Haddow Haddow (2009) points out, the focus of communication efforts in the recovery phrase of a disaster is on providing timely information about the types of relief assistance available to the individuals and communities victimized by the disaster and how they can access this assistance. Therefore, reports on relief measures and after-quake work are focused in this phrase. Besides, the role of monitoring is also shown here. When more and more information are collected, reporters or audience could keep an eye on the authority during the disaster. Anything hiding or misleading could then be pointed out and exposed to the public. In short term, a fast recovery of radio system and frequent reports of earthquake situations in newspapers keep local citizens updated about the destruction and other information about the earthquake. Media can also help raise the international concerns about the earthquake hence gaining more international help for recuse work as well as immediate financial support. For example, international citizens offered financial assistance to Japan Tohoku earthquake victims and recovery work. After media reported the massive destruction during the earthquake, UNICEF responded by setting up a team called â€Å"Japan Commmittee for UNICEF; Emergency Relief and Reconstruction Support†. Next, in terms of long-term roles, media can keep people updated about reconstruction work and also point out problems during reconstruction. Newspaper and various reports can act as an alarm to remind people about the recent situation of the severely destructed areas while some people forgets about the recovery work of the earthquake. For example, Xinhua News Agency reminds the public about the Sichuan earthquake that took place in 2008. Xinhua News published an article to raise the attention of the public about the current recovery problems of an earthquake that took place six years ago. Media guides people to reflect about the problems remained after a serious earthquake, which is a prolonged problem. Another example is 2011 Tohoku Earthquake, in which Huffington Post (American online newspaper) reports about where were people’s donation gone on an anniversary of the earthquake. The newspaper article also provided alternatives of how people could still help after the earthq uake. Newspaper During the â€Å"recovery† phrase, sources of detailed information concerning relief programs and how to apply are contained in the newspaper. Besides, newspaper reporters gave in-depth reflection on the disaster. There were also reports on epidemic prevention, settling victims and analyzing the disaster. At the same time, there are more designated topics focusing on specific angle about the disaster. For example, in BBC News dated 9 May 2013, â€Å"Sichuan 2008: A disaster on an immense scale†, it summarizes the statistics of the massive destruction in the earthquake and its effect brought. Another news roundup about the earthquake was written by Sina News, featuring a set of articles on recovery work and stories of the victims. Headings like â€Å"Village old woman after 28 days of quake: Struggling between living and dying alone are reporting touching stories of the survivors. Others like â€Å"No serious epidemic broke out in the quake area† reports the after-quake cases. As time passes by, many â€Å"truths† during and after the earthquake are exposed. In 2011 Tohoku Earthquake, the Japanese government were hiding the nuclear power plant leakage accident. Radio Radio is always an important source for communication during and after earthquakes. When disastrous earthquakes occur, radio systems are very likely to be disrupted. Emergency restoration of two-way radios and radio receivers will usually be conducted in order to facilitate and speed up the recovery process. Besides from emergency restoration of radio and broadcasting systems, licenses will also be granted to temporary FM radio stations established by various local authorities. Take 2011 Tohoku Earthquake as an example, Tohoku Bureau of Telecommunications granted temporary broadcasting licenses to let local authorities help spreading information and community notices to the victims in the earthquake. Radio stations can obtain licenses within shorter period of time, and it is easier for the public to obtain information, such as the number of deaths and injuries or methods to make donations after the disastrous situations.

Conflict Between Church and Government Involving Thomas Becket and Henry II :: essays research papers

In Medieval England the Church was all powerful. The fear of going to Hell was very real and people were told that only the Catholic Church could save your soul so that you could go to Heaven. The head of the Catholic Church was the pope based in Rome. The most important position in the church in Medieval England was the Archbishop of Canterbury and both he and the king usually worked together. A king of England could not remove a pope from his position but popes claimed that they could remove a king by excommunicating him - this meant that the king’s soul was condemned to Hell and people then had the right to disobey the king. For people in England , there was always the real problem - do you obey the king or the pope ? In fact, this was rarely a problem as both kings and popes tended to act together as both wanted to remain powerful. On two occasions they fell out - one involved the Archbishop of Canterbury, Thomas Becket, and the other Henry VIII. In 1162, Henry II, king of England, appointed Thomas Becket, as Archbishop of Canterbury. This was the most important religious position in England. No-one was surprised by Henry’s choice as both he and Thomas were very good friends. They enjoyed hunting, playing jokes and socialising together. Becket was known to be a lover of wine and a good horse rider. Henry II loved to ride as well but his personality was troubled by his fearsome temper. He tried to keep his temper under control by working very hard as it distracted him from things that might sparked off his temper. Henry II also controlled a lot of France at this time. William the Conqueror had been his great-grandfather and he had inherited his French territories as a result of this. When Henry was in France sorting out problems there, he left Becket in charge of England - such was his trust in him. Becket became Henry’s chancellor - the most important position in England after the king. When the Archbishop of Canterbury died in 1162, Henry saw the chance to give his close friend even more power by appointing him Archbishop of Canterbury - the most important church position in England. Why would Henry do this ? In Henry’s reign, the Church had its own courts and any member of the Church could decide to be tried in a Church court rather than a royal court.

A Short Time in the Life of a Teacher

I begin the week by getting up. This is the part I hate the most. I wake up, my breath stinks, my hair covers my face like a mop and I look like I have been run over a few times! No problem, I'll soon sort that out! My alarm clock shocks me into a conscious state – it is horrible; it reminds me of the school fire alarm and it is just as loud too! So, not only am I very wide awake but I am dying of a cardiac arrest! Yes, it's Monday morning and no, it is not a terrible dream; so I throw off my covers and crawl out of bed. My room is small but snug. I like it like that. The terracotta walls are warm, the bed is a fresh white and my dressing table is a lovely pale wood, which is very hard to come by. I like things to be minimalist and tidy, there is nothing lying on the floor and my dressing table consists of a mirror and hairbrush, I'm not one for make-up. As my eyes adjust to the light, I can already tell that it is a pleasant day, the room has a stimulating feeling to it, which is different to any other day, where the sky is overcast and the sea is crashing over the wall outside of my window. I get washed, run downstairs and cram all that wonderful work that I did last night into my bag. Then I throw on my leathers, jump onto my Honda VTR 1000 sp-2 (the most amazing motorbike in the world!) and I'm off! I have a bit of a passion for motor bikes, I always have. When I was younger I used to cycle to school. I always wanted a motor bike but I was obviously too young at the age of fifteen and when I got to eighteen, the bike was too expensive to insure. Now I have my bike and I am the biker chic of the century, to be honest, I feel very superior to the people I whiz past when I am on my bike and they are sitting in their dreary cars! It takes me half an hour in the morning with all the traffic, I can weave in and around all the cars but I still have to wait at the traffic lights, which seem to change red every time I come close to them! There are a lot of people on their bikes in the morning, I do not know why there are so many, I recognise everyone and they all know who I am. Every day I wave or nod to the same people and they return the gesture. It is a friendly feeling when you live in such a small place. Before I know it, I am at school. I take my black helmet off and stare up at the massive building. It is ugly on the outside but at least it has a story to tell; that is what I like about old buildings, they always have a great history to them. I park my bike by the side of the huge granite stairs that I have to trundle up before I can get to the doorway. When I arrive at the giant door I turn the handle and the door swings open on its own accord, it is so heavy that I have to use all my weight to close it again. Once it is closed I lean against it, facing the inside of the school and breathe in the air which has not yet been moved by any one except for the school cat and the janitor. No one is here; seven thirty in the morning is a bit too early for most of the students and staff. Most of them will still be in bed until eight o'clock! I like the school when it is empty; it has a nice feeling to it. I sometimes imagine that it is my house and that I live here all alone, that it is my mansion. The illusion is broken when the janitor strolls past me, â€Å"Good morning Taisie!† He remarks cheerily. John has been here since six this morning; I cringe to think what time he has to rise! My form room is on the second floor, so I spring up the staircase that leads from the main entrance. I love the staircases here. The banisters are intricately designed with beautiful patterns and the deep red mahogany shines as the light bounces off it from the tremendous chandelier that hangs from the ceiling. The stairs twist upwards to the second floor. I walk down the corridor and take in the wonderful feeling of the quiet school; in an hour there will be young ladies screaming down the hallway laughing and gossiping about what they did on Friday night. Now, the only sound I can hear is that of my feet padding down the stone pathway. The walls echo at every sound I make but the feeling of being totally alone is welcomed. My door has a solid brass handle; it is freezing cold and my hands seem to invite the refreshing feeling of something cool after wearing black leather gloves. As I twist the handle and open the door, the hinges creek. I feel a blast of hot air as the box that is my classroom gasps for a breath. It is always hot in my room but that is the price I have to pay for having a classroom that over looks the tennis courts and swimming pool. I do not mind though, I spent most of my time in the drama studio, English is the subject I teach less of at the moment. I dump my pack on the floor and run off to the staff changing room to exchange my leather gear for my trousers, shirt and Jacket (not forgetting about my shoes but did you really want to know that?). After I have organised my books and plan for the day, I force myself to go to the staff room. I hate the staff room. Don't get me wrong, I like to socialise with all my colleagues but sometimes I can have more of an intelligent conversation with my pupils. I feel that I am the only member of staff who actually cares about my students. I am fed up of listening to an assemblage of adults who think that they are far superior to the rest of the adult community just because they are teachers. I sometimes wonder if any of them care about the students' welfare – after all, they're â€Å"just part of the job.† When I was at college, I wanted to help. All the way through school, I wanted to change the way people thought about teachers but now I realise that I am fighting a losing battle. I am the only one who does not expect the â€Å"ladies† to be perfect. I think about their future, I treat them as individuals and talk about them in a positive way, I want to help them and not just treat them as â€Å"another case I have to deal with every day.† They are not just a student body, they are individuals and I am fed up of my colleagues always seeing the bad side of the pupils, how is that going to help them? Although I said that I am fighting a losing battle, I live in hope. I still treat them as individuals or young adults and I realise that they are actually people, not just part of the job, even if no one else does. ‘ And this is for your form Taisie' The deputy head, Sharyn Tinton, shoves a wadge of paper into my hand with rules and regulations plastered all over them – the usual – no jewellery, no body piercing, no blah, blah, blah. The girls already know what not to wear and what is appropriate; I am tired of hearing it over and over! Me telling the students to take their nose piercing out is not going to make any difference whatsoever. That does not mean to say that I do not tell them off if they do have it visible but I think, â€Å"what you don't know, won't hurt you!† ‘ I have to go to arrange my class for their form assembly, Sharyn.' ‘Alright then, scurry off to your class!' Scoffed Sharyn, she cannot stand the fact that I might actually care about my form! And â€Å"Scurry off† – what on earth's that suppose to mean – god give me strength! I decide to take the long way to my form room, which means I have to walk half way around the school but I need time to clear my head. I have to keep a positive attitude; I don't want to end up like Sharyn Tinton. ‘ Miss. Holcroft?' Yes, I am a Miss. I am not married and I do not have any children. I am a twenty seven-year old single teacher. I enjoy the freedom but at times I get depressed and I wish I could go home to someone besides my cat that would give me a hug and tell me that everything would turn out okay. Instead, I am going to grow old on my own, with no children and no husband; I'll be the cat woman†¦. ‘ Miss. Holcroft!' ‘Yes Lara?' A familiar voice. Lara always has an excuse. Even when she hands her work in on time, she has to elaborate on how her printer made the lines uneven. Maybe it is a compulsive disorder, I wouldn't know, I never did psychology! ‘ I handed in my essay but I've just realised that I never wrote a conclusion!' ‘ Lara, don't worry, I'll read it through and you can write a conclusion for next Wednesday, is that alright by you?' ‘Yes thank you Miss.' And she skips down the corridor, pleased that she has managed to make yet another thing wrong with her work! It is strange, I see so many different personalities and every single one is a pleasure to work with! Essay. English Essay. GCSE course work essay, which means more marking, which means more staying after school – late! I have now come to the locker room, which happens to be the only one that is in the corridor. All the other ones have their own rooms, why my forms one has to be in the corridor, I don't know! As I stroll past the bright orange and grey lockers, a girl passes me quickly. I know who she is, she's in my English and Drama classes; we seem to get along just fine but when it comes to passing her in the corridor, she is a different person. She keeps her eyes glued to the floor and swerves as far away from me as possible. I do not know why she does it but I know it is not personal because she does it to every member of staff – especially the male teachers. I do wonder about her sometimes. I'll speak to her after Drama†¦ maybe. As I get closer to my form room I can hear laughing and screaming and I can guess where it is coming from, so I rush to my door. ‘ ALRIGHT CLASS, SETTLE DOWN!' I have to raise my voice several decibels to compete with the racket that manages to come out of twenty-four pupils' mouths. ‘ Morning Miss.!' They all announce in unison. I never asked them to say good morning but they always do! ‘ Unfortunately guys, I'm going to have to lecture you all about behaviour, uniform and monthly events.' Several groans from the class ‘ As you can all see, I have a wadge of paper to get through so for your benefit, as well as mine, you should all keep quiet – that way I can speed through this in no time. But first thing's first – register!' I skim through the names, I know them in order by heart now and the routine is the same every day.' Kelly, Sam, Fiona, Laura†¦ I haven't seen her. Oh, there you are, hiding at the back of the class – put that brain fryer away! Katie, Sam†¦' And it goes on, they do not need to answer, I know who is there already and if I have not seen them, then they have to tell me. As far as absences go, I never have any. Late marks on the other hand, are a different story! â€Å"Now for the lecture, which I know you are all going to love!' And I trundle through the piles and piles of paper that Sharyn gave me. I look around the classroom as I speak and all I can see are tired, bored faces. They all know what I am going to say before it even comes out of my mouth†¦ ‘ Litter is not acceptable in the canteen area, or anywhere else for that matter – Becky, quiet – school jackets must be worn at all times outside of school, you made them make fitted ones instead of blazers, now wear them!' ‘And what if I cycle?' Marie shouts at the top of her voice. ‘You wrap the jacket about your head like a turban when you cycle! What do you think Marie, you have already asked me that before! I know it's a Monday morning but try to get your brain in gear before the day starts!' ‘If she has one!' Becky interrupts and the whole class laughs, including Marie. ‘Okay, I won't bring it then?' ‘Actually, keep it in your locker just in case Miss. Tinton decides to walk us all down to the church suddenly, like last week. If it is in your locker, you will always be prepared for her little â€Å"surprises†.' ‘ And finally; your shoes have to be FLAT. Yuck, I know but you just have to like it or lump it. Think about it ladies. If you lot look dressed up with belts as skirts – not saying any of you do – and platform shoes for school, you will look the same when you go out at the weekend and what's the point in that?' A young lady at the back of the class shoots her hand up in the air. ‘ Yes Sarah?' ‘Can I go to the loo please?' ‘You can†¦ but you may not!' Sarah sits there with her eyes crossed as the rest of the form laugh. One of the girls next to her is kind enough to explain what my last sentence just indicated and when she finally comprehends, she slides back into her chair, her face as red as a tomato! ‘Seen as you said ‘please', you may go to the loo. Just remember what to say next time!' As soon as Sarah runs out the classroom, the form bursts into fits of laughter. ‘I'm glad to see that you're all awake now. Does anyone have anything valuable that they wish to say?' ‘Georgina loves Simon!' Screams Becky and the bell rings. ‘Good morning class.' ‘Good morning Miss.' And they're gone. * My morning starts with Drama – just the lesson I need to wake the students (and myself) up. Drama is my subject; Drama is the subject. I have been doing Drama, theatre studies and degrees in the performing arts all my life and now, I am teaching it. I am head of the Drama Department. My year nine class is preparing for their play. They chose it; they were fed up of my â€Å"morbid† plays. But I think that it brings out the true potential of the students. Anger and sorrow are the two easiest (in my opinion) emotions to perform well. The girls seem to think other wise. They have chosen ‘Alice in Wonderland', which, I must admit, is a wonderful story for both adults and children – so well written. Luckily the class arrives five minutes late, at least I have some time to get all my things in order. A goblin seems to have rushed about my office and thrown all my lesson plans around and messed up my whole week! They all sit in a circle and immediately start talking about â€Å"stuff†. I don't know why they always sit down because I always ask them to stand right up again! Scanning the class, I can see that every one is here. It is strange that at the age of 14, the girls are still in their little groups. It saddens me to think that there is always one girl who gets left out. I can't see anything wrong with her. She is mature, sensible†¦ I see, she's mature! This lot is very giggly; they sit in their little groups plaiting each other's hair and singing. There is one group in the middle of the class. I can tell and have also been informed that this is the â€Å"cool† group. In my opinion, they are not cool at all. They are the cockiest, rudest pick of the bunch. I can't remember when they last handed their homework in. They refuse to enjoy doing anything that involves any one whom is not in their group. In the near left corner are the â€Å"geeks†. They look extremely studious, only one of them wears glasses but at this school, like many others, the length of your skirt decides your â€Å"class†. The â€Å"geeks† have decent length skirts – which obviously makes them really â€Å"sad†. Then, in the near right corner are the people who are â€Å"semi-geeks†, â€Å"gliders† or â€Å"sailors† (who make up these STUPID names?) They are the people, who are friendly to everyone, don't always have perfect homework but hand it in most of the time and don't fit into any extreme gr oup. Then there is one girl, who always sits in the far-left corner of the room, reading her book and not hurting anyone. She is quiet and lacks in self-confidence, mainly because of her past with bullying and the fact that everyone rejects her because she likes to read (don't ask). She is the mature one, the girl who is very knowledgeable but no one finds out – not even the rest of the staff – because they don't have time for her or they don't like the length of her skirt. It'll never change; it was the same when I was at school! ‘Stand up please' And I begin the lesson. A whole hour of drama. I warm them up, get them to run about screaming (I know this makes them feel silly but hey!) and finally sit down and watch them do their play, shouting ‘No, no, no. You don't laugh when you are crying, you do it like this!' And I fling myself into their world of make believe showing them how to do it. I told the girls whom they were going to play and when I told them that Danielle (the quiet young lady who sits in the far-left corner) was going to be Alice they threw a tiff. Not after class but right in front of Danielle. ‘It's alright Miss. Holcroft, I'll just be a tree or something if no one wants me to do it.' She whispered. I had comments such as ‘She can't act!' and ‘ She's too fat to be Alice.' Not only can Danielle act; she is FAR from fat. In fact, she dances eight times a week and is the most skeletal young girl I have seen in a while, I know she used to be a bit heavier but they obviously just kept her nickname. They are now coming to realise that Danielle can act and is very good at it too. I think they are a bit jealous to be honest. They are doing well and need little direction from me but when things start to slow down; I'll jump into the scene and throw my ideas around the set for them to catch if they wish. Danielle just stands there. I know she has good ideas, I've seen her writing them down and sticking them in her school diary but she is too nervous to say anything. I get frustrated standing there watching her brain working over and over and yet, she stands there, expressionless. There's nothing much I can do in class and I don't want to frighten her off by asking her to stay behind in front of the class but I so want her to say what she is thinking, I want to know why she avoids people in the corridors, why she reads and reads. Why am I so†¦aggravated? This is why we are not allowed to care; we have to â€Å"get on with our job†. But the girls in this school are people just like us teachers, just younger. If one of my colleagues were doing the same, it would not be considered strange for me to try to help. But the moment we try to help a student with anything other than work, we are told we are getting too close. It's all a big circle though. It will affect their work if it gets worse and I want to stop it before it gets to that stage. How? After half an hour of watching them I get out strips of paper and write comments on them, of what I think of their work. I do not usually do this but I have an idea. Every one has to improve projection and develop character but there are little things that people are just not doing right. So, I write them on bits of paper and the students don't get embarrassed, I'm seeing if it changes the way they act. Genius. Everyone starts to walk out of the class, Danielle at the back and I say, ‘Oh, Danielle, can you help me with something in my office, I would just like you to take something to Mr. O'Hara as well.' No one turns around, no one cares and no one laughs. Good. I did not plan to speak to her, it just came out of my mouth, now I have to decide on what I am going to say to her (this is where improvisation skills come in handy!) When all but one have left the class I sit down on one of the black bean bags that sits in the far left corner of the class. Danielle is standing there reading her book. So now what do I say? ‘Danielle, your acting is really coming on, what do you think of the play so far?' Now she'll tell me what she's thinking. ‘S'fine.' She manages to say without looking up. It was not a rude comment, but I could not read any expression in her voice. I need to feed her a longer line. ‘How do you think we could improve the play? I'm sure you have some ideas, I can see you thinking when someone suggests something that you don't approve with†¦' ‘Can you?' She looks up ‘Sorry, I don't mean to I just†¦' ‘Danielle, don't apologise, I think they give the most stupid suggestions too, you and I both know that putting a brown paper bag over someone's face is not going to work as a mask!' Relief spreads over me as I actually see a smile spread across her face and she giggles. I rarely see her smile, if ever and when she does, I know it means something, I don't know what. I just know. I sit there for fifteen minutes, talking to her about how we could improve the play and I found out that she thinks of the same things as me and spots the same tiny mistakes that people make. She told me that she gave up suggesting things because people ignored her whatever the idea and relied on me to say what she was thinking. I promised her I would suggest that the class does the things Danielle pointed out and I also promised that I would not mention her name and we would see how they reacted to them. She smiled. I returned the gesture. And she went to her next lesson. That was not hard, and I received a smile! When I connect with a student, it is what makes the job worth while, not when I make one cry (Sharyn Tinton†¦.) Next period is a break for me, which gives me time to sort out all my lesson plans. I only teach three lessons today, which means I have lots of free time to mark essays and drama assignments. How exciting. Marking has to be the worst thing about teaching. The reason everyone loves leaving school when they are eighteen is because there will be no more homework when they get a job and of course, they are leaving school. Well. For me, it is different, I am still at school and I still have homework and I still hate homework! The free period passes quickly and I have to come out of my little drama office to teach another lesson. This time it is year eleven's. Are they still in their groups? Yes. Is there one person left out writing in her diary? Yes. Does everyone hate her? No. This is the difference. In year nine, they reject the out cast ignore her and hate her; in year eleven, they just reject her and ignore her, when they all have to work together, they can have a descent conversation with her but she does not respond so they give up. Why does she not respond? I think it is because she is fed up – fed up of people being so two faced. I would not know. GCSE drama, a great subject to be doing a GCSE in but what the students don't realise is that it is not a â€Å"dos† subject. Instead of teaching this lesson, I decide to lecture them on tardiness, forgetfulness and respect. They all sit there with long faces probably thinking oh just SHUT UP! But I don't mind – one of the student's talks to her friend and I send her out, I believe in giving people chances, but I have had so many complaints from group members about their peers not participating that I just blew it. None of them have ever seen me shout before, so I think it was very effective. No one talked as they walked out the class and I had several of them come up to me and apologise! Success! Lunch break. Or should I say, sit in my English â€Å"box† and mark homework to give to my next class. English homework is the worst. I sometimes wish I had been a maths teacher, all one has to do it get it right or wrong and if the answer is wrong, the teacher just puts a cross by it! English is a different matter entirely. I have to read every single word looking for spelling mistakes, grammar mistakes and punctuation errors. Then I have to see if they have the content sorted out. I have to look for references to Shakespeare and the title etc. The list goes on! Before I know it, the bell has rung and I have a full classroom. Year nines. I have already had some of them this morning for Drama and it is interesting to see how they have changed from the morning to the afternoon – they have not! In the morning they are not quite awake yet and in the afternoon they are starting to fall asleep! I have pushed all the desks to the edges of the room – this lesson we are having a discussion. I have bought beanbags and cushions and put them in a circle and instead of teaching this lesson, I am sitting listening and taking part. The discussion is about Shakespeare's (oh whoopdeedoo) play The Merchant of Venice. The class has to take a side a) I feel sympathy for Shylock and b) I don't! The discussion goes well, with all members taking part in the discussion, no one talks while someone else is talking and it is a relaxed lesson with no pressure to perform well. Danielle actually smiles, everyone gives their homework in and I even receive a card from someone! I'll open it when I get home. I pack my belongings and work into my backpack and go to the loo's where I leave my clothes in a locker. I exchange my uniform for my leathers and close the door to the shower rooms. Walking down the corridor, I see happy students running around and collecting their possessions to take home with them. I walk down the stairs and meet the cat at the bottom. Stroking him with my one uncovered hand I tell him I'll see him tomorrow and seven thirty and I stand up. The huge, heavy door is already open, so I don't have to open it. I look at the lawn outside of the school and the students catching a lift home. As I walk down the stairs, I receive many goodbyes and smiles. I jump onto my Honda VTR 1000 sp-2 and just as I am about to put on my helmet I hear someone shout, â€Å"BYE MISS HOLCROFT!† It's Danielle! â€Å"Good bye Danielle!† I reply, put on my helmet, turn on the engine and zoom off! I arrive home half hour an later and switch some music on – classical, my favourite! Change into my dance pants and tee shirt, sit down, get my book from my bag and I open it. As I do so, something falls out of it; it is the card I found on my desk this afternoon. I open the card and it reads: Dear Miss Holcroft, HAPPY BIRTHDAY! Love Danielle xx Some one remembered.

Eco-tourism Essay

Ecotourism is defined as responsible travel to natural areas that protect the environment and improve the welfare of local people (International Ecotourism Society (TIES), 2005). It also follow certain principles such as minimize impact, build environmental and cultural respect, provide financial benefits to local people. Global ecotourism began in 1990, and has been growing 20-34% per year, especially in 2004, ecotourism was growing globally 3 times faster than the tourism industry as a whole; with continuous growth, and ecotourism will occupy 25% of the world travel market within six years. Ecotourism has advantages and disadvantages. It can contribute to a country’s economic development and also benefit local people. For the poor countries, tourism is the second most important source of foreign exchange, after oil. It also can bring job opportunities and increase local people’s income. However, the disadvantage cannot be neglected. Ecotourism can produce pollution an d damage the environment. According to TIES (2005), there are 109 countries with coral reefs, 90 of them are being damaged by cruise ship and sewage. It also estimated that the cruise ship produce more than 70,000 tons of waste each year. The shock to local culture is also a big problem. Recently, the advantages of ecotourism are still being debated. This report is concerned with the advantages and disadvantages of  ecotourism. Though the disadvantages of ecotourism caused big problems but advantages of ecotourism far outweigh its drawbacks. 1.Definition of ecotourism. Ecotourism involves responsible traveling to fragile, pristine and mostly protected areas. This takes place for different purposes, from educating the traveler, fostering respect for different cultures to directly benefiting the economic and political empowerment of local communities. Ideally, ecotourism incorporates the following criteria; promote biological and cultural diversity, touring unspoiled natural habitats, and the main attractions being local culture, flora and fauna. In short, ecotourism operations are defined by their commitment to the environment, education, nature and culture. The main objectives of ecotourism are providing nature-based, environmental education experiences for visitors and managing this in a sustainable manner. Ecotourism offers a great opportunity for educational as well as personal growth as values of appreciation and attitude changes are instilled in participants which would lead to significant involvement in environmental and social issues in the future. Essentially, the dimension of ecotourism as an educational experience creates a new window for viewing the whole world and one’s self. It offers an opportunity to show the growth and development of various learning experiences while at the same time exploring another country or culture and going beyond one’s preconceived limitations. Nature based tourism includes a range of tourism experiences that entail adventure tourism, cultural and rural tourism. In addition, activities such as rafting and scuba diving are forms of nature based ecotourism. On the other hand, sustainable ecotourism aims to address on the needs of visited environments to sustain them. The main focal points include sustaining the natural environment itself and contributing to help local communities understand the importance and value of their adjacent environment. Sustainability is drawn from the concept of sustainable development which is development that focuses on meeting the needs of he present generation without hindering the ability of the future generations from meeting their own needs. The basic criteria for sustainable ecotourism include; the sustainable use of ecological resources, increased  environmental and cultural awareness, conservation ethos, support of local economies through increased revenue from visitors and the use of lo cal supplies and services. It is important to note that for ecotourism to be realized the above components need to be integrated on a wholesome package. Eco tourism entails the incorporation of nature as the main laboratory for informal learning through which attitudes and values on conservation are appreciated and instilled. For these natural resources to be available for the unforeseeable future, sustainability has to come into play. Several differences between ecotourism and other forms of tourism can be outlined. To start with, the key difference existing is that ecotourism involves learning about the environment whereas other forms of tourism such as adventure tourism only focus on personal accomplishments of successfully meeting the challenge of the natural environment. Generally, the tourism industry focuses on market demand by attempting to foster, maintain and expand the market world which mostly draws it away from focusing on maintaining the product or experience. The addition of facilities and infrastructures to cater for the demand result in the destruction of pristine environment and the indigenous experience which ecoto urism attempts to reverse by reducing these impacts of tourism. Ecotourism maintains a supply oriented management perspective with primary considerations being the nature and resilience of the resource, cultural or local community preferences and interpretive conservation programs. Tourism on the other hand, focuses on individual experiences that may overlook the relevance of in-depth learning of the natural environment and indigenous knowledge essential for changing people’s attitudes and perceptions. Nature based tourism is seen as a subcomponent of alternative tourism and ecotourism is highlighted as being part of both alternative and natural based tourism. This is because nature plays a big role in both. In addition, the interaction between natural environment and adventure travel are components of adventure tourism. This points to adventure travel with certain risky elements which when lowered become logical extensions of ecotourism. Time, a very fundamental commodity would also be used to differentiate other forms of tourism from eco tourism. The time taken to interact with nature and local communities in ecotourism is substantial due to the time taken to appreciate what the environment provides. Funds accruing from tourism  activities are not ab solutely used to improve the livelihoods of local populations, they may not trickle down to these communities when allocated on a national scale. Instead they form a percentage of the Gross Domestic Product of most economies. On the other hand, funds collected from ecotourism institutions are diverted to activities aimed at improving the lives of local communities. This is because these populations play a vital role in ensuring the sustainability of the environment through proper management and protection to curb overexploitation. The subsequent impact of human activities on the environment is yet another difference between ecotourism and other forms of tourism. The fact that ecotourism addresses the values and perceptions of individuals which impact to a greater extent the appreciation of the environment thereby reducing the magnitudes of exploitation of these resources is a prime definition of ecotourism different from tourism in general. Behaviors such as the proper disposal of waste in campsites or tourist environs are emphasized in ecotourism as compared to other forms of tourism which overlook the importance of such actions. Ecotourism emphasizes on interaction based on the proximity to the natural habitat, for example, watching dolphins in their natural habitat, the ocean, while mainstream tourism does not emphasize on the natural environment such as watching dolphins in an aquarium. The levels of interactions described by Fridell (2003) are different in the two concepts. Ecotourism based activities involve a close interaction with the environment with actions such as species identity and indigenous knowledge on certain phenomena. The level of interaction related with tourism on the other hand is perceived to be shallow as little is learnt from the environment. In some areas, excursions are conducted using vehicles making it difficult for tourists to interact closely with the environment. Despite the aforementioned differences, similarities also exist between ecotourism and other forms of tourism like sustainable tourism, adventure tourism amongst others. First of all, both recognize the environment as the main functional unit. Activities developed from both are environmentally related as it forms the main feature. Scuba diving, nature viewing, participating in eco-challenge activities are just but a few of the activities environmentally based. Secondly, as expressed by Anderson & Beasley, the human being is the main driver of both concepts. These concepts are  developed and actualized by humans who also contribute to their continuous application. This is due to the fact that the human person recognizes the adjacent environment around him as it is important for his survival. The environment is the producer of goods and services for human consumption, and equally acts as an assimilator of waste produced from human activities that process final products for his use. Without it, humans cannot survive hence the essence to conserve and protect it. The end result of both concepts is to create avenues of exposure to opportunities of the environment and its subsequent conservation. The environment offers more than just resources. It creates an aesthetic feeling as well as favorable atmospheres for relaxation both mentally and physically. Such opportunities are made available through ecotourism and tourism. Both venture in to pristine environments that are either protected by government policies or local populations. Pristine environments are less exploited or not ventured into at all and offer a great variety of species and ecosystems. Both tourism and ecotourism aim towards sustainable development. There is usually a conflict between development and environment al conservation with both extremes bringing about inadequacies in adaptation owing to the current global situations of negative environmental impacts and effects of the global village. Ecotourism therefore attempts to meet the needs of the local people while tourism focuses on a much bigger population putting the country’s citizens in perspective. An eco- tour refers to a sightseeing excursion in physical nature. An ecotourist then refers to a tourist who joins an ecotour. With the above definition, it is worth noting that eco-tourists may fail to understand the difference between ecotourism and mainstream tourism. This occurs in circumstances where they fail to understand the roles expected of them to distinguish them from other tourists. In addition, the sites chosen for excursion purposes may determine them as tourists. An eco-tourist who accesses a tourist site such as an aquarium or mausoleum located away from its original site would fail to understand the difference between him and a tourist. In cases where tourists are given an opportunity to learn from the available environment with the help of tour guides or game rangers, they are awarded the same o pportunity of acquiring knowledge just as those seeking such knowledge from ecotourism areas availed to them by local community members hence the difference between them is narrowed. A case study on the  educational experience in ecotourism in Peru, The Condor Lodge Conservatory is well discussed below. The conservatory is located in Apurimac Canyon and is settled in a natural environment, with close proximity to the Antilla Community and surrounded by an eco-farm. Most families share sleeping space with the Kuyi, a type of guinea pigs. The area is also surrounded by gold mines and has been at the forefront of ecotourism efforts in the region. It has also created string networks with local tourist agencies, international tourists and planning small group visits that are aimed at creating a harmonious relationship with the environment. It is further characterized by undisturbed wilderness, wildlife diversity, hospitable people and a spectacular view of the Andean Condor which create an exceptional educational experience. A case study of the Campi ya Kanzi, an ecotourism site in Kenya. This site is stretched over 400 miles of African wilderness, within the Kuku Group Ranch of Southern Kenya. The area is owned by Maasai herdsmen and extends through to Mt. Kilimanjaro. This environment is well endowed with wildlife diversity of fauna and flora. The ranch also contains pools, a lake and springs. The lodge in the area has minimal impact on the environment as buildings are constructed from local material such as lava rocks, thatch and lumber obtained from a reforestation program. The foundations of the lodge was based on protecting wildlife, the wilderness and Maasai culture as well as obtain financial support for maintaining a place where wildlife can flourish. To sum up, Campi ya Kanzi is an ecotourism lodge, built, owned and run by the local community for the benefit of the environment and local people. In conclusion, Ecotourism is an aspect that incorporates tourism but is specific in nature. There are limitless similarities that exist between ecotourism and tourism such as sustainability, nature being at the forefront in both and an offer to interact with the pristine natural environment. There are also significant differences that exist between them from the educational perspective, the natural environment to the levels of interactions. However, the impact of both tourism and ecotourism on the environment as well the changes in people’s attitudes is worth noting. The functional responsibility of both eco-tourists, soft and hard, and tourist plays a fundamental role in achieving the ultimate goals of both concepts. 3. The Advantages of Eco-tourism Eco tourism is defined as tourism that sends people to relatively untouched parts of the world and that is sensitive to the impact to nature caused by humans. Eco tourism is an attempt to allow tourism that does not damage nature or traditional culture. It is an idea that has massive appeal as those with money can now visit places in good conscience. They can see wonderful things and feel at the same time that their money is helping the local environment and indigenous people. Since the 1980s the eco tourism sector has grown and grown. It is the fastest growing sector in tourism – growing at an annual rate of between 10% – 15%. Tourism is one of the few sectors of the world economy that continues to grow despite the ups and downs in the world economy. It has become so important that the IMF now includes stipulations about tourism as part of its preconditions for lending money to developing countries. If done rightly eco tourism has several advantages. It is more concerned with the environment and does encourage developers to build with more consideration for the natural environment. This means that more natural habitat is preserved and that the resources for building come from sustainable sources. This is the theory anyway. Another advantage is that eco tourism provides an income for local inhabitants in an area. The argument is that if the local people can generate revenue from showing tourists around a jungle, lake, savannah etc. then it is much better than killing elephants for their ivory or capturing gorillas to sell on the black market. Moreover, showing people a rainforest rather than logging the forest is a good compromise if the forest is preserved. People in the developed world through eco tourism get to experience places of great natural significance as well as interact with local and indigenous people. It is hoped that this contact will benefit both parties, fostering better understanding of the issues on the ground, a nd overcoming prejudice. 3. The Disadvantages of Eco-tourism It is felt by some environmentalists that there should be some parts of the world that are ‘off bounds’ for any tourists as any human activity will damage the eco system and disrupt the routine of the animals. Although scuba  divers try to be careful, any tourist scuba business is going to have a negative impact on fragile coral marine environments. Although, people walking carefully through the forest might not do much harm, building their eco lodges does. A good example of this is the safari business in Africa. Tour jeeps going across the savannah scare off the animals that the lions rely on catching. The result is that lions can no longer hunt in parts of Kenya and Tanzania during the morning when the tour jeeps are out. They have to wait until the hottest part of the day to hunt. This is draining for them and affecting lion numbers. The Masai people in Kenya have been moved out of their traditional lands because of the demarcation of National Parks for eco tourism. They are settled on land next to the reserves. Much of the best land next to the reserves has gone to non-local people and eco tourist operators. When animals come on to this communal land any damage caused by the animals is not compensated by the government. The result is that the Masai who once co-existed with the animals of the savannah now come to regard them as pests. Another issue for the Masai and other indigenous people is that they have become ‘tourist attractions’ that are expected to pose for the cameras and perform dances etc. for money. Not only is this extremely patronizing, but it is discouraging the Masai and other indigenous people from pursuing their traditional life styles. Unwittingly the tourists are destroying the culture that they are paying to preserve. Eco-tourism seeks to go to the remotest places. These places a re often not well policed. There is nothing stopping people taking money from tourists as well as pursuing environmentally unfriendly activities. In the case of Brazil, illegal logging will not stop because of eco-tourism because the logging companies make too much money. It seems that the cons often outweigh the pros of eco tourism. It might be better to take pictures of animals rather than shoot animals, but given the choice the animals would sooner not have people around. Policing of eco tourism is another matter. Do eco tourist outfits deliver what they promise? It seems whether eco tourism should be allowed should be judged case-by-case, and that the consultation must include the local people, and not the IMF. Conclusion It sounds like the true nature lover’s dream – to visit a corner of the earth that is untouched by human hands. It’s where you can enjoy pristine nature in its true, original form. Ecotourism is a name given to the tourism industry that desires to visit pristine, fragile and undisturbed areas. This is as far different from mass tourism as you can get. Promoting ecotourism brings several potential benefits to the area being visited: Helps to provide investment funds for the preservation and conservation of the ecological system. It can be a direct benefit to the development of the economy and political systems of the surrounding community. Builds a sense of respect for a variety of cultures and for their human rights movements. Serves to educate the traveler who participates in ecotourism. It can give tourists some insight into the impact that humans have on the environment, and as a result they can develop a greater love and appreciation for the beauty of the ear th and its natural habitats. Ecotourism takes place in environments where the flora and fauna are still intact in their natural, original forms. Tourism is a rapidly growing industry, and for some countries, including developing countries, ecotourism is a viable income source. Countries such as Africa with vast, open territory, huge plains and fierce wandering rivers, are popular ecotourism destinations. Canada, being one of the world’s largest countries is also home to settlements of indigenous peoples and holds a huge potential for ecotourism. There are many untouched beautiful ecotourism destinations in Canada. With its vast landscapes and low population density, abundant natural resources and a variety of eco-activities, Canada is growing in popularity among ecotourists. Benefits for developing countries to participate in ecotourism For developing countries, ecotourism offers empowerment to local communities and a way for them to fight poverty. The combination between biodiversity and indigenous cultures is appealing to many who want to get out of the big cities and go see something in nature that they have never experienced before. During an ecotourism adventure, low impact on nature is emphasized. After all, if the ecotourism had a big impact on the pristine location, it would no longer be untouched and lose its usefulness as a destination. Tourism itself leaves an environmental footprint. A major part of the  education of tourists visiting prime natural habitats is to educate them towards environmental conservation. Therefore, mass tourism to these natural habitats is not permitted. History of responsible tourism and promoting sustainability using tourism The term ecotourism was made popular in 1983 by a man named Hector Ceballos-Lascurain. Other synonyms to the term include jungle tourism, responsible tourism and sustainable development. Hector was a conservationist who was very influential and took part in lobbying for wetland conservation in relation to the flamingo. Currently there is no standard accepted globally for regulating the ecotourism industry. Many see this as a disadvantage, because small groups claiming a big eco adventure have the potential to scam the unwary tourist from some big payments. They sign up thinking they are getting the adventure of a life time but because of the lack of accreditation and regulations; they don’t end up getting what they signed up for. Sources 1. http://wikitravel.org/en/Ecotourism 2. http://www.ecotourism.org/what-is-ecotourism 3. http://www.ukessays.com/essays/tourism/an-essay-on-ecotourism.php 4. http://essaycamp.com/examples/ecotourism 5. http://www.worldtourismforum.org/global/pros-and-cons-of-eco-tourism/