GEOGRAPHY IGCSE: TOURISM - TRENDS. It contains: trends in tourism, the growth of tourism, trends, infrastructure, reasons behind the trends in tourism.
GEOGRAPHY IGCSE: WEATHER MEASUREMENTS. It contains: difference between weather and climate, measuring the weather, what do we measure, temperature, precipitation, wind direction, Beaufort scale, cloud cover, air pressure, glossary.
GEOGRAPHY YEAR 10: COASTAL LANDFORMS. It contains: coastal landforms, depositional landforms, beaches, attrition, spits, longshore drift, tombolos, cliffs, the procesa of cliff erosion, headlands and bays, caves, arches, stacks and stumps.
GEOGRAPHY IGCSE: ALTERNATIVE PAPER 4 - INVESTIGATINGGeorge Dumitrache
GEOGRAPHY IGCSE: ALTERNATIVE PAPER 4 - INVESTIGATING. It contains: formulating aims and hypotheses, enquiry skills to collect data, questionnaires, observation, counts, measurements, river measurement and beach studies, data presentation techniques, analysis, formation of conclusions.
A2 CAMBRIDGE GEOGRAPHY: CHARACTERISTICS AND FORMATION OF COASTAL LANDFORMSGeorge Dumitrache
A2 CAMBRIDGE GEOGRAPHY: CHARACTERISTICS AND FORMATION OF COASTAL LANDFORMS. It contains: the formation of erosional landforms: cliffs and wave-cut platforms, caves, arches and stacks
Learners should be able to explain the formation of depositional landforms: beaches in cross section (profile) and plan, swash and drift aligned beaches, simple and compound spits, tombolos, offshore bars, barrier beaches, coastal dunes, tidal sedimentation in estuaries, coastal saltmarshes and mangroves, the role of sea level change in the formation of coastal landforms.
GEOGRAPHY IGCSE: WEATHER MEASUREMENTS. It contains: difference between weather and climate, measuring the weather, what do we measure, temperature, precipitation, wind direction, Beaufort scale, cloud cover, air pressure, glossary.
GEOGRAPHY YEAR 10: COASTAL LANDFORMS. It contains: coastal landforms, depositional landforms, beaches, attrition, spits, longshore drift, tombolos, cliffs, the procesa of cliff erosion, headlands and bays, caves, arches, stacks and stumps.
GEOGRAPHY IGCSE: ALTERNATIVE PAPER 4 - INVESTIGATINGGeorge Dumitrache
GEOGRAPHY IGCSE: ALTERNATIVE PAPER 4 - INVESTIGATING. It contains: formulating aims and hypotheses, enquiry skills to collect data, questionnaires, observation, counts, measurements, river measurement and beach studies, data presentation techniques, analysis, formation of conclusions.
A2 CAMBRIDGE GEOGRAPHY: CHARACTERISTICS AND FORMATION OF COASTAL LANDFORMSGeorge Dumitrache
A2 CAMBRIDGE GEOGRAPHY: CHARACTERISTICS AND FORMATION OF COASTAL LANDFORMS. It contains: the formation of erosional landforms: cliffs and wave-cut platforms, caves, arches and stacks
Learners should be able to explain the formation of depositional landforms: beaches in cross section (profile) and plan, swash and drift aligned beaches, simple and compound spits, tombolos, offshore bars, barrier beaches, coastal dunes, tidal sedimentation in estuaries, coastal saltmarshes and mangroves, the role of sea level change in the formation of coastal landforms.
CAMBRIDGE GEOGRAPHY AS ULTRA REVISION TEST 2 ATMOSPHERE AND WEATHERGeorge Dumitrache
Cambridge Geography AS Ultra Revision Test 2, with questions and answers for chapter 2 Atmosphere and Weather. This is a test with 30 questions, 2 minutes each.
CAMBRIDGE GEOGRAPHY A2 REVISION - PRODUCTION, LOCATION AND CHANGE: 11.4 THE M...George Dumitrache
CAMBRIDGE GEOGRAPHY A2 REVISION - PRODUCTION, LOCATION AND CHANGE: 11.4 THE MANAGEMENT OF INDUSTRIAL CHANGE. It contains: key terms and definitions, topic summary, additional work and suggested websites.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.3 WEATHER PROCESS...George Dumitrache
A comprehensive presentation of subchapter 2.3 Weather Processes and Phenomena, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
GEOGRAPHY IGCSE: INDUSTRIES IN MEDCs. It contains: case study heavy industry in the Ruhr region in Germany, case study footloose industry M4 corridor, United Kingdom.
AS Level Physical Geography - Atmosphere and WeatherArm Punyathorn
Weather influences every part of our daily life. Climate shapes our culture, our history and our civilization. The changes in wind, temperature, humidity can not be underestimated.
CAMBRIDGE AS GEOGRAPHY REVISION: HYDROLOGY AND FLUVIAL GEOMORPHOLOGY - 1.1 DR...George Dumitrache
A presentation of the first subchapter (Drainage Basin Systems) from the first chapter (Hydrology and Fluvial Geomorphology) of Revision for Geography AS Cambridge exam.
CAMBRIDGE GEOGRAPHY AS ULTRA REVISION TEST 2 ATMOSPHERE AND WEATHERGeorge Dumitrache
Cambridge Geography AS Ultra Revision Test 2, with questions and answers for chapter 2 Atmosphere and Weather. This is a test with 30 questions, 2 minutes each.
CAMBRIDGE GEOGRAPHY A2 REVISION - PRODUCTION, LOCATION AND CHANGE: 11.4 THE M...George Dumitrache
CAMBRIDGE GEOGRAPHY A2 REVISION - PRODUCTION, LOCATION AND CHANGE: 11.4 THE MANAGEMENT OF INDUSTRIAL CHANGE. It contains: key terms and definitions, topic summary, additional work and suggested websites.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.3 WEATHER PROCESS...George Dumitrache
A comprehensive presentation of subchapter 2.3 Weather Processes and Phenomena, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
GEOGRAPHY IGCSE: INDUSTRIES IN MEDCs. It contains: case study heavy industry in the Ruhr region in Germany, case study footloose industry M4 corridor, United Kingdom.
AS Level Physical Geography - Atmosphere and WeatherArm Punyathorn
Weather influences every part of our daily life. Climate shapes our culture, our history and our civilization. The changes in wind, temperature, humidity can not be underestimated.
CAMBRIDGE AS GEOGRAPHY REVISION: HYDROLOGY AND FLUVIAL GEOMORPHOLOGY - 1.1 DR...George Dumitrache
A presentation of the first subchapter (Drainage Basin Systems) from the first chapter (Hydrology and Fluvial Geomorphology) of Revision for Geography AS Cambridge exam.
10 DETERMINANTS OF DEMAND FOR TRAVEL AND TOURISM
1. Economic factors and comparative
prices.
2. Demographic characteristics of
tourism generating nations.
3. Geographic factors.
4. Social -cultural attitudes to tourism.
5. Access to personal transport.
6. Government/regulatory ‘infrastructure’
surrounding travel and tourism.
7. Media communications.
8. Information and communications technology
(ICT).
9. Environmental concerns and demand for more
sustainable forms
10. International political developments and
terrorist actions.
10 DETERMINANTS OF DEMAND FOR TRAVEL AND TOURISM
1. Economic factors and comparative
prices.
2. Demographic characteristics of
tourism generating nations.
3. Geographic factors.
4. Social-cultural attitudes to tourism.
5. Access to personal transport.
6. Government/regulatory ‘infrastructure’
surrounding travel and tourism.
7. Media communications.
8. Information and communications technology
(ICT).
9. Environmental concerns and demand for more
sustainable forms
10. International political developments and
terrorist actions.
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE SOURCESGeorge Dumitrache
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE
On February 27, 1933, the German parliament (Reichstag) building burned down. The Nazi leadership and its coalition partners used the fire to claim that Communists were planning a violent uprising. They claimed that emergency legislation was needed to prevent this. The resulting act, commonly known as the Reichstag Fire Decree, abolished a number of constitutional protections and paved the way for Nazi dictatorship.
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTXGeorge Dumitrache
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTX
Following Hitler’s appointment as chancellor the Nazis were finally in a position of power.
However, this power was limited, as the Nazis were just one party in a three party coalition government, under President Hindenburg.
This topic will explore how the Nazis managed to eliminate their opposition and consolidate ultimate power over Germany, whilst maintaining an illusion of democracy.
It will first explore this topic in chronological order, from the Reichstag Fire through to the death of President Hindenburg, and then explore it thematically in the last section. On the 31 January 1933, Hitler, conscious of his lack of a majority in the Reichstag, immediately called for new elections to try and strengthen his position. The Nazis aimed to increase their share of the vote so that they would have a majority in the Reichstag. This would allow them to rule unopposed and unhindered by coalition governments.
Over the next two months, they launched themselves into an intense election campaign.
On 27 February 1933, as the campaign moved into its final, frantic days, the Reichstag, the German Parliament building, was set on fire and burnt down. An atmosphere of panic and terror followed the event.
This continued when a young Dutch communist, Van der Lubbe was arrested for the crime.
The Nazi Party used the atmosphere of panic to their advantage, encouraging anti-communism. Göring declared that the communists had planned a national uprising to overthrow the Weimar Republic. This hysteria helped to turn the public against the communists, one of the Nazis main opponents, and 4000 people were imprisoned.
The day after the fire, Hindenburg signed the Emergency Decree for the Protection of the German People. On the 28 February 1933, President Hindenburg signed the Emergency Decree for the Protection of the German People. This decree suspended the democratic aspects of the Weimar Republic and declared a state of emergency.
This decree gave the Nazis a legal basis for the persecution and oppression of any opponents, who were be framed as traitors to the republic. People could be imprisoned for any or no reason.
The decree also removed basic personal freedoms, such as the freedom of speech, the right to own property, and the right to trial before imprisonment.
Through these aspects the Nazis suppressed any opposition to their power, and were able to start the road from democracy to a dictatorship. The atmosphere of uncertainty following the Reichstag Fire secured many voters for the Nazi party.
The SA also ran a violent campaign of terror against any and all opponents of the Nazi regime. Many were terrified of voting of at all, and many turned to voting for the Nazi Party out of fear for their own safety. The elections were neither free or fair.
On the 5 March 1933, the elections took place, with an extremely high turnout of 89%.
The Nazis secured 43.9% of the vote.
DEPTH STUDY GERMANY: NAZI REGIME - 04. HITLER BECOMING CHANCELLOR 1933George Dumitrache
Hitler was not immediately appointed chancellor after the success of the July 1932 elections, despite being leader of the largest party in the Reichstag. It took the economic and political instability (with two more chancellors failing to stabilise the situation) to worsen, and the support of the conservative elite, to convince Hindenburg to appoint Hitler.
Hitler was sworn in as the chancellor of Germany on the 30 January 1933. The Nazis were now in power.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 08. NAZIS IN THE WILDERNESSGeorge Dumitrache
The “Lean Years” (also called the "wilderness" years) of Hitler and the Nazi Party in Germany refer to the period between 1924 and 1928 when the Nazi party did not have high levels of support and still suffered from humiliation over the Munich Putsch. Why where these years “lean”?
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 07. STRESEMMAN ERA 1924-1929George Dumitrache
The period 1924-1929 was a time when the Weimar economy recovered and cultural life in Germany flourished. This dramatic turnabout happened in large part because of the role played by Gustav Stresemann who became Chancellor in August 1923 during the hyperinflation crisis.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 06. THE BEER HALL PUTSCH 1923George Dumitrache
The Beer Hall Putsch, also known as the Munich Putsch, was a failed coup d'état by Nazi Party (Nationalsozialistische Deutsche Arbeiterpartei or NSDAP) leader Adolf Hitler, Generalquartiermeister Erich Ludendorff and other Kampfbund leaders in Munich, Bavaria, on 8–9 November 1923, during the Weimar Republic. Approximately two thousand Nazis marched on the Feldherrnhalle, in the city centre, but were confronted by a police cordon, which resulted in the deaths of 16 Nazi Party members and four police officers. Hitler escaped immediate arrest and was spirited off to safety in the countryside. After two days, he was arrested and charged with treason. The putsch brought Hitler to the attention of the German nation for the first time and generated front-page headlines in newspapers around the world. His arrest was followed by a 24-day trial, which was widely publicised and gave him a platform to express his nationalist sentiments to the nation. Hitler was found guilty of treason and sentenced to five years in Landsberg Prison, where he dictated Mein Kampf to fellow prisoners Emil Maurice and Rudolf Hess. On 20 December 1924, having served only nine months, Hitler was released. Once released, Hitler redirected his focus towards obtaining power through legal means rather than by revolution or force, and accordingly changed his tactics, further developing Nazi propaganda.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 05. HYPERINFLATIONGeorge Dumitrache
Hyperinflation affected the German Papiermark, the currency of the Weimar Republic, between 1921 and 1923, primarily in 1923. It caused considerable internal political instability in the country, the occupation of the Ruhr by France and Belgium, and misery for the general populace.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 03. THE TREATY OF VERSAILLES IMPACT ON...George Dumitrache
Thanks to the Treaty of Versailles, Germany's ability to produce revenue-generating coal and iron ore decreased. As war debts and reparations drained its coffers, the German government was unable to pay its debts. Some of the former World War I Allies didn't buy Germany's claim that it couldn't afford to pay.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 02. THE NOVEMBER REVOLUTION 1918George Dumitrache
The German Revolution or November Revolution was a civil conflict in the German Empire at the end of the First World War that resulted in the replacement of the German federal constitutional monarchy with a democratic parliamentary republic that later became known as the Weimar Republic. The revolutionary period lasted from November 1918 until the adoption of the Weimar Constitution in August 1919. Among the factors leading to the revolution were the extreme burdens suffered by the German population during the four years of war, the economic and psychological impacts of the German Empire's defeat by the Allies, and growing social tensions between the general population and the aristocratic and bourgeois elite.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANYGeorge Dumitrache
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANY. This presentation covers the social, economic and political impact of war along with a brief analysis of the physical cost of war.
QUESTIONS AND ANSWERS - LEAGUE OF NATIONS. The League of Nations was an international organization, headquartered in Geneva, Switzerland, created after the First World War to provide a forum for resolving international disputes.
ABYSSINIAN CRISIS. The Abyssinian Crisis was over in 1936. Italy and Mussolini continually ignored the League of Nations and fully annexed Abyssinia on May 9th 1936. The League of Nations was shown to be ineffective. The League had not stood up against one of the strongest members and fulfilled the promise of collective security.
Manchurian Crisis. On September 18, 1931, an explosion destroyed a section of railway track near the city of Mukden. The Japanese, who owned the railway, blamed Chinese nationalists for the incident and used the opportunity to retaliate and invade Manchuria.
05. LEAGUE OF NATIONS - Great Depression and LON.pptxGeorge Dumitrache
GREAT DEPRESSION AND THE LEAGUE OF NATIONS. The Great Depression of 1930-33 meant people turned to extremist dictators such as Hitler and Mussolini, who were keen to invade other countries. This made it hard for the League to maintain peace. The League had some very ambitious plans and ideals – to stop war and make the world a better place.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. In 2010, 940 million people were recorded as arriving in a
country from abroad because of tourism.
This is worth $919 billion dollars, making tourism one of the
world's largest industries.
3.
4. Tourism is also one of the world's fastest-growing industries.
In 2010, the Middle East and Asia had the greatest growth of
tourists.
Europe still has the greatest number of tourists - nearly 500
million in 2010.
5.
6. The tourism industry therefore is very important to economic
growth as well as the environment.
Tourism can help a country's economy and infrastructure.
For example it provides jobs. Some countries such as the
Caribbean have tourism as their main source of income.
7. There are many factors that help explain the growth in
tourism:
• More affluence - since 1950 people have become wealthier.
There is more disposable income. People also now have paid
time off work for holidays.
• Greater awareness - through advertising or television
programmes people are more aware of how and where they
can spend their free time.
• More car ownership - more families own a car. This gives
greater freedom to choose when and where to spend time.
8. • Improvements in technology - travelling today is much
quicker. Motorways and aircraft have helped reduce the time
it takes to get to different countries. Travelling by air has
become more accessible as you can book on line and choose
more budget options.
• More leisure time - people have paid holidays from work (on
average three weeks per year are paid). Also people who are
retired remain active for longer. There is also a trend to take
more than one holiday in a year.
• More choice - in the past seaside holidays and package
holidays were the most popular. The industry is seeing more
people look at ecotourism and more unusual holiday
destinations.