The Need for Treaty of Waitangi

Previously in Social Studies, created a visual text that implied and highlights the difference and similarities between the "Treaty of Waitangi" as well as "The Fort LaramieTreaty". In this text, we now look at the big picture in which we piece together what we've learned. Recollecting our knowledge of the treaty. An essay is formed with these fragments, to answer the thesis which asks "Why was a Treaty needed in New Zealand?". 

In writing this essay it has given me an insightful look at the events that occurred in leading, during and after the treaty was signed. It has made me realise the importance of law and order. How the introduction of colonialism affects nations. How hundreds of years of political conflicts lead to solitude. How second chances to release this solitude are important.

PDF:

Why Was The Treaty Needed in New Zealand?

Painting of the treaty signing by Marcus King, 1938 (Alexander Turnbull Library, G-821-2)

Treaties: What are they?

Increasing our knowledge of New Zealand history, we begin to look at the general information regarding treaties. For this, we look at other treaties that have existed around the world. Though firstly we came to the conclusion of what a treaty was, an agreement between nations, it a written binding and are obliged by international law. A treaty that I researched is between the Native Americans/Indians and the White Americans. To be specific, "The Fort Laramie Treaty". 

Within looking at both treaties, similarities between the two arose. 

The treaty only lasted until gold was found in the mining grounds of Black Hills, Dakota. 1868-1874. The treaties both mention that ownership of the land would be authorised to the First Nations. The ‘colonisers’ would end up having control of the land in question. Feud would occur and fights between the two nations happened because of a breach. It would seem as if the more advanced nation would alter and form the agreement in their favour. Another similarity is the controversy that surrounds what the treaty had actually symbolised. 

Sovereignty was the main concern for both treaties, in which First Nations--who would’ve had the authority over their nation--were then met by another nation. The other nation would claim their authority over the First Nations--who were already there in the first place. In addition, the lands were lost over unclear political and government disputes and are still debated in the current years.

A poster that I've created, depicting the fight between the Native American/Sioux and the Whites:

                     

Tawhirimatea

During the first several sessions of Social Studies, we look at the Maori culture; starting with the beliefs that they had. Legends, stories or gods appear in most if not all of the cultures, beliefs of the magical creatures and myths that appear throughout. Maori culture is not different from this, gods have also appeared in the Maori beliefs, similarities can also be seen from other cultures. We looked at the different gods and their similarities and differences. For the presentation, we were to choose a god from the Maori mythology and a god from another mythology that comes from another culture. I have chosen, Tawirimatea and Zeus for this poster, noting down their similarity and what kind of gods they were-- gods of weather.

The Population of People Residing in New Zealand

In this term, we have been looking at the 'Treaty of Waitangi'. In doing so we look at the history of New Zealand. The history of people of Maori descent and the colonization that happened around 2 centuries ago. Through this study, we also have learnt some of the terms used in the culture of Maori and their beliefs. The information then began to lead up to the signing of the 'treaty' and the conflicts between the Maori themselves and Europeans. In this session, we began to look at the population--the difference-- between the Maori and Europeans starting from specifically 1836-1901.  In this, we see the increase in the population of Europeans in contrast to the decline of Maori.

The decline of Maori happened predominantly because of conflict. It may have happened due to the sudden influx of the Europeans and especially the muskets. Although conflict was not uncommon between the Maori iwis but the involvement of guns increased the number of deaths. This resulted in a decline in population. Other reasons may have come from the diseases--foreign diseases-- that the Europeans brought in. The Europeans saw a great opportunity to trade with the Maori, in addition, they also had fewer mechanisms and were less advance which the Europeans took advantage of. This resulted in big gains, for the Europeans, whales and seals that were killed --with the help of Maori-- were traded with other countries which gave them more money. 

Hence, as trading got bigger more Europeans came and in doing so colonized Aotearoa.

Pepeha: My Mihi

Looking back I have created a 'Mihi' in the past. During lessons before we looked at the Maori culture, this involved, Waka, Iwi and the culture that surrounds the people of New Zealand. Included in this are Mihi--Pepeha. I have revised some parts of my Mihi,, though the old Mihi will be included. 

Separated into groups we also looked --our group-- specifically on the details about Iwi. 'Iwi means bones--relevant background and line of descent. Ngati means “descended from” usually heard when [before an ] Iwi is mentioned. It was important to tell others where one came from and so a “system” was created. They would identify with a mountain, an ocean, lake and land around their area of tribe.'

Old Mihi:

Revised: 

Ko Arayat toku maunga

Ko Pacific toku moana

Ko Pampanga River toku awa

Ko Pampanga toku rohe

Ko Santiago, Sangalang tōku ingoa whānau

Ko Axle toku ingoa

Nō reira, tēna koutou, tēna koutou, tēna koutou katoa.

Social Studies -- Holocaust Letter

In the last activity for the topic of Social Studies, we look at creating a letter in which we imagine a scenario where we are a principal. In this scenario, as a principal we receive a complaint from a parent in regards to what their child has learnt, that being the 'Holocaust'. They are seemingly upset that their child was to learn of this event. 

The task presented is to write a letter detailing our perspective and opinion about the subject. The letter should include the reasons as well as the decision to include this topic in the programme. Emphasis on human rights and Anti-Semitism.

The Letter:

Dear Mr/Mrs---------

I have received and reviewed your concern about what we have included in our education programme. The disquietude you've felt upon hearing your child being taught this topic. We understand why you may feel such a way.

Knowledge is of utmost importance as a school and as an individual. Our ambition for the students that attend our facility is that we are able to give them such knowledge. This knowledge comes into the form of subjects, which includes Social Studies. Primarily Social Studies focuses on people, their relation to each other and the world. The subject is broken into fragments of topics that included the Holocaust and the history and WWII.

Although the intent to give knowledge is fundamental, forget we not, that conduct and morals are as cardinal as knowledge itself. We emphasize kindness in this school. This is why learning about 'Human Rights' and 'Discrimination' --especially 'Anti-Semitisim'--became a topic that we found to be not only crucial but also, necessary. 

Kindness, humanity now, has it an important value. However, history has not been truthful and has done many acts in which contradicts so. The tragedy of the 'Holocaust' has provided us with how 'unkind', to say the very least, we were. Atrocities of war have equipped us with experience of the scale of devastation morally unjust decisions that we can make. 

 

Our thoughts and morals have made it an obligation to help not repeat unjust decisions that have been made in the past. Educating students, the individuals of the future, to critically think about morality and rights as a human. The school equips its pupils with not only morality in teaching this topic but as well as the significance of values, knowledge and ethics. 

We acknowledge your concerns. We take worries and regard each of them with importance. If the concern that you have is unequivocally serious; you do not desire for your child to learn of this topic anymore, contact once more. However, even so, we take your regards into consideration.

Kind Regards,

---

Axle S.

Principal of Pierce Academy

Concentration Camps-Deaths

Following the several blog posts about the concentration camps, we look at the casualties. There were 6 extermination camps, located in German-occupied Poland territories. The extermination camps, also known as death camps were created for the sole purpose of killing Jewish individuals. Millions were killed. The focus of death was so much so, that the Nazis continuously looked for ways to more efficiently kill the Jews. Methods of shooting and later gas were used to kill. 

Courtesy:

https://www.yadvashem.org/holocaust/about/final-solution/death-camps.html

https://encyclopedia.ushmm.org/content/en/map/killing-centers-in-occupied-poland-1942

Graph of Estimated Deaths:

Recreating the Past

To further understand the severity of the maltreatment and abuse that the Jewish people suffered at the time we look at a recreation of what has then occurred. A video was set for us to watch a clip from a film in which reenact what may have ensued on the liberation of the concentration camps. In addition, we were given an activity in which we fill in the missing words from sentences in order to complete. From such, I have come to realise just how grave the situation was; the horror that Jewish had as well as the shock in which the troops had.

Concluding this part activity we are--"In your own words, describe what the soldiers discover. What impact does the discovery have on the soldiers?" 

The Jewish.Starved prisoners. They paid a sentence for which they were not guilty of. The Nazis, in the hundreds of thousands they arrested only several thousand were found alive, barely so. Their bodies drained of life, limbs like twigs--face withered. Many could hardly move, forced labour and malnutrition; suffering such conditions for months and years. There were masses of evidence to suggest the massacre that occurred in the Nazi abandoned camps. Bodies lay unburied, many more burnt. Hundreds of thousands of clothes were found, thousands of kilograms of hair as well. The dread that lingered through the camps was indescribable. One could only try to feel the shock that the allied soldiers were faced with. It's unimaginable how much malevolence was needed to perform these acts of sadism and torture. We can only hope that such poor souls now are able to rest. 

Mapping: "Some Countries in Europe involved in WWII and German Death Camps"

The following is a quick and short activity present for our class to do. The activity revisits our mapping abilities and ability to remember the factors that are needed to create a map. In this task, we are to locate the given counties on a map and identify them, by colouring. After doing so we're given locations in which the Nazi Death Camps were. Interestingly, death camps were not in Germany, concentration camps were established and many deaths occurred. However, specified  Death Camps were planted in Poland. At the time the locations of these death camps were German-occupied therefore without control of Poland. The Death Camps had gas chambers in which Jews, political enemies, homosexuals, slavs, "mentally defective" were put to kill.  

I have completed this task using Google Maps as I haven't the document--physical map--used initially.

Map: "Some Countries in Europe involved in WWII and German Death Camps"

Planning: Kristallnacht

TO ALL REGIONAL AND SUB-REGIONAL GESTAPO OFFICES

sent at 1:20AM, November 8, 1938

SUBJECT: MEASURES AGAINST THE JEWS THIS NIGHT 

That only such measures were to be taken that would not endanger German lives or property (e.g. the burning of synagogues was only to be carried out if there was no danger of fire spreading to the surrounding district).  Businesses and residences of Jews may be damaged but not looted. Particular care is to be paid in business sections and surrounding streets. Non-Jewish businesses are to be protected from damage under all circumstances. Police are to seize all archives from synagogues and offices of community organizations, this refers to material of historical significance. Archives are to be handed over to the SS. As soon as possible, officials are to arrest as many Jews especially wealthy ones - in all districts as can be accommodated in existing cells. For the time being, only healthy male Jews of not too advanced age are to be arrested.

Signed by Reinhard Heydrich,

SS Gruppenfürer

The following document was sent a day before the tragedy of "Kristallnacht" occurred. It's evident that the chaos of that night was planned. Showing in the depth of what was and not to be done. Showing also how anti-semitic and direct the Nazi party was in methodically attacking the "Jews"; which not only attacks the present culture but also digging and destroying its roots. This is clearly perceived through the order to seize the archives as well as material of historical significance. 

The burning and destruction of the synagogues and other establishments are evident in the text"That only such measures were to be taken that would not endanger German lives or property (e.g. the burning of synagogues was only to be carried out if there was no danger of fire spreading to the surrounding district).  Businesses and residences of Jews may be damaged but not looted." proves this. In addition to that, the planned arrests of the 'healthy male Jews' are present in the document as well. It is clear that this document, in alignment with the time, people and content is evidence that the "Kristallnacht" was planned.

Kristallnacht - Social Studies

Kristallnacht(Crystal Night)--"Night of Broken Glass" also referred to as “November Pogroms”; ironically--"cristal clearly"--cites aftermath of the attack [riots] against the German Nazis on Jewish properties. Homes, businesses, shops and synagogues were bombarded and attacked and destroyed. Kristallnacht notes the Brobdingnagian of broken glass through the streets, left after the event took place.

Several questions arise from this event:

1. When did this event occur?
2. How many synagogues did the programme claim were burned?
3. How many Jews were claimed to have died as a result of this event?
4. How many were said to have been sent to concentration camps?
5. What was the reaction of the German people to this event?

Transpired on the 9th of November, 1938, it pursued until 10th November; Germany, Austria and Czechoslovakia were the locations in which the events occurred. 267 synagogues were burned. As a result of this incident, 91 Jews died as it was claimed, several dozens committed suicide--many letters proving so. Through the course of the episode, 30,000 male Jews, were arrested--sent to Nazi concentration camps. The response of the German public was horrendous. Malevolence, full of it, many were exploiting from the incident; looting, plundering and picking up goods thrown out onto the street. After doing they further benefitted from the confiscation of much Jewish property. In addition to this malice, it was stated that teachers took their students to mock and ridicule the Jews; many of the "young people" considered that “Jews are our misfortune”. Though not all agreed to the violence and prejudice, some Germans felt ashamed to be what they were; many of them debated against the violence as well as the chaos that ensued. 

The Nuremberg Laws

Adding onto the previous learning that we have completed. Following onto the quotes from Adolf Hitler, we look at how spread the anti-semitic views were. Anti-Semitism was exponentially severe, as "laws" were put in place to separate the "Jewish" from the supposed real "Germans". We were given this task, to answer several questions in relation to the "Nuremberg Laws" passed in 1935. The following is the adapted article followed by the questions and answers.

THE NUREMBERG LAWS

At their annual party rally held in Nuremberg in September 1935, the Nazi leaders announced new laws based on many of the racial theories common in Nazi beliefs. These "Nuremberg Laws" excluded German Jews from Reich citizenship and prohibited them from marrying or having sexual relations with persons of "German or German-related blood." Additional regulations to these laws deprived them of most political rights. Jews were disenfranchised (that is, they had no right to vote) and could not hold public office. 

The Nuremberg Laws did not identify a "Jew" as someone with particular religious beliefs. Instead, the first amendment to the Nuremberg Laws defined anyone who had three or four Jewish grandparents as a Jew, regardless of whether that individual recognized himself or herself as a Jew or belonged to the Jewish religious community. Many Germans who had not practised Judaism (the Jewish religion) or who had not done so for years found themselves caught in the grip of Nazi terror. Even people with Jewish grandparents who had converted to Christianity could be defined as Jews. 

The Nuremberg Laws of 1935 were the start of a new wave of anti-Semitic laws that brought about immediate segregation: Jewish patients were no longer admitted to municipal hospitals in Düsseldorf, German court judges could not refer to legal commentaries or opinions written by Jewish authors, Jewish officers were expelled from the army, and Jewish university students were not allowed to sit for doctoral exams. 

Other regulations reinforced the message that Jews were outsiders in Germany; for example, in December 1935, the Reich Propaganda Ministry issued a decree forbidding Jewish soldiers to be named among the dead in World War I memorials. 

Adapted from http://www.ushmm.org/wlc/en/article.php?ModuleId=10005681 

1. Provide two examples of ways in which the Nuremberg laws affected the rights of German Jews. --- Rights to freedom has been forcefully taken away, many parts of the human rights[practised today] were not in place. One of such examples includes, Article 16 [simplified] You have the right to marry and to raise a family. Men and women have the same rights when they are married and when they are separated. Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution--. The laws dictated to Nuremberg contradicts this “Freedom of Love” per se. This distinction is further affected by not abiding by Article 7 [simplified] You have the right to be treated by the law in the same way as everyone else. Everyone has a right to protection against violations of their human rights.-- All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination. Those in themselves are great oppression against basic human rights. 

2. What other actions were taken that discriminated against Jews in Germany? (Remembering)

Jews were not allowed to vote-- they were stripped of their privileges to political rights. Discriminated not only for their beliefs and practices but merely their relation to Jews; as far back as 3 or four Jew grandparents, individuals were prosecuted and were defined as Jews. The severity would only become greater as even those ‘grandparents’ had converted to Christianity it wasn’t an exception. Hence, many who have not practised Judaism for many years as well as those who did not at all were caught within the Nazi’s grasps. 

3. Why do you think that the Nazis passed these laws? (Understanding)

It was negative propaganda that blames Germany's mistakes and wrong actions to people who have already been discriminated against throughout history. It was adding fuel to fire, as in that era WWI was lost by the Germans and were suffering severely. Adolf Hitler had very strong beliefs about pure-blooded Germans, and the race is superior to others. ‘Aryan Race’--pure blooded Germans-- considered the Jewish race as the lowest form of a human, classifying them as ‘non-Germans.’

4. If a New Zealand government passed a law that provided for different treatment of a named racial group in New Zealand, what do you think the reaction of most New Zealand people would be? Why do you think this might be the case? (Applying)

The simple thought of the action would cause an uproar, great dissension to the passed law would occur; such as what has happened to the protest about human rights-- “Black Lives Matter” and “Stop Asian Hate” in the previous year. However, I would think that it would be on a far greater scale. 

5. Do you think these Nuremberg laws were racist? Explain your point of view. (Evaluating)

The fact of the matter is it was undoubtedly racist, it wasn’t hidden nor it was implied that they had planned to hide it. The statement and thoughts behind their purpose were clear and evident that they were separating races--cultures-- through the passed laws. The laws of “equality” were biased and antisemitic.

 

What did Hitler think and say about Jews?

In continuing with the subject of WWII and the "Holocaust" we come to the second part of the topic; in which we look at the prominent power behind such atrocious acts. The then 'Chancellor' Adolf Hitler is known for his monumental hatred for the Jewish race. His reasons and roots of his hatred of Jews are not definite; many theories have come up with many reasons--some outlandish. Though he blamed the Jews for the defeat of Germany in the 'Great War' his reasoning is not substantial for such hatred per see. These are statements that he has given-- as quoted--

What did Hitler actually say about jews?

Quoted “ The Jews were responsible for bringing negroes into the Rhineland--” further “--Bastardising(lowering the quality of) the white race--”

Quoted “The Jews hates the white race and wants to lower its cultural level so that the Jews dominate."

 

The Great Depression

During the second semester of this year, in Social Studies we start looking at WWII. However, before fully doing so we need to look at before the war had started, which can be considered the reason for the war to start in the first place. "The Great Depression" was an era of time of major economic decline.  Many countries were affected by the disaster, Germany, U.S and New Zealand are only a speck of those who experienced the harshness of an economic decline. For the tasks, we are to answer questions presented to us by our teacher. Requirements are as such: minimum 6-8 sentences [per paragraph] and a lawyer paragraph at the very least.

The Great Depression--a stage of time in which was the worst [in the history of the industrialized world] economic downturn. Lasting for around a decade starting from 1929, the “depression”--a sudden decline of the economy-- originated in the U.S. Severe diminishment of the output Unsurprisingly the rapid decline of the economies was caused by multiple factors. Such factors can be categorized, consumer demand, financial panics, government policies, and the gold standard. Monetary system in which a country’s currency is valued according to gold. Countries of this era abide by this system[linking their network of exchange rates] in which paper currency is converted to a set amount of gold. The standard affected much of the world, with distinct mention to Germany which was hit the hardest in the whole of Europe. 

Germany was a prominent power, after the “Great War”, signed the Treaty of Versaille--meant to take power away from Germany-- it became a major factor in the significant effect of “The Great Depression” to Germany compared to other countries. In contrast to the U.S, during the “Great Depression", the unemployment rate was around %19.4, whilst Germany had 24%. To the allies’ proclivity for vengeance (as many historians point out) terms given to Germany were purposely enervative and impairing to the country. The “Treaty of Versailles” was meant to signify the peace between the ‘Allies’--victorious-- and Germany after the “Great War”. In starting the “Great War”, stated in the Treaty of Versailles, the country was held accountable. Thus this became a reason for the imposing and rigorous terms dictated to the country. It was obligatory for Germany to sign the ‘Treaty of Versailles’ as it was a sign of peace; though many did not agree to sign it. In addition to unemployment, the armed force of Germany was reduced; most damaging--for Germany’s pride--” Article 231, the War Guilt Clause blamed Germany and her allies for starting the war – this led to feelings of humiliation and anger.” Stated, it was the reason for the second ‘World War’.

Germany carried a huge burden in signing the treaty, in particular, the payments made to the Allies drained the country of its capital. In addition to that to pay the debt, hyperinflation of its currency was needed; printing paper marks to 1923 became utterly worthless rapidly. Another fundamental factor of why the suffering of Germany[during the Great Depression] was immense was because of its economic collapse. Sparked by the ‘Smoot-Hawley Tariff Act’ in the United States passed in 1930; this clause prevented many of the German industries from selling in the international/foreign markets, causing the decline. More damaging--territories were taken-- disposed of agricultural and industrial income. 13% of Germany’s European territory was taken, approximately 27,000 square miles; adding one-tenth of its population [6.5 to 7 million people]. Such factors have created the decline of Germany, being one of the countries stuck by “The Great Depression” the most.

On another note, as stated before, many have been struck by “The Great Depression''--including New Zealand. Whilst the effects of the decline was not immediate, it was still greatly affected, to an extent that export prices plummeted by 45% in only a span of 3 years[1930-1933]. New Zealand relied on agricultural exports. This was devastating. Continuing in the year 1930, the demand for services and goods fell. Many were unemployed, by 1933 the unemployment rate rose to 12%; however even if jobs were kept wages were reduced--by as much as 20%. Riots surfaced in 1932--first 6 months-- Wellington, Auckland and Christchurch. Though efforts were put to ease the effects of the “Depression”, this was done by unemployment schemes, it was an arduous endeavour requiring people to travel long distances for only a small sum. The “Depression” experienced by New Zealand lasted around 5 years ending in 1935 after the effects of the “Great Depression” were terminated. causing dire unemployment; companies and investors suffered deflation with billions of dollars lost. The time of the “Depression” varied across the different countries, this along with its severeness. Particular to the countries: the U.S along with the continent of Europe.

Green Peace

 Green Peace--an international organisation dedicating work to preserve endangered species of animals. The 'Green Peace' helps prevent abuse of environments, increasing environmental awareness, at times confronting corporations as well as bodies of governments. The organisation was founded in the year of 1971 in British Colombia in opposition to the  U.S. nuclear testing at Amchitka Island in Alaska. Quickly gathering support from many other ecologically-minded individuals who agrees to the goals and views of the said organisation. From such a point, it has begun to muster aid from many; helping to mobilize the public's opinion.

Since the creation of the organisation, it has set countless campaigns in response to the practices which puts the environment as well as certain species in danger. Seeking the protection of seals and whales from hunting, ceasing the discard of toxic wastes into the ocean; bringing an end to the usage of parts of the sea as nuclear testing sites. Through the decades of campaigns, missions and goals they have had several successes with their changes. the organisation has created many great impacts on many nations that alone many governments were not able to achieve. 

Examples include as quoted: 2016: 

• 2011: After the release of Greenpeace’s Dirty Laundry report, major clothing brands commit to eliminating discharges of hazardous chemicals from across their entire supply chains and products within 10 years.
• After decades of campaign work, 85% of the forested area of the Great Bear Rainforest in B.C. is protected from industrial logging.
• 2016: After three years of tireless legal action, Clyde River Inuit – with the support of Greenpeace Canada – stopped seismic blasting – a dangerous oil exploration project that threatens the Canadian Arctic.

Continuing on the protection of the environment 'Green Peace' campaigns to end the flow of single-use plastic in our oceans. Confronting several big corporations to halt such plastic packaging. Working also on several serious threats that our oceans face through unsustainable fishing and the destruction of underwater habitats. The organisation has worked in the protection of oceans through sanctuaries. With a goal to protect the world's ocean which currently only has 2% protected. By 2030 they aim to protect 30% of the world's oceans. As quoted from the organisation "Scientists have a new rescue plan for our oceans: a global network of ocean sanctuaries that would put millions of square miles off limits to destructive industries. But to make that happen, governments must agree a strong Global Ocean Treaty at the United Nations. To do that, we need as many people as possible to show these decision-makers why ocean protection matters."

Courtesy: 

https://www.greenpeace.org/usa/campaigns/oceans/

https://www.greenpeace.org/canada/en/about-us/history-successes/

https://www.britannica.com/topic/Greenpeace

https://www.upsbatterycenter.com/blog/greenpeace-good-bad/

Eco-Tourism

Eco-Tourism -- officially as quoted--“Responsible travel to natural areas that conserves the environment, sustains the well-being of the local people, and involves interpretation and education."(TIES, 2015). Unison of conservation, community, as well as sustainable travel, is what 'Eco-Tourism' is. To journey through quite undisturbed--almost uncharted areas. Such areas commonly contain programmes that benefit the environment and the well-being of the local people in that area. The difference that mass commercial tourism has compared to ecotourism is by a good margin. Whilst eco-tourism focuses on low impact and is required to be conserved under certain laws; mass tourism-- on modern advancement-- spoils the natural environment in which it is located at. With tens of thousands of people visiting a location it is often quite a cheap option, as such it is popular. That is not to say that eco-tourism is not popular but it is not to the extent of the previous. It is, however, a growing trend. Due to concerns and awareness to the environment and the likes more are looking at such options. Including opportunities for local people, educational travel, and accessible infrastructures are some of the reasons for its growing popularity. Knowing such differences and contrast, we are able to choose wiser, and so, better for the environment. By doing so we are able to protect against the decline of our domain.

There are several types of eco-tourism one of which is a focus of our topic[of the current term]. Marine ecotourism, it may perhaps be an action that would help our oceans. It may provide some solutions to some of the problems that we currently face such as the previous quandaries in presentation that I've completed before. The crisis that we face are continually addressed as such 'Marine ecotourism' have sprung up several times in regards to the health of our oceans. Often such destinations regarded as an "ecotourism" destinations are visited by people working in areas of conservation; research, studying ways in which to protect such places, benefitting nature in several forms of habitats and environments. Such actions provide chain reactions as well. Through building such areas of conservation potential benefits are obtained by local people as well.  A new study done in the country of the Philippines suggest that this fact is true. Not only that but, it has also indicated that it holds a major potential in increasing the sensitivity of the locals to protect the natural environment.  The aptitude of ecotourism in regards to protecting our oceans is clear.

The protection of many marine lives and the ocean itself is feasible with ecotourism--seen with several countries in practice. Countries that holds significant natural environments are especially affected by this--Philippines is a major example. Ecotourism--it has provided numerous beneficial outcomes to the environment--mainly the oceans and seas. Examples include an increase of wider perception to whale sharks -The research was completed in locations where visitors come to swim with whale sharks:Philippines- and other marine species. This has also spread into broader topics and parts of teh sea such as its ecosystem. This is further proven by change in behaviour, previous actions of the locals has included, as quoted "harming the sharks by hitting them with stones, harpoons, paddles, dynamite or riding them"; with current attitudes transforming into encouring others to mind the ocean and use more sustainable practices. As such due to this the quality of life as stated by locals, with an increase of job opportunities. In a way it has change the biodiversity in a positive way. 

Overfishing:Short Term---Long Term

Lawyer Paragraph of Overfishing:

Overfishing--overexploitation--has an umpteen amount of negative consequences to the ecosystem. Its importance should be taken at most urgent and at a most fundamental level. Our whole system of life depends on what is done with our tendencies to over-exploit marine species. Such is supported by countless who work in the field of research involving such aspects of cycles and species. During the stated research overfishing is often seen resulting in overpopulation of other species. Overpopulation, an occurrence that happens throughout many different species [including humans], in many aspects, negative. Unsurprisingly, when sharks were overexploited in a South American inlet, overpopulation of jellyfish came. As such this resulted in dangerous waters, which humans and other marine species alike could not go in. Connecting into the previous statement, the action of over-exploitation affects the food chain; in many ways would then affect our ecosystem. Humans are great examples of being to affect many species and even the world itself. This is often supported by world problems that we have, including global warming, overexploitation, overfishing and many others. Species which may be an apex predator may not be able to fulfil their roles, as such overpopulation happens. . Species which perhaps keep the balance wouldn't be able to[such as what happened with the previous example of sharks and jelly fishes]. 

Prezi: Sustainable Fishing

In several previous lessons, we have been looking at a new way to present the data that we have created. One of our major focuses is looking at being able to create a paragraph that not only contains plenty in terms of words--sentences--but in standard as well. Looking a being able to produce different types of sentences as well as paragraphs. Building more complex text that we are able to present. The topic of sea and ocean pollution has been present in the several blog posts that I have posted. In this, however, we collect the data and dig deeper into the industry of fishing.  

Sustainable Fishing

I do not think that in the near future sustainable fishing is possible--commercially. With the most common methods of fishing including long lining, purse seining and bottom trawling; it will be challenging to meet demands without using such methods. Purse seining and longlining are efficient at catching hundreds if not thousands at a time with many by catches with it. By catches include dolphins, whales and porpoises. Not only that but, long lines which catch "non-targeted" species, can get lost in the ocean, not retrieved. Resulting in casualties by means of other aquatic life being caught and trapped in the net. Sea turtles have been seen caught in such traps; seals, birds, whales and many other marine life. Along with that only 1.5% of the oceans are protected territories. Leaving many other areas as a spot for fishermen to go undetected.                                                                                                                    Methods in which are efficient are unlikely to be stopped. Unreported fishings which are not tracked are parts of this problem. Money--bluntly put-- money is a major concern for this problem. Bribery to the national level. Such examples include the 10,000 by-catch dolphins each year in France. Shockingly, this is only a fragment; it's estimated that worldwide, 300,000 dolphins, whales, and porpoises are killed by catch. Unless drastic changes are made, there is little to no chance of changing the majority into sustainable fishing.

Shark Finning

 Shark Finning is a practice that is looked down upon for its gruesome and cruel method. Only the fins of the shark are harvested and are put into use, whilst the body is then left to die when thrown back in the ocean. The fins are consumed, notorious usage is that of shark fin soup. A delicacy with its only purpose being to assert your rank, your privilege and wealth; as a soup cost around US$100 this is proven so. It's used as an aphrodisiac, supposedly helps to stop ageing, organ functions--tasteless and little to no nutritional value. For this purpose and usage, every year, around 73 million sharks are slaughtered.    Since the last 5 decades, the population of some species of sharks have declined by as much as 90%. Many of these also are not only the cause of shark finning but, by-catches. By-catches are fishes or other marine species caught "unintentionally" while catching certain target species and target sizes of marine life. Though some by-catch may survive, many die in the process.

Sharks are the apex predator, not many, or at all can make sharks their prey. They control the ecosystem, balancing certain species so that they wouldn't overpopulated. Overpopulation is a problem with how the life cycle balances. This occurrence would likely be the extinction of certain species whose hunter are the preys of sharks. As such this would disrupt how much of the said species there are. In turn, when the said species is extinct soon enough, the shark's prey would be also as their source of food is no more. This chain of reactions could possibly cause the extinction of countless species that including ourselves.