Eco Toursim

Adventure & Eco Tourism

Advance Certificate

Adventure & Eco Tourism

Advance Certificate

Sacred Heart Junior College’s program in Eco-Tourism Development is unique in the region, and among few such programs in the world. Designed to provide students with a background in natural resource management and tourism, this degree program also combines entrepreneurial theory and practice critical to developing and expanding Belize’s economy. Students take courses from four different areas of study incorporating a range of skills applicable to the development of the Eco-tourism industry. At the same time, students take a 4 semester seminar course which guides them through the process of conceptualizing and establishing their own business in Eco-tourism, with the aim of providing self-employment and community development during the course of their studies, and thereafter. Students are provided with the necessary training to grow their business sustainably into the future, and to participate in developing Belize’s unique natural and cultural resources. This program admits students on a competitive basis and enrollment is limited.

The motivation behind this undertaking was to present the coordinated writing task in the variant of the online practice test then accessible on the TOEFL Web website. As noted before, we needed to test the educators’ responses to the coordinated writing task as this was one of the most imaginative highlights of the new TOEFL. Section 1 of our third errand requested that the educators react to the writing task themselves, as though they were TOEFL competitors. They were ready to pay someone to write my research paper and to peruse a short entry, tune in to a short talk on a similar subject, and afterward react in writing to guidelines requiring an examination of the infonnation they had gotten from the two sources. In Part 2, the educators took a gander at a reaction to the incorporated writing task composed by a non-local English-talking student at Lancaster University. The educators were solicited to show the sort from input they would give this student about his writing. This assignment was intended to give us further bits of knowledge (past those set up in Phase 1) into the educators’ perspectives on the kind of writing required for the current TOEFL. In Part 3, the educators were approached to score the student writing utilizing the coordinated writing task rubric (scoring criteria) for the new TOEFL, which we accommodated them. They were solicited to underline those parts from the rubric that helped them to choose which score to give. We evoked subtleties of issues they experienced when settling on a score and asked them whether they would feel certain working with the criteria in their future TOEFL classes. We additionally got some information about the kinds of help they thought would be useful on the off chance that they didn’t feel certain. The last inquiry posed to educators for their assessments of the coordinated writing task and the related criteria.

Total Credits
Total Courses
Pre-College Core
Professional Sequence Details
Professional
33
10
General Education
6
2
Support
Total
39
12

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