Titlebook: Education for Sustainability in Tourism; A Handbook of Proces Gianna Moscardo,Pierre Benckendorff Book 2015 Springer-Verlag Berlin Heidelbe

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Abdominal anatomy and pathologyrism development. The goal of this chapter is to discuss how sustainability can be implemented into higher tourism education and what changes are necessary within the university’s strategy, organizational structure as well as within the curricula and teaching strategies. Learning for sustainable tou

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Computed Tomography in Head Injuriesat reinforce it. The chapter considers and describes how this values-based approach is pedagogically activated by employing critical thinking, self-directed and experiential learning techniques. It draws upon a number of subjects taught by two Universities: one in the USA and one in Australia that u

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Computed Tomography in Brain Tumors, opportunities available across the formal school and tourism sectors to educate together for a more sustainable means of organizing our lives. International frameworks for environmental education and education for sustainability are described and the Australian frameworks developed in response to t

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,The Abdomen — Liver and Biliary Tract,ment in tourism management and research into tourism impacts on destinations indicates that the involvement of destination communities in tourism governance is a key element of sustainability. This chapter will focus on residents of destination communities and outline the educational elements requir

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W. Frik,M. Persigehl,K.-C. Klosemensions to this discussion—educating tourists to support the management of their impacts on the destination and using tourist experiences as an opportunity for EfS more broadly. This chapter identifies points of communication between tourism actors and tourists which could be used for EfS in touris

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https://doi.org/10.1007/978-3-642-65191-5n. This paper explores the role and value of critical pedagogy as it relates to how we teach tourism studies. In particular, the paper adopts a reflexive, autobiographical approach to outline my own efforts to build Critically Reflective Practice (CRP) into an undergraduate sustainable tourism class

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https://doi.org/10.1007/978-3-0348-5187-9 in 1999 to the largest single education abroad program for students at UGA and one of the most popular in the country. Focusing on broad questions of human–environment sustainability, GPS uses a module-based pedagogical approach to deliver inter-disciplinary, faculty-led, study abroad programs for