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CGG3O discusses issues related to travel and tourism within and between various regions of the world. Throughout this course, students will investigate the unique environmental, sociocultural, economic, and political characteristics of various regions, and examine travel patterns and trends to predict future tourist destinations. They will also investigate the impact of the travel industry on natural environments and human communities.
Some tourism involves traveling far away, to another region or country. People go to different countries to do activities such as skiing or hiking. Some tourism involves traveling to a place of interest, such as a museum, that is nearby. This type of travel is called an outing, or day trip.
It is easier now than ever before for people to travel for pleasure. Most employees are given time off from work so they can go on vacation. They may also receive wages to cover the time they are away. Companies involved in tourism have made it easy for people to book a break by creating package vacations.
People have been traveling for pleasure at least since Roman times, when rich tourists traveled to the Italian coast for holidays. Pilgrimages, or journeys to places of religious importance, are early examples of tourism that are still popular today. The word holiday comes from the phrase holy day.
A recent development in the tourist industry has been the rise of ecotourism. This means that people want to be sure that their travels do not affect the environment, or other people, in a negative way.
This program integrates leadership, communications, and financial management into a curriculum focused on managing facilities and operations that provide hospitality services to the public. As part of the program, students also complete the leadership and communications minor offered by the College of Agricultural Sciences and Natural Resources (CASNR). The hospitality, restaurant and tourism management program (HRTM) prepares individuals to serve as entry-level managers and directors of hospitality operations by providing an excellent foundation in hospitality, leadership, and guest services.
Students accepted by the University must have an ACT of 20 or SAT of 950, a 3.0 cumulative high school grade point average, or rank in the upper half of their high school graduating class and have the following high school preparation to be eligible for guaranteed admission to the College of Education and Human Sciences:
The college will accept no more than 9 credit hours of grades less than a C from any program outside the University of Nebraska system. Grades below a C can only be applied to general education requirements and elective classes.
Description: Provides an introduction to the global business of hospitality segments including: event management, tourism, and food & beverage management, lodging, private club management and human resources management. Incorporates both classroom and applied learning focusing on the economic, social, and cultural impact of hospitality on the global economy, career opportunities, learning experiences, service excellence, and cultural and economic trends.
Description: Introduction to the integrated and sustainable development approach in tourism. Explore the background of and approaches to tourism planning, historical and contemporary development of tourism, as well as the concepts and components of the planning process.
These skills are relevant to the hospitality and tourism sector as they will allow students to apply the essential skills required by industry. Skills development in these areas is important as students prepare themselves for an opportunity in a Co-operative Education placement, apprenticeship or Dual Credit opportunities.
The Tourism Grading Council of South Africa briefed Members on graded establishments in South Africa. Members were provided with an overview on the process, criteria, monitoring and evaluation of establishments. The Council had in 2009/10 completed a total of 7 642 gradings compared to the 986 completed in 2002/03. The Awards Committee of the Council made the final decision but ultimately relied on the expertise of assessors when making determinations. Quality inconsistencies were a problem as establishments where quality differed considerably were given the same gradings. The root of the problem was assessors and approvals by the Grading Council. The Awards Committee had a difficult task. The Council required an overhaul and for 2011-2014 strategies were identified to enable delivery on outcomes. The first was to stop the illegal use of grading stars and to protect the Council brand, the second was to improve the competence and integrity of assessors, the third was to simplify the billing process and implement a more equitable fee structure, the fourth was to introduce grading criteria which was globally recognised and credible to visitors and stakeholders, and the fifth was to improve the integrity of the grading process using information technology Infrastructure and the sixth and last strategy was to convince the industry to see the value in participating in the grading system.
Members engaged a great deal on the issue of access to Council and what it was doing to reach persons at grassroots level. Its efforts in rural areas were especially impressed upon. The Council like many Government departments in tourism had financial constraints and its efforts were limited. The difficult issue of balancing transformation in the industry whilst maintaining certain levels of quality was recognised. It was something that needed further discussion. Government processes on procurement were questioned as many times ungraded establishments were used. It was felt that the practice should come to an end and that Government should set a good example and use graded establishments.
The Committee was informed of the agreements between South Africa and Kenya, South Africa and Egypt and between South Africa and the Peoples Republic of Vietnam on issues relating to tourism. Such agreements required no ratification by Parliament in terms of Section 231(3) of the Constitution; hence the Committee did not have to deliberate or vote on them
Tourism Grading Council of South Africa
Ms Thembi Kunene, Chief Quality Assurance Officer, Tourism Grading Council of South Africa (TGCSA) briefed Members on graded establishments in South Africa. Ms Kunene provided an overview on the process, criteria, monitoring and evaluation of establishments. The TGCSA had in 2009/10 completed a total of 7 642 gradings compared to the 986 completed in 2002/03. The Awards Committee which assented to gradings met 637 times in 2009/10 as opposed to 82 times in 2002/03. Its work had increased tremendously. The Awards Committee however relied on the expertise of assessors when making determinations. Some establishments were graded without even being seen. The TGCSA highlighted areas of concern. Quality inconsistencies were identified as a problem, as establishments where quality differed considerably were given the same gradings. The root of the problem was assessors and approvals by the Grading Council. The Awards Committee had a difficult task. It was difficult to double check 700 properties per month within an eight hour meeting. The number of assessors presently had decreased from 85 to 50. In 2008 a review was done on the TGCSA. With the overhaul of the TGCSA some assessors had been fired whereas others had resigned. The TGCSA used to be a Section 21 company. It was now a subcommittee of the South African Tourism Board. In 2009 the Minister of Tourism had appointed the members of the Awards Committee. Ms Kunene stated that the road ahead for the TGCSA 2011-2014 necessitated strategies to deliver on outcomes.
This is a 14-lesson independent study course on the topic of travel and tourism in the United States and abroad with focuses on terminology, trends, development, and financial significance. Prerequisites: C or highter in either SRA 194 or 200.
Students completing the hospitality, resort, and tourism management (HRTM) major will have competencies managing, marketing, and creating hospitality and tourism services. Students are taught to think critically about their host communities in order to create hospitality and resort business concepts that maximize financial feasibility for the investor, but also enhance the socio/cultural and natural environment and improve and sustain quality of life for visitors and for residents.
Welcome to Aquatic Ecosystems: The Elbow River, a field study designed for Bio 20 students. This is a curriculum-connected full-day study of the Elbow River with multidisciplinary post-activity support. The intent of this program is to provide a hands-on, engaging outdoor component, which will meet the needs of Biology 20 Unit B: Ecosystems and Population Change. This program is also written to achieve the mandate of the Alberta Government - Tourism, Parks, and Recreation and also addresses the four program goals of preservation, outdoor recreation, heritage appreciation, and heritage tourism. The field study is designed to focus on testing and studying the abiotic and biotic factors of the aquatic ecosystem. Students are challenged to predict and then discover what the factors are indicating. Students will have the opportunity to monitor the Elbow River from the pristine waters of Cobble Flats in Kananaskis Country all the way to the City of Calgary. Traveling by bus, students will...
This publication is an awareness and education program for off-highway vehicles spearheaded by Alberta Tourism, Parks and Recreation as part of the Alberta Recreational Corridor and Trails Designation Program. It was developed by a collaboration of stakeholders and experts in the safety and stewardship areas. This program is intended for children and youth from grades 1 to 12 and was designed for use by an instructor visiting a classroom.
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