Course Profile Hospitality and Tourism (TFH4E), Grade 12, Workplace Preparation, Combined

Unit 1: Tourism: Far and Wide

Time: 15 hours

Activity 1.1 | Activity 1.2 | Activity 1.3

Unit Description

Students explain the importance of each of the eight sectors of the hospitality and tourism industry. They focus on the interrelationship between each of the sectors; the impact of tourism at the local, provincial, national, and global level; various attractions, landmarks, and geographical regions; and the support services within the industry. Students view the role of hospitality and tourism from a local to global level with a holistic approach in light of gospel values.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Tasks
1.1 Inter-relationships within the eight tourism sectors	6 hours	TFV.01, TFV.02, TF1.04, TF1.06, TF1.07, TF1.08, TF1.09, TF1.11	Knowledge/ Understanding Thinking/ Inquiry Communication	- Diagnostic activity to review eight Tourism Industry sectors - Worksheet to find inter-relationship between a few sectors - Research on how the eight sectors interrelate by investigating a local tourism event - Written report on the interrelationship between the eight sectors
1.2 The economics of the eight tourism sectors	3.5 hours	TFV.01, TFV.02, TF1.01, TF1.05	Knowledge/ Understanding Thinking/ Inquiry Communication	- Statistical analysis of employment in tourism - Class discussion interpreting statistics using real business examples - Class discussion on economic and community issues related to the tourism industry - Point-form list of positive and negative effects of a personal link to tourism - Read and summarize an Internet article about global tourism - Class discussion on how global crises have negative effects on the tourism industry - Essay on whether or not tourism should be promoted in times of global crisis
1.3 Attractions, Landmarks, and Locations	5.5 hours	TFV.01, TFV.02, TF1.02, TF1.03, TF1.10	Knowledge/ Understanding Thinking/ Inquiry Communication	- Students locate well-known world tourism landmarks and destinations on a world map - Class discussion on Canadian landmark/tourism destinations - Research, create a poster, and make group presentation on tourism activities found in one of Canada’s provinces and how these link to its geography - Test on the links between geographic regions and the tourism industry

Activity 1.1: Inter-relationships Within the Eight Tourism Sectors

Time: 6 hours

Description

Students begin with a review and diagnostic exercise directed at refreshing the students’ awareness of the eight sectors. The focus is on the identification of the components of each sector and introduces the students to researching tourism through the use of a variety of resources. The students are expected to use these skills to complete an assignment exploring the inter-relationships among the sectors.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation

Overall Expectations

TFV.01 - demonstrate an understanding of the importance of tourism at the local, provincial, national, and global level;

TFV.02 - explain the importance of each of the eight sectors of the hospitality and tourism industry –accommodation, adventure tourism/recreation, food and beverage, transportation, travel trade, events and conferences, attractions, and tourism services.

Specific Expectations

TF1.04 - describe the impact of the hospitality and tourism industry on transportation;

TF1.06 - identify components of the tourism services sector of the tourism industry;

TF1.07 - explain the relationship of the accommodation sector to other sectors of the tourism industry;

TF1.08 - describe various roles of the travel trade sector in the tourism industry;

TF1.09 - identify demands made by the events and conferences sector of the tourism industry on the rest of the industry;

TF1.11 - identify the various national and provincial associations that support tourism activities.

Prior Knowledge & Skills

Students should:

· be familiar with brainstorming techniques;

· have collaborative/cooperative group skills;

· be familiar with the eight sectors of the tourism industry;

· have effective verbal skills to participate in discussion/group work and presentation;

· have appropriate research and writing skills to complete individual assignments and reports.

Planning Notes

The teacher should:

· duplicate a class set of The Eight Sectors of Tourism (Appendix 1.1.1) and Canadian Tourism Industry Sector Examples (Appendix 1.1.2);

· prepare a list of tourism industry sector examples found in the local community (can refer to these in class discussion);

· duplicate a class set of Connect the Tourism Industry Sectors (Appendix 1.1.3);

· prepare an example for the Connect the Tourism Industry Sectors worksheet (Appendix 1.1.3) to share with the class;

· duplicate a class set of the assignment The Eight Sectors: How Do They Relate? (Appendix 1.1.4);

· book library time or a computer lab for individual research on assignment (Appendix 1.1.4);

· prepare an exemplar of the assignment to clearly show students your expectations for the assignment (Appendix 1.1.4).

Teaching/Learning Strategies

1. As a diagnostic activity, students are divided into eight groups and each group completes The Eight Sectors of Tourism (Appendix 1.1.1). In this activity, students match Canadian Tourism Industry Sector Examples (Appendix 1.1.2) under the appropriate tourism industry sector. This activity will refresh students’ memory of the types of businesses that fall under each sector. It is expected that each group member record his/her answers on individual worksheets so that students will come away from the activity with a copy.

2. The teacher assigns each group one of the eight sector titles. For example, group one could be referred to as Accommodation, group two as Food and Beverage, etc.

3. Each group brainstorms three examples of the types of businesses (preferably in their local community) listed under their assigned sector.

4. Each group presents their answers from the diagnostic activity to the class (in their assigned sector only) as well as the three examples.

5. Each group is asked to find three other sectors that relate to their sector in Connect the Tourism Industry Sectors, using one of their three examples (Appendix 1.1.3). For example, Adventure Tourism/Recreation might have an example such as Big Mountain Ski Lodge. This can be connected to the Accommodation sector (to lodge guests that come from a distance to ski), to the Food and Beverage sector (to feed hungry, cold skiers) and to the Tourism Services sector (to promote their business for the winter season).

6. The teacher distributes the assignment The Eight Sectors: How Do They Relate? (Appendix 1.1.4). In this assignment, students examine how the eight tourism sectors relate and connect.

7. Students write a one-page report on the interrelationship among the eight sectors as learned from The Eight Sectors: How do They Relate (Appendix 1.1.4).

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Achievement Chart Categories
The Eight Sectors of Tourism (match-up) and Presentation	Marking scheme	Diagnostic	Knowledge Thinking/Inquiry Communication
Connect the Tourism Industry Sectors	Anecdotal comments	Formative	Knowledge Thinking/Inquiry Communication
The Eight Sectors: How Do They Relate? (Written Assignment)	Checklist	Formative	Knowledge Thinking/Inquiry Communication

Accommodations

· The teacher should consult IEPs for specific direction on accommodation for individuals.

Resources

Books

Powers, Tom and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th ed. Toronto: John Wiley & Sons, Inc., 1999. (Teacher Resource Manual) ISBN 0-471-33029-9

Powers, Tom and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th ed. Toronto: John Wiley & Sons, Inc., 1999. ISBN 0-471-25244-1

Timmons, Veronica. A Guide to Canada’s Tourism Industry and Its Careers, 4th ed. Vancouver, British Columbia: Getaway Publishing Inc. ISBN 0-9693-326-2-9

Websites

Canada Tourism – www.canadatourism.com
Information about tourism in Canada, including topics such as sustainable development.

Ministry of Tourism, Culture and Recreation
– http://www.tourism.gov.on.ca/english/tourism/associates.asp
Various links to organizations that serve the interests of Ontario Tourism and its consumers

Appendix 1.1.1

The Eight Sectors of Tourism

Find the businesses that fall under each of the eight sectors of tourism using Appendix 1.1.2 Canadian Tourism Industry Sector Examples. The lines in each sector represent the number of businesses that are in each sector. Once completed, brainstorm three local examples of the types of businesses that are in your assigned sector and record in the centre space in the table.

Accommodation

__________________________

Food and Beverage

__________________________

Transportation

__________________________

Adventure Tourism

__________________________

Three Local Examples

Sector: ___________________

__________________________

Events and Conferences

__________________________

Travel Trade

__________________________

Attractions

__________________________

Tourism Services

__________________________

Appendix 1.1.2

Canadian Tourism Industry Sector Examples

Lodges/Bungalows	Hunting Facilities
Recreation Camps	Ski Resorts
Time-shared Facilities	Industrial Tourism
Hosts - Country Inns	Conventions
Bed and Breakfasts	Institutions
Dining Rooms	Interpretive Centres
Fast Food Outlets	Government Tourism Departments
Pubs/Lounges	Auto Clubs
Night Clubs	Tour Guides
Cabarets	Fishing and Hunting Lodges
Club Facilities	Trade Press
Specialty (e.g., Medieval Feast)	Hotels, Motels, Resorts
Golf/Tennis Facilities, Parks	Gas Stations
Fishing Facilities	Car Rentals
Recreation Vehicles	Coffee Shops
Tour Operators	Cruise Lines
Campgrounds, Summer Camps	Professional Associations
Research Services	Railways
Taxis	Festivals
Meetings/Conferences	Charter Boats
Air Carriers	Catering Operations
Native/Cultural Tourism	Cabins Fishing/Hunting
Tourism Educators	Travel Agencies
Tour Wholesalers	Restaurants
Retail Operation	Motor Coaches
Marine Facilities	Amusement/Recreation Parks
Special Events	Family Vacations, Tourist Homes
Trade Shows	Advertising Agencies
Fairs and Exhibitions	Consultants
Museums/Galleries, Heritage/Historical Sites	Tourist Information Centres
Parks/Gardens	Tourism Suppliers
Marketing
Hostels

Appendix 1.1.3

Connect the Tourism Industry Sectors

	Assigned Sector __________________________ Example __________________________
Related Sector __________________________ Example __________________________	à	Related Sector __________________________ Example __________________________
	ß à
	à
	Related Sector __________________________ Example __________________________

Explain the connections i.e., What is the interrelationship among these sectors?

____________________________________________________________________________________

Appendix 1.1.4

The Eight Sectors: How do they relate?

To better understand the eight sectors, we need to acknowledge and examine how they relate and connect. You are to pick an event; one that would require participants to make plans in travel, accommodation, and food and beverage. Choose an event from the following categories: Trade Show, Educational Conference, Political Convention, Major Sports Events, Music Concert, or other event.

1. Choose an Event

2. Tourism Services

· Find three resources with information about the area where the event is being held.
You must find:

· one government resource;

· the location of the closest Information Centre;

· one other resource.

3. Travel Trade

· Obtain an example of each of the travel trade operations in the area.

· Choose one to assist with making your arrangements.

· Explain your choice and its role.

4. Accommodations

· Find the following examples of places to stay in the area:

· one high priced;

· one moderately priced;

· one cheaply priced.

5. Transportation

· Give the following examples of the transportation sector:

· accurate directions by car from your school to the event location;

· a bus operator that serves your event location and fare information for a trip to that location;

· one other way to get to the area of the event on another type of carrier.

6. Food and Beverage

· Locate the following three places to get food and drink near or in the event:

· a place suitable for couples;

· a place suitable for a family;

· a place suitable for a group.

7. Attractions

· Find three examples of attractions within four hours drive of the event.

· Give the contact information including mailing address, phone/fax number and an Internet or
e-mail address.

8. Adventure Tourism/Recreation

· Find three examples of adventure tourism operations or recreational sites within four hours drive of the event.

· Give their contact information including mailing address, phone/fax number, and an Internet or e-mail address.

Activity 1.2: The Economics of the Eight Tourism Sectors

Time: 3.5 hours

Description

Students explore the impact of the eight sectors of hospitality and tourism on society as a whole. Employment numbers, breakdown, and projections are explored giving students real world examples of how this industry contributes to the job market in Canada. Students examine economic and community issues that arise when government and business leaders attempt to develop or expand tourism. Students determine the positive and negative effects that result from this expansion. This activity concludes with a look at the importance and impact of tourism at the global level.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation

Overall Expectations

TFV.01 - demonstrate an understanding of the importance of tourism at the local, provincial, national, and global level;

TFV.02 - explain the importance of each of the eight sectors of the hospitality and tourism industry – accommodation, adventure tourism/recreation, food and beverage, transportation, travel trade, events and conferences, attractions, and tourism services.

Specific Expectations

TF1.01 - describe the importance and impact of tourism at the local, provincial, national, and global level;

TF1.05 - explain the economic value of tourist attractions.

Prior Knowledge & Skills

Students should have knowledge of:

· effective verbal skills to participate in class discussion;

· critical thinking skills to come up with real-world examples related to class discussion;

· computer/Internet skills;

· effective writing skills.

Planning Notes

The teacher should:

· prepare overhead transparencies and duplicate a class set of Appendices 1.2.1, 1.2.2 and 1.2.3;

· prepare a lecture based on the statistics found in Appendices 1.2.1, 1.2.2 and 1.2.3 on employment in the Tourism industry, finding real-life examples to help emphasize certain statistics;

· prepare overhead transparencies of Appendices 1.2.4 and 1.2.5 on economic and community issues and impacts on tourism;

· duplicate a class set of Tourism Issues and Impacts: A Personal Perspective (Appendix 1.2.6);

· prepare an example of Appendix 1.2.6 to show students how to complete this exercise;

· book the computer lab for the reading and summarizing of an Internet article on the growth of global tourism;

· gather information relating to a significant world event that would have an impact on tourism, either positive or negative.

Teaching/Learning Strategies

1. The teacher distributes handouts providing statistics on the Tourism Industry (Appendices 1.2.1, 1.2.2 and 1.2.3).

2. The teacher conducts a Socratic lesson (using overhead copies of the handouts in Strategy 1) discussing employment numbers, breakdown and projections (people employed, employment projections and gender profiles).

3. Class discussion evolves out of personal interpretation and experience of what the statistics represent. Students are encouraged to use life experiences and people that they know to examine the statistics.

4. The teacher leads a discussion on various economic and community issues relating to the tourism industry using overhead copies of Appendix 1.2.4 and 1.2.5 (Issues and Impacts 1 and Issues and Impacts 2). The teacher asks students to provide real examples to help demonstrate each issue and its impacts.

5. Students use a personal vacation or visit to a tourism event to complete Tourism Issues and Impacts: A Personal Perspective (Appendix 1.2.6). Alternatively, the teacher discusses a variety of local events showing students that participating in local events could be considered tourism events.

6. Students read the article on the growth of global tourism found on the Internet and summarize their findings in ten points, using statistics to help demonstrate their findings.

7. The teacher introduces the next activity by reviewing the facts surrounding a significant world event that may have an impact on tourism, either positive or negative.

8. Students write a one-page essay supported by examples on whether or not tourism should be promoted during times of global crisis.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Achievement Chart Categories
Class discussion on Tourism Statistics	Participation Checklist	Diagnostic	Knowledge/Understanding Thinking/Inquiry Communication
Tourism Issues and Impacts: A Personal Perspective (Point-List)	Checklist	Formative	Knowledge/Understanding Thinking/Inquiry Communication
Internet article summary (10-point List)	Checklist	Formative	Knowledge/Understanding Thinking/Inquiry Communication
One-page written opinion piece	Rubric Checklist	Formative	Knowledge/Understanding Thinking/Inquiry Communication

Accommodations

· Consult IEPs for specific direction on accommodation for individuals.

· Acknowledge communicative attempts immediately to demonstrate that the message was received.

· Provide students with opportunities to explore a self-selected topic in-depth; teach skills related to effective independent inquiry.

Resources

Books

Powers, Tom and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th ed. Toronto: John Wiley & Sons, Inc., 1999. (Teacher Resource Manual) ISBN 0-471-33029-9

Powers, Tom and Clayton W. Barrows. Introduction to the Hospitality Industry, 4th ed. Toronto: John Wiley & Sons, Inc., 1999. ISBN 0-471-25244-1

Timmons, Veronica. A Guide to Canada’s Tourism Industry and Its Careers, 4th ed. Vancouver, British Columbia: Getaway Publishing Inc. ISBN 0-9693-326-2-9

Websites

Canada Tourism – www.canadatourism.com
Information about tourism in Canada includes topics such as sustainable development.

World Travel and Tourism Council – www.wttc.org
Statistical information on global tourism

People and The Planet – http://www.peopleandplanet.net
Article on global tourism

Appendix 1.2.1

People Employed in the Tourism-Related Industry

	CANADA	Atlantic Provinces (N.S., N.B., Nfld., P.E.I.) see Note 2	Que.	Ont.	Man.	Sask.	Alta.	B.C.
Accommodation	172 300	13 000	37 500	49 600	7700	8000	26 100	30 300
Food and Beverage	711 800	43 300	158 400	270 200	26 100	21 500	77 600	114 700
Adventure Tourism and Outdoor Recreation	71 100	3500	16 100	26 900	2800	1900	6900	13 000
Transportation	267 600	14 300	64 900	92 600	14 600	6900	26 400	47 900
Travel Trade	47 700	1800	10 300	22 200	1100	500	4400	7400
Attractions	120 000	7000	28 100	46 800	4800	3600	11 700	18 000
Total	1 390 500	82 900	315 400	508 200	57 000	42 400	153 200	231 200

Source: Statistics Canada. Labour Force Survey. 1997 Annual Averages. Unpublished data.

Note 1. The Labour Force Survey does not include the Yukon and Northwest Territories.

Note 2. The Atlantic Provinces were aggregated due to small numbers.

Appendix 1.2.2

Comparing Tourism-Related Industry Employment in Ontario from the Past to the Future

Sector	1997	2002	2005	Growth Rate (1997-2005)
Accommodation	49 600	50 200	50 600	+ 0.3%
Food and Beverage	270 200	314 800	347 100	+ 3.2%
Adventure Tourism and Outdoor Lodges Sport and Recreation	26 900 3600 23 300	34 600 4100 30 500	35 000 4500 30 500	+ 3.3%
Transportation Air Transport Rail Transport and Services Water Transport Public Passenger Transport Taxicabs, Car and Truck Rentals	92 600 19 700 12 000 2700 36 700 21 500	102 900 25 000 11 700 2700 40 400 23 100	107 00 28 800 11 000 2800 41 500 23 600	+ 1.9%
Travel and Trade	22 200	23 000	23 300	+ 0.6%
Attractions	48 600	61 300	61 200	+ 3.4%
Total	508 200	586 800	624 900	+ 2.6%

Appendix 1.2.2 (Continued)

Something to Think About

· Tourism is the world’s largest and fastest-growing industry. About 500 000 people are now employed in tourism in Ontario, over 8% of Ontario’s total employment, and close to 625 000 predicted for 2005.

· Ontario has Canada’s largest tourism industry, representing more than 88 000 businesses in food and beverage, accommodation and amusement, transportation and travel services, in car rental, and in tourism-related retail.

· Tourism is a major employer of young people and is one of the largest seasonal employers of students. Ontario colleges and universities offer a variety of tourism-related programs.

Appendix 1.2.3

Tourism Industry Employment: Gender Comparison

Sector	% Women	% Men
All Employed in Canada	46.0	54.0
Tourism Related Sectors	50.9	49.1
Travel Trade	73.6	26.4
Accommodation	60.2	39.8
Food and Beverage	58.4	41.6
Attractions	48.7	51.3
Adventure Tourism/Outdoor Rec.	42.4	57.6
Transportation	24.8	75.2
Source: Statistics Canada, 1996 Census. Special Tabulation

Appendix 1.2.4

Issues and Impacts 1: The Economic Issues

Positive Issues and Impacts

· Labour intensive

· Creates employment

· Provides employment for workers who are difficult to employ (young people, unskilled workers).

· Multiplier effect keeps money circulating in the community

· Generates local, provincial, and federal taxes

· Helps diversify the economy

Negative Issues and Impacts

· Uses resources that could produce revenue in other industries

· Employment is often seasonal

· Can create a large portion of semi-skilled, low-paying jobs

· Increase in land values makes it unaffordable for residents

· Uses tax money to develop and promote the industry

· Increases municipal needs for emergency services (e.g., large shows/events requiring more policing)

Appendix 1.2.5

Issues and Impacts 2: The Community Issues

Positive Issues and Impacts

· Uses natural, local attributes to attract and draw tourists

· Creates new facilities, e.g., theatres, sports arenas, parks (also available for residents use)

· Improves community image, promotes the beautifying of the community, e.g., planting flowers along major roadsides

· Educates people about other cultures and assists in developing tolerance and awareness

· Community gets positive publicity in the media

Negative Issues and Impacts

· Creates traffic and people congestion in popular areas

· Can deplete natural resources, e.g., fish and wildlife

· Can create unfavourable image, e.g., garish developments, strip malls, billboards, noise, auto pollution

· Can create negative attitude about service industry jobs

· Creates conflict between developers and recreational area residents and environmentalists who want to preserve nature

Appendix 1.2.6

Tourism Issues and Impacts: A Personal Perspective

List below in point form, positive and negative effects of your personal vacation or visit to a tourism event (consider community and economic issues and impacts discussed in class)

Positive Issues and Impacts

Negative Issues and Impacts

Activity 1.3: Attractions, Landmarks and Locations

Time: 5.5 hours

Description

In this activity, students look at tourism facilities and landmarks in Canada and around the world drawing on their own experiences and knowledge. They examine more closely the attractions and adventure tourism/recreation sectors. The importance of these two sectors is described through examples given and the inherent link these sectors have with geography.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation

Overall Expectations

TFV.01 - demonstrate an understanding of the importance of tourism at the local, provincial, national, and global level;

TFV.02 - explain the importance of each of the eight sectors of the hospitality and tourism industry – accommodation, adventure tourism/recreation, food and beverage, transportation, travel trade, events and conferences, attractions, and tourism services.

Specific Expectations

TF1.02 - describe the importance of the attractions and adventure tourism/recreation (e.g., ecotourism) sectors of the tourism industry;

TF1.03 - identify international tourism facilities and world-renowned landmarks;

TF1.10 - describe the link between geographic regions and the tourism industry.

Prior Knowledge & Skills

Students should:

· have effective verbal skills to participate in class discussion and presentations;

· have collaborative/cooperative group skills in order to participate in group research;

· demonstrate effective listening skills.

Planning Notes

The teacher should:

· post a map of the world;

· make a cross-curricular link to geography by questioning students on the location of various countries and cities located on the world map;

· prepare a few examples of well-known world landmarks/tourism destinations, and write them on a label attached to a straight pin to place on the map to show students what is expected of them;

· have blank overhead transparencies for recording information from class discussion in Strategies 2 and 3;

· reserve the library or computer lab for group research on provinces;

· collect travel magazine pictures for group posters;

· provide examples of “test questions” to help students understand what is expected of them;

· collect group-generated questions and combine questions into one group-generated test to be given to students the following day.

Teaching/Learning Strategies

1. The teacher tapes a map of the world on a wall and then hands out five small labels to each student. The teacher explains that throughout this activity, students will be asked to label various well-known landmarks or tourist destinations throughout the world. At the beginning of each class for the next five classes, each student must come up with a destination for each continent, write its name on the label, stick the label to a straight pin and place the pin in the correct country on the world map. Students are encouraged to locate destinations that are not well-known tourist locations.

2. The teacher leads a class discussion of known landmarks/tourist destinations in Canada and around the world. The teacher records student answers on the board or overhead transparency.

3. The teacher and students edit the list creating two sub-categories. One list highlights destinations/landmarks that are attractions and the other focuses on examples of adventure tourism/recreation destinations/landmarks.

4. Students are divided into twelve pairs/groups and randomly assigned a province or territory to study.

5. Student groups conduct research in the library or computer lab finding examples of attractions and adventure tourism/recreation destinations in their province and how these destinations relate to the geography of the province. It is suggested that each group search their respective province’s government website and information centre to obtain information.

6. Student groups present their research in a poster format.

7. Each group prepares two questions about how the geography of their assigned province is linked to the tourism industry. Group questions will be collected and the teacher prepares a test based on the questions.

8. Students take the test on the link between geographic regions and the tourism industry.

Assessment & Evaluation of Student Achievement

Task/Product	Tool	Purpose	Achievement Chart Categories
Locating 5 landmarks on World Map	Participation Checklist	Formative	Knowledge/Understanding Communication
Group Province Poster	Checklist	Formative	Knowledge/Understanding Thinking/Inquiry Communication
Group Province Poster Presentation	Checklist	Formative	Knowledge/Understanding Thinking/Inquiry Communication
Test	Marking Scheme	Summative	Knowledge/Understanding Thinking/Inquiry Communication

Accommodations

· Provide models of finished tasks as examples of a completed project.

· Reward communicative attempts immediately to demonstrate that the message was received.

· Allow for flexible pacing in keeping with the demonstrated needs and abilities of the student.

· Evaluate students’ work with techniques that include input by self, peer, and teacher.

· The teachers should consult IEPs for specific direction on accommodation for individuals.

Resources

Books

Timmons, Veronica. A Guide to Canada’s Tourism Industry and Its Careers, 4th ed. Vancouver, British Columbia: Getaway Publishing Inc. ISBN 0-9693-326-2-9

Websites

Canada Tourism – www.canadatourism.com
Information about tourism in Canada including topics such as sustainable development.

World Travel and Tourism Council – www.wttc.org
Statistical information on global tourism and articles/press releases about current news

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