This chapter discusses tourism’s impacts on global environmental change. Tourism affects four key Earth-system processes under threat: biodiversity loss, freshwater availability, land-use change, and climate change. On a global scale, tourism impacts on climate change are most significant. However, on a local or regional scale, tourism can be a considerable driver of change in the other processes, sometimes to an extent of global proportions. The various components of tourism act differently in these processes. Tourism mobility as a whole is generally the most problematic. The causes of tourism impacts are explored per system process and mitigation priorities are addressed. Mitigation of impacts is essential, also for the sustainable development of tourism. Strategy development needs an integrated approach, as measures to solve one issue can be counterproductive for other processes and goals.
LINK
With the Industrial Revolution and, more profoundly, the globalisation process of the last decades, both tourism and environmental issues have become increasingly global in occurrence. Globalisation processes amplify or replace many regional or national forces of change. Human activities have become the main cause of global environmental change (GEC), hence our era has been designated the ‘Anthropocene’. The Earth System could be approaching a planetary threshold resulting in a rapid warming pathway. In view of tourism's global importance, worldwide growth, and its tendency to create interdependencies between countries, it is appropriate to devote a chapter to the global environmental impacts of tourism. As participation in tourism increases in and between countries all over the globe, many of its environmental impacts are becoming scaled up to a global level. Minimising these guarantees a more stable system, which is also essential for tourism.
LINK
Dit is het eindrapport van de Global mOralHealth bijeenkomst georganiseerd door de Wereldgezondheidsorganisatie (WHO) en de universiteit van Montpellier. Docent Mondzorgkunde - Janneke Scheerman en lid van het lectoraat GGZ verpleegkunde - woonde deze bijeenkomst in oktober 2018 bij en droeg bij aan het rapport: https://www.inholland.nl/nieuws/be-helthy-be-mobile/ Als vervolg op de Global mOralHealth bijeenkomst wordt het mOralHealth handboek ontwikkeld, waaraan Janneke meeschrijft. In het handboek worden de procedures voor het ontwikkelen van mOralHealth interventies beschreven.
LINK
This article reflects on the workshop Bridging the KAP-gap in global education, which was part of the DEEEP-conference Global Justice through Global Citizenship. The objective of the workshop was, to learn about strategies to bridge the KAP (Knowledge, Attitude, Practice) -gap and to gain ideas how to apply these strategies to participants’ own practices. The workshop turned into a slightly different direction and raised some fundamental questions: What could one expect of global education? Which others factors influence learners’ behaviour? To which manner does global education aim to change behaviour? Should global education aim to change behaviour? This article summarizes the outcomes of an evaluation which was done amongst alumni-students of the minor programme Global Development Issues of Fontys University of Applied Sciences and the main issues that were discussed during the workshop, also based on the integrated model of behavioural prediction. The article ends with some lessons learned, especially for the curriculumowners of the minor programme, who organised this workshop.
MULTIFILE
Our approach is multi-actor and solution driven: • We study global problems with the people directly involved in those problems. • We study what those people do, how they do it, and how their practices can be improved. • This allows us to unpack global governance into more local practices of new and underrepresented actors, and • to develop new collaborative solutions to global problems through communities of practice • using research methods such as interviews, surveys, focus discussion groups, archival work, and citizen science
DOCUMENT
the role of higher education in fostering young professionals’ global competence
DOCUMENT
Tropical forests and woodlands are key components of the global carbon and water cycles. Yet, how climate change affects these biogeochemical cycles is poorly understood because of scarce long-term observations of tropical tree growth. The recent rise in tropical tree-ring studies may help to fill this gap, but a large-scalequantitative analysis of their potential in global change research is missing. We compiled a list of all tropical tree species known to form annual tree rings and built a network encompassing 492 tropical ring-width chronologies to evaluate the potential to generate insights on climate sensitivity of woody productivity and to build centuries-long reconstructions of climate variability. We assess chronology quality, length, and climatic representativeness and explore how these change along climatic gradients. Finally, we applied species-distribution modeling to identify regions with potential for tree-ring studies in ecological and climatic studies. The number of tropical chronologies has rapidly increased, with ~400 added over the past two decades. Yet, tree-ring studies are biased towards high-elevation locations, with gaps in warmer and wetter climates, on the African continent, and for angiosperm species. The longest chronologies with strongest climate signals (i.e., synchronous growth variations among trees) are from cool regions. In wet regions, climate signals and precipitation sensitivity decrease. Most tropical regions harbor 5–15 (and up to 80) species with proven potential to generate chronologies. The potential for long climate reconstructions is particularly high in drier high elevation sites. Our findings support strategies to effectively expand tree-ring research in the tropics, by targeting specific species and regions. Tropical dendrochronology can importantly contribute to global change research by generating historical context of climate extremes, quantifying climate sensitivity of woody productivity and benchmarking vegetation models.
LINK
This final response to the two climate change denial papers by Shani and Arad further highlights the inaccuracies, misinformation and errors in their commentaries. The obfuscation of scientific research and the consensus on anthropogenic climate change may have significant long-term negative consequences for better understanding the implications of climate change and climate policy for tourism and create confusion and delay in developing and implementing tourism sector responses.
LINK
Because of its dependency on air transport, mitigating tourism greenhouse gas (GHG) emissions might become the most important challenge for the sustainability of the sector. Moreover climate change mitigation will be more and more in conflict with other sustainability objectives such as poverty alleviation and biodiversity conservation through tourism. Indeed, tourism increasingly contributes to global GHG emissions. Transport, and in particular air transport, have the largest share in those emissions, with respectively 75 per cent and 40 per cent of the tourism 5 per cent share of global carbon dioxide (CO2) emissions estimated for 2005 (UNWTO et al. 2008). In terms of the actual contribution to climate change, measured in radiative forcing, the share of air transport is between 54 per cent and 83 per cent of tourism, depending on assumptions made on non-CO2 effects of aviation (Scott et al. 2010). Projections show a strong growth, with more than a doubling by 2035 (UNWTO et al. 2008). In a context where climate policies try to maintain global warming within the limit of +2 °C, this current tourism growth is apparently at odds with global emission reduction targets (Bows, Anderson and Peeters, 2007; Gössling et al. 2010).
DOCUMENT
Higher education is tasked with preparing students for a culturally diverse and globalizing world. Additionally, western nations have an increasingly diverse student population and know the success of their students will depend in part on being able to navigate diversity. There is therefore good reason for institutions of higher learning to promote and facilitate the development of ‘global citizens’ – people who can work and relate across borders and boundaries, both real and perceived. However, teachers are not necessarily equipped to foster this learning. Many teachers are used to a reproductive way of teaching while the learning that is needed here is identity learning, directed at dialogue, internally as well as externally. This chapter proposes the potential of creative, expressive and reflective writing as a way in which personal development – a form of a reflexive internal dialogue – can be fostered to promote cultural healing and global citizenship. The writing method will be described and a case study on cultural healing in the context of Canada’s reconciliation efforts with Aboriginal people will be used to illustrate the learning process involved. The processes of writing the self and re-narrating identity has several promising benefits for both students and teachers in higher education. First it allows us to learn more about ourselves and what blocks our learning (i.e. promotes self-reflection). Second, it allows us to change our story and our identifications and therefore choose differently (i.e. self-direction). Third, it is a companion on the road of life where we literally learn to talk and listen to ourselves and articulate the tacit knowledge that can be unearthed through narrative, journal, and poetic writing. Fourth, the method is playful and creative and although tears are frequently shed in the process, students report a great enjoyment in writing and sharing their stories with others. It is a meaningful dialogue about experience and also has the potential of promoting cultural (Lengelle, Jardine, & Bonnar, 2018) healing in the context of a very diverse student body (Banks, 2015). It also has the potential for creating new bonds in the classroom and allows teachers in higher education to engage in the difficult work of facilitating global citizenship learning. The internal dialogue described here also allows us to ‘clean up’ judgements and become aware of the need to reach out to others. Not only the actual sharing of vulnerable writing in a class or online setting shows us we are not alone, but ‘writing the self’ focuses deliberately on where we have become fearful about our own and others’ identities and allows us a learning process to unearth those things, heal them in order to reach out to others.
DOCUMENT
