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Describes and offers context for a proposed project to curate a web archive related to COVID-19 impacts for Central and North Vancouver Island. Vancouver Island University

The United Nation World Tourism Organization (2017) concluded that a well-designed and managed tourism sector could support the host’s sustainability goals. Quality systems similar to Fodor’s star rating system for hotels provide a number of potential benefits as a means of tracking tourism’s sustainability performance (Kozak and Nield, 2004), assuming that they promulgate meaningful best practices. In 2016, Hawaii hosted 8.855 million visitors that spent $15 billion and visitor arrivals are expected to increase to more than 9 million visitors in 2018 (Department of Business, Economic Development and Tourism, 2018). On an average day, the State has 6.50 visitors for every resident and this ratio is expected to increase with more visitor arrivals (Department of Business, Economic Development and Tourism, 2018). In order to educate businesses, residents and visitors about protecting the State’s natural and cultural resources, the Hawaii Ecotourism Association (HEA), a 501c3, piloted an Ecotourism Certification Program in 2011 and 14 tour operators were certified statewide. Today, HEA’s Sustainable Tourism Certification Program includes 52 tour operators across the State and HEA working to further a partnership with the Global Sustainable Tourism Council for operator certification. Hawaii is one of two states in the U.S. with a certification program aimed at tour operators and HEA’s recommendations for best practices are on par with leading international programs. This case study summarizes the knowledge contributed by the Cooperative Extension Service that supported this effort, describes the lengthy, on-going process of developing HEA’s Certification program with the assistance of Cooperative Extension and provides lessons learned for other regions interested in a more sustainable tourism sector. https://viurrspace.ca/bitstream/handle/10613/16676/Cox.pdf?sequence=3

Table of contents Table of contents for Plan Canada - Volume 58, Number 2 (Summer 2018). https://viurrspace.ca/bitstream/handle/10613/23200/TOC.pdf?sequence=3

This case study explores an initiative originating in the Anicinape community of Kitcisakik, Québec. The community hosts non-Indigenous students for an experiential and immersive outdoor engagement with Anicinape ways. Innovative ways of learning about an Indigenous culture and related sociopolitical issues are considered acts of building reconciliation, via the lens of an Anicinape land-based pedagogy. Kitcisakik’s experiential education initiative foreshadowed Canada’s Truth and Reconciliation Committee’s Call to Action to include Indigenous knowledge and teaching methods in Canadian curricula to aid a process of reconciliation. This case study demonstrates how visiting the community and experiencing Kitcisakik through Indigenous land-based pedagogies is an opportunity for building intercultural understanding and citizen awareness of Indigenous histories and cultures, while learning specific principles of the Anicinape way and the current issues the community faces in a modern Canada. This is an exceptional example of the reconciliation process in action. https://viurrspace.ca/bitstream/handle/10613/16677/ArellanoEtAl.pdf?sequence=3

This research project explores teachers’ understandings of transgender students’ needs, support networks, and integration into the public high school system within School District #42: Maple Ridge/Pitt Meadows. Specifically, research addressed the institutional expectations and personal and professional pre-conceptions teachers have with regards to creating an inclusive school culture for transgender youth. Qualitative interviews were conducted to ascertain educators’ awareness of LGBTQ inclusive district and Ministry of Education policy and teachers,’ assessment of how inclusive their respective schools were, and an examination of the barriers impeding teachers from building safe spaces for trans youth. While most teachers acknowledged improvement in their schools’ acceptance of transgender students, there are many gaps apparent in universal understanding. Teachers are unclear of how to best accommodate and include trans youth within the exhaustive and changing curriculum, classroom practice and parental involvement, and general framework of their institutional environment which places impetus on administration to lead inclusion directives. Celebration of LGBTQ youth was evident at all high schools; however, a move from celebration to full inclusion has yet to occur. The interview findings also revealed a lack of professional development for educators that specifically pertains to supporting transgender students. Teachers are left somewhat stalled in moving toward a truly inclusive school culture that honours transgender students.