Education Law

Introduction we are of the idea that tourism represents a lot for the strategic development of any State. We believe that awareness and dissemination must be present both in formal education and non-formal; that said us heading to the theme of legal at the top level and the students of tourism-oriented education. From a historical perspective is not wrong to affirm that programmes of tourism in Latin America in general and in our country in particular are more or less recent and therefore its reflection is, from the scientific point of view in embryonic State. So recent is, that the UBA has not even been able (he did not want to, or have not left) include an academic offer of University character. The first dilemma of the tourist race (and what still is being discussed) has been if a Bachelor’s degree in tourism that contains knowledge of hospitality that should arise, or if treated as two different degrees with a common trunk; is not the object of the present to elucidate such enigma, but yes it is important stress since it directly affects the contents of legal matter that is intended to enter. Nor is it others clarify prior to any discussion and for reasons of market the universities, they were faced with the choice of incorporating their faculties or departments careers related to the hospitality industry. The second question then was: where? So some universities, opted for a humanist perspective and added them to their faculties of social sciences.

Others, from a vision more technique were inclined by attaching them to your demographics Department, or to the Geography Department. The most recent decided to create departments or autonomous powers, its location others subjected to structural causes. And finally, there were institutions that since a closest to the managerial interpretation placed them in the field of economic sciences; situation that incidentally coincides with the political definition of our country. But if a problem was locating the career of Bachelor in Tourism within a faculty, was no less problematic locate a field of law within the respective licentiates (in hospitality or tourism) since the beginning of the curriculum question was how obvious, that the policy that complement the vision of the professional future with the regulatory framework of the sector could not be absent.

State Institutions

It is important to remember, that many teachers in exercise received vocational training designed for the mid-20th century educational institutions and our society has changed rapidly, so that lifelong learning that today’s society requires for its citizens, is also essential, for teachers of all levels and educational modalities. With regard to the handling of the emotions to enhance organizational learning, the curriculum of the educational institutions, sits in the same powers that exhibits the emotionally intelligent individual, i.e. the consciousness of himself, self-management, social awareness and the ability to properly manage relationships. The difference however is that, in this particular case, powers for the proper handling of emotions not only has to do with the individual, but also with the group as a whole (school actors: teachers, managers, specialists, students, administrative staff, workers, parents). Posed before, leads to consider the school actors in the development of the curriculum, as a group, has mood and needs, and act collectively. In the educational institutions with emotional intelligence competencies of teams constitute a kind of continuum that is fed back by itself. In other words the practice of self-awareness of a team takes you to realize the State of mind and the needs of the group, which leads naturally to empathy. Empathy, on the other hand, is the foundation that allows you to establish and maintain effective relationships with the rest of the Organization, taking the team of school actors to create and maintain positive standards and better manage its relations with the outside world. Another important point to raise relates to the management of conflicts that arise in organizations and in this case particularly in educational institutions. Cortese (2005), raises that conflicts in organizations can be interpreted as forces that halan in opposite directions, can seem more a tug of war: it is pushed in a direction and is against something or someone that returns the pressure.

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