Education

Introduction
We think Tourism represents a great deal for any state strategical development. We believe its diffusion and awareness must be so much present in formal as in informal education; thus, we will take over the law teaching issue in higher levels and oriented to tourism students.
From a historical perspective, it is not wrong to assert that Tourism syllabi, in South America in general and in our country in particular, are fairly new. And therefore the reflection on it remains, from a scientific point of view, in an embryonic state.
So recent is it that the UBA has not been able (neither it did not want to, nor has it not been allowed) to include a university academic offer . The first dilemma of the touristic career (still under debate) has been whether Tourism Ph.B., which comprehends hotel Management knowledge should be set forth, or it should be dealt with as two separate Ph.Bs with a common trunk. Although it is not our purpose to elucidate such an enigma, it is important to emphasize it, since it directly affects on any juridical subject content we should try to introduce.
We would also like to clear up that, previous to any discussion and for market reasons, Universities have come across the disjunctive as to incorporate careers related to hospitality industry into their faculties or departments. The second question was then: Where? Thus, some universities, chose a humanistic perspective and added them to their social sciences faculties . Others, from a more technical view, tended to attach them either to their Statistics department , or to the Geography department . The newest ones decided to create independent departments or faculties , others submitted their location to structural causes . And finally, there were institutions who, from an interpretation closer to management, set them in the Economics environment ; situation which, by the way, coincides with our country’s political definition . But if it was such a problem to set the Tourism Ph.B. at Social Sciences Faculty, none the less problematic was it to set a Law subject into the respective Ph.B. degrees (Hotel Management or Tourism).
From the curricular layout beginnings, it seemed obvious that the normative subject, which gave unity to the whole vision of professional future, could not be absent from the sector’s regulatory frame. And although, to some extent, almost everyone agreed to set this knowledge in the last career grades, the main issues every subject should be based on were not usually dealt with, i.e.: What is taught?; how is it taught?; and what for? No wonder just until a few years ago one could take any university program and notice that its core themes were some sort of fast and summarized Civil Law course, with some reference to Hotel Management laws and travel agencies. Nothing more contradictory or detached from the content, skills and appreciations students should incorporate during this stage of development. The underlying idea seems to have been: “Should there be a Law subject, we do not know how or what for; then let the lawyer who gives it place its content”. And thus we have seen such nonsense as Tourism students trying to elucidate the right-possessor’s degree in a complex succession, or wondering about the differences between divorce and de facto separation or the like. Posed this way and stating the obvious, the experience has become frustrating for everyone.
It is not difficult to think this problem could be avoided, had they taken similar and tested pedagogical experiences as reference. Such as, for example, Law teachers from Economics and vice versa who long ago had to work getting over this kind of obstacles for the sake of a holistic vision.
The Law is not some panacea for all sector’s evil, nevertheless it soothes, modulates and directs them. And since we are dealing with a transverse activity as Tourism, it is sensible insert this subject at the end of the academic studies. The Law will work as an engine or as a hindrance, depending on how we build it as participating citizens.
WHAT
Following the test period two inquiries were made: 1) Is there some subject we can call: “Tourism Law” or are we just facing one of the many activities which require some specific regulation? And, after that 2) from which content should the very subject layout spring?
For the first question some authors (they certainly followed the Saxon Travel Law trend of thought) risked the first hypothesis focusing on the “travel agent” actor as the main generator of new contractual figures, so Puig andVitta were able to assert the existence of a “…Tourism Law which is no longer framed in the traditional Civil or Commercial Law matrixes that is only partially concealed by the Navigation Law in both its species aerial and maritime”. Nevertheless, we think that in order to define the autonomy of a branch of the Law, it is necessary to discover whether the principles which govern it are axiologically original so that they make up a complete and closed systematic juridical construction, and make it unnecessary to appeal to the principles of another branch .
As we can see, the debate, still open, goes beyond an academic whim; since whether we choose one posture or the other it will suit the curricular development.
The second question also had dissimilar answers;
1) some understood they should assume students counted or should count on a solid civic formation which allows them to fully go into the different meanings of the law. 2) others proposed that although this was what “it should be” it was not what they perceived within the classroom; therefore the proposal was to “recover” the knowledge to frame the activity. That is to say, I can not develop or expose the “Law” theme if the student lacks the basic notions of “State”, “Nation”, etc…
3) a minority (probably more pressed by a limited time schedule than by curricular academic needs) tended to go straight to content nucleus; mentioning maybe during the process, but leaving it to the student’s initiative, the reconstruction task or the basic concepts incorporation.

HOW
Avoiding the pedagogical debate on whether content determines methodology or not; let’s admit at least they condition it. From our point of view, there are three factors that help in the way of teaching:
A) Teacher’s formation; the subject as given by lawyers bears their formation’s virtues and faults. This is because there are few or no Tourism and Law specialization courses; therefore this demand can not be reached with foreign proposals which obviously suit their own country’s legislations. B) The institutional. In a structural sense on two levels;

1) From a macro-level variables can be: i. “time schedule”, ii. “duty”, iii. “Level” (University or Further Education) will operate as filter and selection when it comes to establishing curricular priorities and iv. “Setting” the career regarding the faculty or department it belongs to. Put in other words: if the tourism Ph.B. belongs to a Natural Sciences faculty or department its subject content in general, and the juridical ones in particular can be different from another one which belongs to an Economics faculty.

2) “Institutional culture” also prevents the subject from being dealt with as a water-tight box, but be into gear with others which are a key issue in the global problem interpretation. Thus Tourism Policies, Social Tourism, Programmed Learning, etc. feed and are fed by the normative.
C) The Political. Programs can not merely be a laboratory’s production, or a more or less lucid result of a couple of professionals´ experience. They should be a scientific and academic production reflecting and framed into a wider and serious political proposal, and giving the sector a real “state policy” status, highly above occasional speech and in harmony with the OMT directives to which we belong.
To sum up: T
he strategies we have been looking through are diverse and deserve to be considered without dogmatism, as follows:
1) Several European programs in general and Spanish ones in particular have dealt with the issue from the different Law branches, so it is not odd to find a “Tourism Private Law” or a “Tourism Public International Law”, etc.
2) In our country, following our treatise writer’s tradition, some have established a General Part and a Particular Part; it is as much as saying that while the first one involves the subject’s founding concepts, the second one aims at the specific themes (Hotel Management, agencies, etc.)
3) Some teachers have focused on Law transmission, others have thought of the traditional case method and some of us have opted for mixed techniques.
4) But even if it is difficult to know where to start from, so it is to know where to arrive at. We have seen some complex proposals including trade issues, such as “Time shares”, which although they are closely connected to the touristic phenomenon, it is not thus since they compel us to long juridical considerations in order to comprehend them all. In other proposals it is worrying the lack of themes such as “Natural and Cultural Heritage” by understanding they exceed the required for the professional formation. We shall disagree with such an opinion, since we consider it axial in the subject into which every notion of “sustainability” fits.

WHAT FOR
“First in the intention, last in the execution”, as the old saying goes. The what-for-answer is usually given in that which some teachers call “objectives”, nevertheless most of the times its formulation may be so open and general that it produces ambiguity.
Who utters this first statement? Who outlines each subject’s objectives? : the University. How? Going to the polls with the teacher, with the specialist (or at least they should) Where? In the subject’s outline first, and in the general incumbencies afterwards. Why? By proxy.
With a dubious legislative technique, the 24.521 Higher Education Law, in its 42nd Article speaks of “competences” and delegates their resolution to university institutions. This has produced a chaos of overlapping careers (e.g. Guides) or confusion (e.g. between Tourism Ph.B and hotel Management Ph.B.). This could be solved just by declaring the career of “public concern”. This status compels both the Ministry of Education as well as the Council of universities to specify any careers professional incumbencies. Thus, giving some part to the CONEAU (National Commission of Evaluation and University Accreditation) in the institutional qualification, misleading academical offers could be avoided and the profession would be appraised as of those proposals having the minimum required quality. (That is why, no matter how difficult state supervision is for the private sector, several universities have been struggling for the career to be declared of “public concern”).
As verbally expressed, the somehow shared objectives (neither exclusive nor excluding) arising from the different programs are:

Cognitive: 1) To master the Law basic concepts 2) To relate the different social types with any enterprise’s juridical frame 3) To analyze jurisprudential cases

Procedural: 4) To diagnose responsibility regulations in particular situations 5) To decide whether to appeal to the judicial system and/or to the alternative systems of conflict solution 6) To apply and cooperate with the making of the different sector’s contract modalities

Appreciative: 7) To show interest in the cultural and natural heritage To work interdisciplinary 9) To show respect for the rules
Sitting from the other side, students also have their own perception on the different answers. They usually give us some hints in the annual poll (always so significant):
A) For life B) For the completion of my professional formation C) For determining whether I will need a lawyer or not D) For being able to count on another management tool
As we can see and despite generalization, institutions and students are not (at least on this point) so disconnected. Civic knowledge is indeed useful and necessary at any instance of citizenship, but in the context of a Tourism career it becomes unavoidably instrumental.
Thus, such an activity, intended to be a model and a development impeller, implies respect for the regulatory frame it is embedded in. Not because (as we said at the beginning) it is going to solve its problems, but because any activity dealt with a “fair play” has greater growth opportunity and generates inversion.

OUR PROPOSAL
- We think it should be talked about a Tourism Applied Law from a multiplicity of actors; - That certain real deficiencies students normally “drag” from Technical school should be replaced, and therefore this requires an average time schedule; - That as long as we invest on research, it will be possible to develop subject content; - That it is necessary to generate academic forum and a courses offer which allows the completion of teacher formation lawyers need to give a multidisciplinary approach; - That curricula must, without losing originality, integrate with the State’s general planning; and this planning should also articulate with the OMT guidelines; - That the Tourism Ph.B. career should be proposed as of “public concern”, giving it study level hierarchy and removing shady-zones from its “competences”. www.atodoturismo.com.ar – gonzalocasanova@hotmail.com

Have you ever met anyone who is satisfied with their golf game? Chances are that if you are like the vast majority of duffers out there you’re always on the lookout for things that you can do to bring those scores down. But it’s probably never occurred to you that you can use your ears (yes, I said ears!) to improve your game and lower your handicap.
The first place you might want to try starting is with the CD included with John Novosel and John Garrity’s excellent book Tour Tempo. Novosel and Garrity studied thousands of players and reached the conclusion that the best players had a 3:1 ratio between the timing of their backswing and the timing of their downswing. The actual timing varied from player to player (e.g., Phil Mickleson has a “quicker” swing than Jim Furyk) but the ratio was consistent across the vast majority of tour players.
Here’s how you can apply this revelation to your golf game. The CD that comes with the Tour Tempo book has a series of tracks you can listen to and get a feel for your swing’s tempo. To gain the maximum benefit, bring a portable CD player (or load the CD onto your iPod!) with you the next time you head to the range. Use the tracks to groove your swing. You’ll be amazed at how quickly your tempo will improve.
Another cool way to improve your golf game is through visualization and anchoring. Most people are familiar with visualization but anchoring is less well-known. Anchoring is a process that links a specific physical activity with a certain state of emotion. For instance, if you pump you fist a la Tiger Woods (you don’t do that do you?!) every time you sink a long putt then you’ve anchored fist pumping to a very positive emotion.
Anchoring can be used to your benefit by helping you to recall feelings of confidence and past peak performances. A great way to practice visualization and anchoring is through a series of audio programs created by Nicholas Rosa. Integrating Mind & Body: NLP for Better Golf – Driving will help you to link a “trigger” with your memories of the best drives you’ve ever hit. Integrating Mind & Body: NLP for Better Golf – Putting will do a similar thing for your short game.
A final way that you can use audio to improve your golf game is simply by listening to audio books while you’re practicing. Bring a portable player with you to the range or when you head to the putting green and listen to some of those great books that you never seem to find the time to read. Some great golf-related books you can listen to include A Good Walk Spoiled by John Feinstein, Golf and the Spirit by M. Scott Peck and Michael Murphy’s classic Golf in the Kingdom. Listening to books while you practice can make practice more enjoyable which in turn might help you practice a little more and finally start playing the golf you know that you’ve been capable of.
About The Author: Jon Bischke is the Founder of LearnOutLoud.com and is passionate about helping you improve your life. He invites you to check out the complete selection of educational and self-development audio and video material at http://www.learnoutloud.com For the HTML version of this article complete with links to the titles that were mentioned, please visit http://www.learnoutloud.com/golf01

Is your “To-Do” list longer then the latest Harry Potter novel? Do you have to pick up the kids from school, work on several cases at work, or plan your next company meeting? Maybe you have to do some or all of the above. Dealing with stressful life situations like these has become common place in our modern speed of light society.
Through advances in technology and innovation in business practices we have become accustomed to dealing with more things at a quicker pace. Our patience has diminished as we pop minute meals into the microwave instead of taking time to create a home cooked meal. There are too many things you need to accomplish in the day to worry about whether your family meal was made by your hands or Betty Crocker’s.
Unfortunately the push to achieve more in a shorter period of time is detrimental to your overall health. Lack of sleep and poor eating habits of a stressed out worker can cause problems on the job, not to mention decreased fitness. It is crucial to your health and enjoyment of life to take a breather. Take time to enjoy life. Don’t let the everyday stresses distract you from the important aspects of life, whatever they may be in your situation.
How can I make time when I don’t have enough time to begin with? It’s all about priorities. Decreasing the amount of stress in your life should be a top priority. There are techniques you can integrate into your day which will quell stressful aspects of your life.
What are these valuable techniques? There are numerous stress reduction techniques and they are varied in nature. A great audio book to listen to is Life is Not a Stress Rehearsal by Loretta LaRoche. This audio book provides insights into slowing down your hectic life in a funny, manageable way. It is a great resource for anyone dealing with stress that would like to explore practical ways to reduce stress in their life.
Also check out How to Manage Stress Easily by Effective Learning Systems. This audio learning resource will help you to free yourself from negative feelings and stressors that pervade your life. Another great audio book is Calm Your Mind by Matthew McKay. Matthew McKay presents four basic techniques you can engage in to reduce stress, calm your mind, and center your soul.
Follow the scientifically proven effectiveness of the techniques presented in Stress Reduction and Creative Meditations for Work and Career by Marc Allen. Listen to what thousands have learned about focusing on relaxation exercises each day. Another great audio resource is Living a Life of Inner Peace by Eckhart Tolle. This is a transformative talk by Eckhart Tolle that focuses on the effects of your state of presence.
Another great way to reduce stress is to make sure all of your uncompleted business tasks (or “open loops”) are properly tracked. David Allen’s Getting Things Done series is one of the best methodologies for this. His goal? To help you achieve a “Mind Like Water.” Allen’s audio titles include Getting Things Done, Ready for Anything and Nightingale-Conant title Getting Thigns Done Fast.
Other alternative stress reduction audio resources include A Guide to Alternative Self-Healing Techniques for Stress Reduction by Dr. William Collinge and Stress Relief by Michael Reed Gach. These audio books cover alternative methods such as acupuncture, yoga, and deep breathing. They offer a comprehensive alternative approach. And if you’re interested in listening to a relaxing podcast to relieve stress take a listen to the Zencast Podcast by Zencast.org.
Relieve stress by listening to these priceless audio resources. Listen to them while you are cleaning the house, doing the laundry, or planning your next company meeting. Hearing the great advice and inspiration of stress experts will begin to reduce your stress level immediately.
About The Author: Jillian Gregory writes for LearnOutLoud.com, an online portal for educational and self-development audio and video material which can be found at http://www.learnoutloud.com For the HTML version of this article complete with links to the titles that were mentioned, please visit http://www.learnoutloud.com/stress01