A New Role for Management of the Social Sciences in an Age of Complexity

A particular scientific world view has become dominant, influential and successful in modern sciences today. Science and technology have transformed the way we view ourselves, our societies and our place in the cosmos. However, just as science and technology seem to be at the peak of their power, unexpected problems are disrupting the sciences from within. This reflects a deeper and more serious problem regarding scientific inquiry. Science is being held back by old assumptions that have become dogmas, the biggest of which is that science already knows all the answers, and only the details need to be worked out. A transformational paradigm shift is required from a mechanistic world view to an organic world view to better address the challenges of the new millenium.

International mobility in the Pharmacy degree at the school of allied health sciences of Oporto

Background: The Erasmus program is a subprogram of the Lifelong Learning program, exclusive for Higher Education that promotes (among other initiatives), the mobility of students(studies, training or internships). The mobility of students of higher education seeks to improve the quality and development of future professionals, providing a multidisciplinary and multicultural experience. Setting: Academic Pharmacy/Pharmacy Technicians Methods: We conducted a descriptive and transversal study on the implementation of the mobility program and analyze the results, which involved applying a survey to students. Results: Since 2009/2010, the Pharmacy Degree at ESTSP has established 7 SMs protocols resulting in an average mobility of 5 students IN and 7 Students OUT. We have also endeavoured in SMp Protocols for extracurricular training with an average of 3 students OUT. The application process is normally open during the year before the mobility period. For most of the students involved, this was a first time opportunity to be in a foreign country and more than 70% choose the mobility program because it is seen as a possibility to improve their curriculum, for personal development or even to pursue employment opportunities abroad. The mobility for teachers is also encouraged. Conclusions: The exchange of experiences and training, acquired during cooperation activities should be an element of continuous dynamics and institutional affirmation. Initiatives such as the ERASMUS Program contribute to the educational and scientific enrichment, and promote international competitiveness among Higher Education Institutions.

Proceedings of the Academy of Natural Sciences of Philadelphia.

v.45 (1893)

Proceedings of the Academy of Natural Sciences of Philadelphia.

v.5 (1850-1851)

Proceedings of the Academy of Natural Sciences of Philadelphia.

v.34 (1882):[Lacks:pg.76-77]

Proceedings of the Academy of Natural Sciences of Philadelphia.

v.50 (1898)

Proceedings of the Academy of Natural Sciences of Philadelphia.

v.73 (1921)

Proceedings of the Academy of Natural Sciences of Philadelphia.

v.11 (1859)

Proceedings of the Academy of Natural Sciences of Philadelphia.

v.31 (1879)

Proceedings of the Academy of Natural Sciences of Philadelphia.

v.44 (1892)

Proceedings of the Academy of Natural Sciences of Philadelphia.

v.3 (1846-1847)

Proceedings of the Academy of Natural Sciences of Philadelphia.

Index 1812-1912 (1913)