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Month: August 2014

The Lobbying Group

The Lobbying Group

The lobbying group is trying to make health workers sign the No Free Lunch pledge. Health professionals who agree to sign the pledge “not to accept money, gifts, or hospitality from the pharmaceutical industry, seek unbiased sources of information and not rely on information disseminated by drug companies and avoid conflicts of interest in their practice, teaching, and / or research. ” In 2004, the pledge was about 300 signatories.Patients can use a directory provided by the group to find doctors who signed it. The group maintains that doctors prescribe drugs that have received more promotion than other options better or cheaper because they are seen by the pharmaceutical companies whose accept gifts. Some physicians argue that they are not influenced by pharmaceutical marketing and is not necessary to reject their gifts. No Free Lunch also argues that doctors should not accept drug samples to give patients because uqe the group believes that these signs will cause physicians to prescribe these drugs more than others.

Some representatives of pharmaceutical companies argue that free samples can be given to indigent patients. The group also seeks to persuade doctors not to rely on research supplied by pharmaceutical companies for information about drugs, but base their decisions solely onunbiased scientific evidence. No Free Lunch works with the Australian group Healthy Skepticism to ask the doctors who use independent educational materials instead of materials funded by the pharmaceutical industry. also argue for a lesser involvement of pharmaceutical companies in financing medical education. No Free Lunch argues that educational meetings that take place during meals paid by pharmaceutical companies are an advertising method COOC direct marketing to doctors, in which representatives of pharmaceutical companies interact with physicians and provide them with promotional information. Pharmaceutical Research and Manufacturers of America, a group representing most of the U.S. pharmaceutical industry argues that meetings between their representatives and physicians are important to educate doctors about their products and pay them the food that may be the only way to fit these meetings in the busy schedulesphysicians. No Free Lunch does not blame the pharmaceutical companies trying to promote and sell their products, the group believes this is the work of enterprises. Instead, doctors believe they are those that are left woo and convince by advertisers.

Innovative Proposals

Innovative Proposals

His studies in Psychology, Sociology Philosophy, etc Perennial Philosophy., intense practices within Buddhism, his experiences and spiritual needs, were to form the ideal stock for its innovative proposal, not only in education but in many other areas such as economy, politics, etc. By 1991 the end of the MA in Sociology of Culture its model the new concept of holistic education, was largely structured and began its spread in various international fora, also in Mexico organized the first Forum for Holistic Education. Meets with great educators, scientists, philosophers and writers such as Allan W. Anderson, Hazel Henderson, David Fontana, David Peat, Francisco Moreno, Jefre Kane, Gregori Wilpert, among many others and their interviews are reflected in three books entitled "Dialogues holistic." In these writings is global importance and interest aroused their contributions. He is the author of 12 books among which "Holistic Education" named "The Book of the Year 2001", "The Spirit of Education, "Spiritual Intelligence", "A Comprehensive View of the equation," Spiritual Intelligence others .. They reflect the experiences and concerns expressed since childhood. In 1993 Dr. Ramon Gallegos Nava worked ceaselessly to spread the world the need for a total rethinking of education, seeking that this is addressed not only the mind but also the heart. His spiritual quest was crowned and confirmed their beliefs, one night in 1993, having a direct experience of what he had looked, lived, what he calls the manifestation of God, finding God in everything and everyone, inside and outside himself, an experience that filled the void and made it clear that man can not see its own essence, and that although it is with God all the time, does not recognize it.

Training

Training

, specializing in Psychiatry by the Ministry of Education and Science in 1985 and graduated in Public Health from the National School of Health, Ministry of Health and Consumption, Madrid in that year. In 1987 he graduated in Military Psychiatry in the Army in Criminology from the University Institute of Criminology, Faculty of Law at the Universidad Complutense de Madrid, specializing in Forensic Medicine by the Ministry of Education, Culture and Sport. He has been Medical Military Health (Ministry of Defense), Medical Registrar (Ministry of Justice) and Forensic Medicine (Ministry of Justice) by Opposition. Just as she has held Psychiatrist Military Prison Psychiatrist, Forensic Psychiatrist and Clinical Psychiatrist.Clinical Psychiatrist has been Head of Research Psychiatric Center St John of God, Ciempozuelos, Madrid, Spain, Chief of Psychiatry at the Military Hospital of Valladolid, Spain, Director General of the Community Anti-Drug Agency of Madrid, Spain, Director of the Scientific Commission of the Spanish Observatory on Drugs, Spain’s representative to the Scientific Commission of the European Observatory for Drugs and Spain’s representative to United Nations missions on drugs.Forensic Psychiatrist has also been the Central Court of Madrid, Spain and Head of the Toxicology Information Service, National Institute of Toxicology (Ministry of Justice) for 20 years has taught the subjects: Biochemistry and Biophysics, Biostatistics, Anatomy and Physiology , Psycho-pharmacology, Forensic Psychiatry and Legal Medicine at different universities (Complutense de Madrid, Universidad Pontificia de Comillas, National University of Distance Education, University of Burgos, Valladolid University and others).

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Holistic Science

Holistic Science

Transdisciplinarity is different from interdisciplinarity and multidisciplinarity. Transdisciplinarity means the integration of human knowledge; Science, art, traditions, humanities, philosophy and spirituality, this diversity is the basis of the unity of knowledge. The transdisciplinary model is part of the holistic education and is based on the construction of Curriculum Holista at the base of the movement of new paradigms that today is impacting the world is life holistic vision, from this point of view the natural world is an extension of ourselves, science and religion complement rather than contradictspiritual experience has validity, the universe is a living world and not a great machine, consciousness is universal, education is an act of discovery, the order exists as beauty, harmony and love. The most important thing then is to create this holistic Vision in ourselves, and not so much create purely intellectual explanatory theories that emerge thinking and memory is a fragmented vision of reality, and they can not go to the root of the human problem. What is it that prevents us from having this vision of life?, I think that, says Ramon Gallegos, which prevents us is conditioning, we are prisoners of ideas that have removed us freedom to perceive the world in totalist way.

Today we must travel through a new educational paradigm to ensure the viability of our community. The students aren’t machines, empty containers or raw material that needs to be processed. They are alive and in growth that has their own knowledge and the need to find their own meanings. The holistic education is the kind of education that we need to properly address the dilemmas of the twenty-first century: in this education is perceived to the student in a different way. School ceases to be a factory to become a learning community. Learning communities are human communities aimed at the integral development through lifelong learning for all; promotes the culture of peace, global ethics and sustainable development.

Universal Love

Universal Love

Starts talking about the 4 paradigms that have occurred in the way of seeing the world, the two big changes of time not only in the history – which are more important in education and in the way of seeing reality and ranging the age average our days, i.e. places us in time and space, contextulilzando the origins of this education holistic vision, referring mainly to the field of knowledge, the training of scientific thinking, its influence on the construction of reality, conceptulizacion and subsequent development of the human being as well as a way of seeing and experiencing the world. Speaks to us of the trastrocamiento of science in mechanistic scientism represented by the Newtoniano-Cartesiano paradigm, which for many years ruled the vision of the world and found forms of expression of the chore of mankind in all its forms, which has led to fragmentation and objectification of human beings, as well as the destruction of various ecosystems of the entire planet. It mentions how the Interior of this knowledge, through quantum physics, va brewing their own break and the birth of the holistic vision. Pedagogy of Universal Love in this book primeo speaks of as the new holistic education proposal that the world needs in the evolutionary transition of humanity in this turn of the century, immediately presents it as a response to the search for sustainable societies, the road of return and recovery of lost household, how to compensate the planetary damage caused, the fertilizer for flowering of universal love, the mirror that shows us our umbilical cord with our fellow, with nature, with the planet, with the Kosmos, is the path that leads to the inside of ourselves, to inner spirituality, pedagogy of universal love we need to return to the source, it is the way to be, to be, feel, Act, relate us full, internally and externally, in the different areas of reality and all levelsindividually and collectively in the entire process of life.

Further Education

Further Education

Saxon small and medium-sized enterprises (SMEs) can benefit from additional funding for before-local (in-house) training courses increase the personal and social skills to the zero tariff Leipzig / Saxony, April 23, 2009 – with the cooperation of the Sachsische Aufbaubank, short SAB, AkPolKo GmbH. In special cases the training on the part of AkPolKo promoted already then, when at least an employee of a Saxon SMEs would like to educate themselves and it is so to speak to an individual training. The promotion aims to take advantage of the resources available in the State of Bavaria and in the company and thus make the Saxon workers fit for the future. The competitiveness of companies from Saxony compared to other provinces will be increased accordingly. The promotion itself is divided into several stages.

The current training action which involves the AkPolKo GmbH, started in 2008 and is set for four years up to the year 2012. The AkPolKo GmbH is a Training Academy geared specifically to politicians, communities and businesses. Seminars from the field of personal and social competence belong to the growing seminars in addition to seminars to local, business and management-related topics. These latter seminars on the improvement of personal and social skills (“soft skills”) aimed, belong to the primary object of funding and promoted to 80%. Marcel Neubauer, CEO of AkPolKo says that “In a personal consultation with our society when each client the possibilities of a 100% support (be) explored.” For a complete promotion speaks for Mr.

Neubauer, if the company is in a difficult market environment and the training of employees for cost reasons would otherwise be moved. At pure corporate seminars with business topics, there is not this discretion. The promotion is in these Seminars usually is limited to 80 per cent. To get more information about the eligibility criteria and the seminars, on the Internet at, by email or telephone.