campus
mundi
My AIU magazine
#14
Image: French Polynesia.
Bora Bora. grandcanyon.free.fr.
www.aiu.edu
AIU News + Joyce Banda + Student essay + The world as a classroom + Education
+ Culture + Science + Technology + Art + Design + Body + Mind + Spirit +
Environment + Human Rights + Creativity + Public Administration + About AIU
Contents
Directory
President /
Academic Dean
Dr. José Mercado
Learning
Dr. Ricardo González
Provost
Education + Culture
16 Unschoolers: Ready for college?
Ricardo González
Chief Financial
Officer
Science + Technology
17 Solar power / Floating city in Venus
Jaime Rotlewicz
Dean of Admissions
Design
Janice Kelly
Do you
want to share
a great idea
with us?
We would love
to hear it!
Mailbox
Campus Mundi
My AIU magazine
Year 2, # 14
January 2015
www.aiu.edu
Let’s be creative
24 One is not enough
5 rules for beign a grown up
Chief Executive
Officer
Roberto Aldrett
AIU News
4 Notes
6 Graduates of the month
Campus
Student / Advisor Space
Be wise & have fun
8 Testimonials 9 Joyce Banda
25 Robo-charger / Activity monitor /
11 Essay from a student
Quote from Buckminster Fuller /
14 The world as a classroom. by AIU Advisor
Powerbeats 2 /
Dr. Franklin Valcin
Text selection
In touch
aiumagazine@aiu.edu
Art + Design
18 Javier Marín / Energy saving kettle
Body + Mind + Spirit
19 Bacteria and cravings/Feed your brain
20 Ghosts and mental illness / Meditation
Environment
21 Solar farms in Africa /
Bees in problems
Human Rights + Animal Rights
22 Go, baby go / Gender discrimination /
After the typhoon
Progams at AIU
26 Bachelor of Public Administration
About us
AIU: Who we are
28 General information
Accreditation
The AIU difference
Mission & Vision
Organizational Structure
29 School of Business and Economics
School of Science and Engineering
School of Social and Human Studies
Online Library Resources
30 Education on the 21st century
AIU service
a i u new s
www.aiu.edu • Campus Mundi • # 14
Atlantic International University
Condolences Book published by student
Our sincere condolences to our
Academic Advisor, Dr. Milton
Marin, for the passing of his
father.
The AIU Academic Council
and the whole educational
family of the University, want
to extend to our friend and
collaborator Milton Marin our
condolences on the regrettable
death of his father last December 5, 2014.
Dr. Milton Marin is an
outstanding Academic Advisor
at AIU. No doubt he is a family
man with high values.
We wish for Dr. Milton
Marin to no longer suffer of
sadness and always hold high
the memory of his father and
his legacy.
We extend our condolences
to his family, his wife and their
children.
December 9, 2014. Cheikh
Mohamadou Bachir Mbodj
published a book titled: How
We Can Alleviate The Global
Poverty? through Barnes and
Nobles, Kobo, Ibook, Itunes,
Blurb, Bookrix and it will also
soon be published through
Amazon as well as Lulu.
An overview of his work: “At
the heart of many troubles in
developed countries, the acute
drought, bad nutrition, anemia,
it’s real and many factors in
those countries. These factors
Honors
Book deal
AIU’s student, Carlos Alberto
Rossi, recently graduated in
Doctor of Philosophy, PhD, Human Resources, with Summa
November 23, 2014. Arlene Little
and her co-author Sasha Amora
are set to release their book
Fractions Level 1 in early 2015.
It in entails understanding math through fractions,
denominators and much more.
She provides tricks that will
help you especially in certain
areas where most students have
a hard time.
Her book will be published
CUM LAUDE honors.
are pointing out and efficient
methods are needed for a value
chain through the costs and
sources. The durability of the
strategy of the cost cutting gives
a real differentiation of these
factors or elements for the sensitive affirmation of continuous
framework to clear out these
influences driving new values
and values for the evolution of
this static matter. It’s a dilemma
focused by appreciation to customer to situate many effects
driven on these countries of
and sources to fight effectively
food insecurity and to fight poverty in Senegal”.
Cheikh has completed a
Doctorate program in Business
Administration at AIU.
We are very proud of his
achievements, and we hope that
he continues with this success.
by Tate Publishing and Enterprises and it will be available
nationwide, from the publisher
at www.tatepublishing.com/
bookstore or Barnes and Noble
as well as Amazon.
Arlene has completed a
Bachelors program in Education
at AIU. We are very proud of her
achievements, and we hope that
she continues with this success,
that is a byproduct of the effort
and dedication that she has
always shown.
Club UNESCO
International Conference
November 30, 2014. AIU,
through Dr. Ricardo González,
recently participated in the
35th Presidents Masters
Conference of UNESCO Clubs
that was held in Villahermosa, Tabasco México, 26-30
November. It included 900
participants with different presentations as well as panels.
Our very own provost, Dr.
Ricardo González was one of
the panelist for “Accreditation and Quality Certification through self-learning” as
well as “Historical and Social
Context redesigning the New
Model for Education”. He was
also a guest speaker in regards
to “Digital Pedagogy and new
paradigms for teaching and
learning” and “Analysis and
proposals of the Latin-American Educational Quality
project”.
As you know UNESCO
Clubs mission is to contribute to the building of peace,
the eradication of poverty,
sustainable development and
intercultural dialogue through
education, the sciences,
culture, communication and
information.
We invite all AIU students
to join in the efforts that
UNESCO Clubs do in the world
to contribute to the peace and
equality among countries of
the planet.
More information in regards to the International Conference:
tabasco.gob.mx/content/analizan-clubes-unesco-en-tabascotemas-de-gobernabilidad-y-paz-social
www.elimparcialdetabasco.com/noticias/?nid=2425
find more news from aiu family
Latest News: aiu.edu/news/original/index.html
News Archive: aiu.edu/pressroomnew.asp?pcid=63
www.aiu.edu • Campus Mundi • # 14
10th International Conference on
The Arts in Society Conference will be held 22-24 July
2015 at Imperial College
London in London, UK. We
welcome submissions from
a variety of disciplines and
perspectives and encourage
faculty and students to jointly
submit proposals, discussing
The Arts in Society through
one of the following themes:
• Arts Education
• Arts Theory and History
• New Media, Technology and
the Arts
• Social, Political and Community Agendas in the Arts
2015 Special Focus
The Work of Art in the Age of
Networked Society
Digital technologies are
engendering new platforms
to produce, distribute, and
display art. The work of art, as
a category of labor, in the age
of networked society is often
argued though a grammar of
participation, collaboration,
and peers. Online galleries
and publishers are also seen to
allow for greater access to the
products of the work of art.
Moreover, there is a perceived
newfound autonomy of the
artist as distributor of content
and message. In addition to its
22nd International Conference on
usual broad range of themes
on the relation of the arts to
society, the 2015 conference
will explore the ways in which
digital technologies have
altered the way that the work
of art, as a category of labor,
and art objects themselves,
are perceived, conceptualized,
and theorized.
Conference Themes
• Pedagogy and Curriculum
• Assessment and Evaluation
• Educational Organization
and Leadership
• Early Childhood Learning
• Learning in Higher
Education
• Adult, Community, and Professional Learning
• Learner Diversity and
Identities
• Technologies in Learning
• Literacies Learning
Proposal Submissions
and Deadlines
The current review period
closing date for the latest
round of submissions to the
Call for Papers (a title and
short abstract) is 16 December
2014*. Please visit our website
for more information on submitting your proposal, future
deadlines, and registering for
the conference.
If you are unable to attend the conference, you may
still join the community and
submit your article for peer review and possible publication,
upload an online presentation,
and enjoy subscriber access
to The Arts in Society Journal
Collection.
Proposal Submissions
and Deadlines
The current review period
closing date for the latest
round of submissions to the
Call for Papers (a title and
short abstract) is 2 December
2014*. Please visit our website
for more information on submitting your proposal, future
deadlines, and registering for
the conference.
If you are unable to attend the conference, you may
still join the community and
submit your article for peer
review and possible publication, upload an online presentation, and enjoy subscriber
access to The Learning Journal
Collection.
The Arts in Society
Call For Papers
Atlantic International University
*Proposals are reviewed in rounds adhering
to monthly deadlines. Check the website
often to see the current review round.
Visit the website:
artsinsociety.com
Learning
Call For Papers
The Learning Conference will
be held from 9-11 July 2015 at
the Universidad San Pablo
CEU in Madrid, Spain.
2015 Special Focus
In addition to the annual
themes, the conference will
address the special focus –
What Counts as Learning? Big
Data, Little Data, Evidence,
and Assessment– through
keynote speakers, garden sessions, workshops, and parallel
sessions.
The “digital revolution” is
changing the ways in which
students do their work, and
also the ways in which teachers source curriculum content
and plan learning activities. They also transform the
sources of data that provide
evidence of student learning.
The fields of educational data
mining and learning analytics offer perspectives on an
important and newly emerging area of innovation in the
learning sciences. As students
undertake more of their learning in computer-mediated
environments, an evolving
cluster of technologies and associated pedagogical processes
offer great promise to provide
solutions to some longstanding practical challenges in the
field of education. The larger
potential of continuous formative and progress assessment
based on many small datapoints is to make redundant
summative assessment in its
traditional forms, or at least to
supplement traditional summative assessments in a way
that compensates for their
intrinsic limitations.
*Proposals are reviewed in rounds adhering
to monthly deadlines. Check the website
often to see the current review round.
Visit the website:
thelearner.com
www.aiu.edu • Campus Mundi • # 14
12TH International Conference on
Environmental, Cultural, Economic
and Social Sustainability
Call For Papers
This Conference will be held
21-23 January 2016 at Portland
State University, Portland,
Oregon, USA. Proposals for paper presentations, workshops,
poster presentations, or colloquia are invited that discuss
the themes listed below. In
addition to the special focus,
paper presentations will be
grouped into one of the following categories for presentation
at the conference:
• Environmental Sustainability
• Sustainability in Economic,
Social & Cultural Context
• Sustainability Policy
& Practice
• Sustainability Education
The On Sustainability knowledge community is brought
together by a common concern
for sustainability in an holistic
perspective, where environmental, cultural, economic, and
social concerns intersect.
Proposal Submissions
and Deadlines
The current review period
closing date for the latest
round of submissions to the
Call for Papers (a title and
short abstract) is 21 January
2015*. Please visit our website
for more information on submitting your proposal, future
deadlines, and registering for
the conference.
If you are unable to attend the conference, you may
still join the community and
submit your article for peer review and possible publication,
upload an online presentation,
and enjoy subscriber access
to On Sustainability Journal
Collection.
*Proposals are reviewed in rounds adhering
to monthly deadlines. Check the website
often to see the current review round.
Visit the website:
onsustainability.com
Atlantic International University
Graduates
of the
month
december 2014
Sayed Ahmad Shekib “Montazery”
Master Of International Relations
International Relations
Afghanistan
Stella Maris Skarp
Bachelor Of Science
Psychology
Argentina
César García Balaguera
Doctor Of Public Health
Sexual And Reproductive Health
Colombia
António Magalhães Pimenta
Bachelor Of Business Management
Business Management
Angola
Ileana Berenice Cesare
Bachelor Of Science
Psychology
Argentina
Eduardo Camacho Alecina
Bachelor Of Science
Architecture
Colombia
Avelino Julai
Master Of History
History Of Angola
Angola
Daymara Tratman Brown
Master Of Education
Education
Barbados
Hector Damian Mosquera Benitez
Doctor Of Environmental Management
Environmental Management
Colombia
João Nhito Chocolate
Master Of Science
Educational Psychology
Angola
Assouguena Joseph Kisito
Doctor Of Science
Industrial Engineering
Cameroon
Jonatan Salcedo Arrieta
Bachelor Of Science
Electrical Engineering
Colombia
Manuel Jose Antonio Monteiro
Bachelor Of Social And Human Studies
Languages And Literature
Angola
Fayiah, Henry K.
Master Of Science
Accounting
Chad
Luis Alberto Franco Rodríguez
Bachelor Of Science
Petroleum Engineering
Colombia
Tungu Silvain
Master Of Science
Food Engineering
Angola
José Gregorio Guzman Castro
Bachelor Of Science
Public Health Management
Chile
Carlos Alberto Rossi
Doctor Of Philosophy
Human Resources
Ecuador
www.aiu.edu • Campus Mundi • # 14
Atlantic International University
Carlos Patricio Pozo Suárez
Bachelor Of Science
Mathematics
Ecuador
Daniel Sarfo
Master Of Business And Economics
Accounting
Ghana
Antonio Roa Mendieta
Master Of Health Science
Immunology
México
Nawaz Ali Lakho
Bachelor Of Science
Mechanical Engineering
Pakistan
Reza Omidi Varmezani
Doctor Of Philosophy
Health Care Administration
Switzerland
Julio César Rivadeneira Zambrano
Doctor Of Philosophy
Regional Development
Ecuador
Edward Nii Armah Aryeetey
Bachelor Of Science
Information Systems
Ghana
Francisco Gerardo Becerra Avalos
Doctor Of Science
Economics
México
Ana Raquel Mojica González
Bachelor Of Science
Finance
Panama
Audrey Marie Callum
Doctor Of Philosophy
Anthropology
United Kingdom
Luis Acuña Atiaja
Doctor Of Health Science
Chiropractic Studies
Ecuador
Samuel Amoako
Doctor Of Business Administration
Business Administration
Ghana
Hiram Díaz Quintero
Bachelor Of Science
Legal Studies
México
David Berroa Pinzón
Doctor Of Science
Economics Of The Agricultural Production
Panama
Byron Giovanni Ron Lara
Master Of Science
Renewable Energy
Manuel Augusto Guerrero Rodríguez
Doctor Of Health Science
Alternative Methods
Ecuador
Ruthe Keita
Master Of Science
Social Science
Haiti
Laura Isabel Martínez Morales
Bachelor Of Science
Chemical Engineering
México
Gladys Hortencia Garcia Vilcapoma
Doctor Of Science
Information Systems
Peru
Charles A Mierkiewicz
Bachelor Of Science
Quality Management
Pedro Gonzalo Suntaxi Paucar
Master Of Science
Civil Engineering
Ecuador
Claudia Patricia López Zelaya
Bachelor Of Science
Business Administration
Honduras
Laura Ruth Baca Villarreal
Doctor Of Science
Nutrition
México
Luis Enrique Palomares Alvariño
Doctor Of Science
Statistics
Peru
David Rosario Rivera
Doctor Of Education
Education
Sixto Leiva Monteros
Bachelor Of Science
Psychology
Ecuador
Devorah Leah Hurwitz
Bachelor Of Science
Psychology
Hungary
Nicolás Alejandro Hernández Lira
Doctor Of Philosophy
Psychology
México
Miguel Angel Ramos Flores
Doctor Of Philosophy
Environmental Science and Sustainable Devel.
Peru
Maria C. Gonzalez
Doctor Of Philosophy
Psychology
Calixto Filimon Lopez Ventura
Bachelor Of Science
Mechanical Engineering Industry
El Salvador
Jose Chiguala Ibori
Bachelor Of Science
Education
Japan
Nelson Levim Bruing Maximiano
Master Of Science
Economics
Mozambique
Hassan Ahmed Almathami
Doctor Of Philosophy
Business Administration
Saudi Arabia
Dimuna Hamweemba
Master Of Computer Science
Management Information Systems
Zambia
Mario A. Zelaya Guerrero
Bachelor Of Science
Computer Engineering
El Salvador
Ayoub . V. Ghaouch
Bachelor Of Science
Business Management
Lebanon
Sidónio Cipriano Turra
Doctor Of Science
Communications
Mozambique
Abass Hassan Kamara
Bachelor Of Science
Economics
Sierra Leone
George Mwila
Master Of Science
Accounting
Zambia
Cláudia Maria M. Joaquim
Bachelor Of Science
Information Technology
Germany
Macloud Dumen Andrew Kadam’manja
Doctor Of Business Administration
Business Administration
Malawi
Nwankwo Steve Chukwuemeka
Doctor Of Philosophy
Statistics
Nigeria
Elsadig Izzeldin Ahmed Ibrahim
Doctor Of Science
Electrical Engineering
Sudan
Saul Kiwempindi
Doctor Of Business Administration
Real Estate Investment
Zambia
Elin Cecilia Hitzler Guerrero
Bachelor Of Science
International Relations
Germany
Mathias Chitimbe
Bachelor Of Accounting
Accounting
Malawi
Plácido Obiang Beká
Bachelor Of International Relations
Diplomacy
Nigeria
Franci Elena Cuadrado Euscategui
Bachelor Of Business Administration
Business Administration
Switzerland
USA
USA
USA
USA
more AIU graduates
Gallery: aiu.edu/Graduation/
grids/index.html
Video Interviews: aiu.edu/online/
Grad%20Gallery/indexs.html
s t u dent ’ s s p a c e
www.aiu.edu • Campus Mundi • # 14
Testimonials
Reza Omidi Varmezani
PhD in Health Care
Administration
November 23, 2014
“K
nowledge is
power.
The importance
of education cannot be measured.
Its value is unmatchable. With each generation we are making one step
forward in a direction that will
further address world issues
such as environmental awareness, famine, disease, and war.
As we learn from our mistakes,
we are able to improve the next
time around.
Without education, improvement and progress would never
be achieved. From coal miners
to rocket science, building a
peaceful, efficient, and growing
species is all based on the evolution of our education. There
is no greater purpose than using the mind to everyone’s best
advantage.
I have had some professional
tutoring and working with AIU
around the last months, and
one of the biggest compliments
I can give is discipline and
taking the education seriously.
There are not so many places
which do not have the same
quality and educational opportunity like I had at AIU.
Education at AIU is what we
can call a capital improvement.
Education in the fields that I
think AIU may be concerned or
interested in would be health
and possibly the welfare of the
people involved.
It is amazing how many
people are here at AIU to
advise you in every aspect of
your education and beyond. I
established such good relationship with my tutor and advisor
that when I went through the
crisis of every day working life,
it was easy to talk with these
mentors, who have continued
to advise me throughout my
university experience. While
guiding the students, the
university doesn`t hold their
hands, but rather pushes them
toward self-discovery.
AIU is a great university
and school of business where
I have been is a blended place.
Everyone is friendly and helpful. The university activities
and interactions are online but
very accurate and very fast.
You can send your assignment whenever you want and
it would be graded during the
next day. You have always
feedback from your tutor or
academic department.
Teaching methods will
include lectures, presentations
by guest speakers and AIU staff
is online and always accessible.
You will have access to resources, discussion forums and
Atlantic International University
course tasks within myAIU
portal.
All students are expected
to take an active part in the
course and submit work showing evidence of learning.
Studying at the AIU was a
life changing experience for
me. I have had the opportunity
to study in a different, challenging and ambitious environment as well as learning
about other cultures, people
and best of all myself.
AIU made me a more educated, experienced, happier
and more fulfilled person.
Devorah Leah Hurwitz
Bachelor of Psychology
November 30, 2014
“I
found that studying child
psychology with AIU was
a true pleasure.
The personalized curriculum
enabled me to choose subjects
that were pertinent to my personal professional challenges
and to explore avenues of
greater pertinence and interest
in the context of my life.
My studies were practical
to my particular field giving
me a feeling of
ownership and
empowerment.
For someone who
is self-motivated,
the course was
invigorating and
I believe it is for these reasons
that I gained more than many
of my friends and colleagues
who studied at the same time
as I did in different institutions.
One aspect of my experience,
I found challenging, was that
answers from my tutors were
not always prompt, and in the
course of busy lifestyle, it created extra hurdles to navigate.
Nonetheless when advise was
given, it was wise and helpful.
I am grateful for this opportunity, and as a result I feel
better equipped to deal with
the issues that arise in my
profession.
Thank you for this life changing experience.
Charles A. Mierkiewicz
Bachelor in Quality
Management
December 12, 2014
“T
his correspondence is intended to summarize my
experience obtaining a Bachelor’s degree through Atlantic
International University. First
and foremost was the ability to
customize my degree program
to coincide with my career
aspirations and expertise. In
the field of Quality Assurance
there is no specific degree as
such. Quality Assurance is a
concept that
is critical to
many things
we do in
life. And in
careers and
employment Quality has to be present
in order to achieve customer
satisfaction, safety, reliability,
reproducibility in everything
from Research Development,
Manufacturing and Process
Control and Excellence. Anything done with a quality purpose furthers the human cause
and society as a whole with
regards to continuous improvement and quality of life.
In addition the flexibility of
AIU’s curriculum and learning structure of based on
“Andragogy and Omniology”
allows for students to learn
at their own pace and time to
remain gainfully employed and
furthering their opportunities
for the future with the degree
obtained here. The online
experience with “My AIU” and
the mentoring and tutoring
available make the learning experience exactly that. Atlantic
International University offers
a truly unique and innovative experience. Just like the
student and professional I have
become.
more student testimonials
aiu.edu/testimonialsnew.asp?pcid=63
Joyce Banda
www.aiu.edu • Campus Mundi • # 14
Atlantic International University
AIU’s Honorary Alumni
former President of Malawi
Who is Joyce Hilda Banda?
Entrepreneur, activist, politician and a philanthropist, Her
Excellency Dr. Joyce Banda
is Former President of the
Republic of Malawi having
ruled that country from 2012
to 2014. She is Malawi’s first
female president and Africa’s
second. Voted as Africa’s most
powerful woman by Forbes
Magazine for two years running and voted as one of the
most powerful women in the
world, Her Excellency Dr.
Joyce Banda is a champion for
the rights of women, children,
the disabled and other marginalized groups.
Human rights
Before becoming President
of Malawi, Dr. Joyce Banda
served as a Member of Parliament; Minister of Gender
and Child Welfare; Foreign
Minister and Vice President
of the Republic of Malawi.
While serving as Minister
of Gender and Child Welfare, Dr. Joyce Banda championed the enactment of
the Prevention of Domestic
Violence Bill in 2006, which
provides a legal framework
and valuable instrument
for elimination and prevention of all forms of violence
against women and girls.
Dr. Joyce Banda’s unwavering commitment to promotion of women’s maternal
health and reproductive
rights saw her establish Presidential Initiative on Maternal
Health and Safe Motherhood,
which spearheaded the fight
against high maternal mortality and promotion of safe
motherhood in Malawi.
Remarkably during the two
year period of her presidency,
Malawi registered considerable success in the areas of
maternal and child health, and
reproductive health in general,
as the country reduced maternal mortality ratio from 675
deaths per 100,000 live births
to 460. The achievement is
attributed to the model which
President Banda introduced,
which was a balanced act of
both traditional and technical
dimensions and approaches.
www.aiu.edu • Campus Mundi • # 14
Atlantic International University
Awards
Reforms
President Dr. Joyce Banda
is credited for turning round
Malawi’s ailing economy which
was on the verge of collapse
when she became president
in April 2012. She instituted a
number of economic reforms
which did not only bring the
economy back on right track but
also saw the economy growing
from 1.8% in 2012 to over 6.2%
in 2014; improved the operational industrial capacity from
35% in 2012 to 85% in July 2014;
enhanced Malawi’s foreign exchange import cover from one
week in 2014 to three and half
months in July 2014; and also
turned around Malawi’s fuel
cover from 1 day in 2014 to 15
days in 2014 at any given time.
In the areas of democracy,
good governance and rule of
law, President Banda repealed
a number of draconian laws
that infringed on people’s civil
liberties, media freedom and
weakened institutions of good
governance and rule of law.
A recipient of more than
15 international accolades
including “Hunger Project Africa Prize for Leadership for
the Sustainable End of Hunger” shared with President
Joaquim Chissano of Mozambique in 1997, President
Banda is a strong advocate
for women and girls’ emancipation and empowerment
and a prominent civil rights
campaigner. She founded the
Joyce Banda Foundation International, which has guided
projects from empowering
women, rural communities,
to providing orphans education. Currently the Joyce
Banda Foundation International has benefited over
1.3 million people in Malawi
through various programs and
interventions ranging from
economic empowerment,
agriculture and food security,
education, water and sanitation, youth development just
to mention a few.
Among many other organizations, she established
the National Association
of Business Women, which
lends women start-up cash to
build small businesses, and
the Young Women’s Leadership Network, which mentors
female students in schools.
On the international scene,
President Dr. Banda was
instrumental in formation
of such organization as the
African Federation of Women
Entrepreneurs (AFWE), currently running in 41 countries
in Africa, Council for the
Economic Empowerment of
Women in Africa (CEEWA)
and Americans & Africans
Business Women’s Alliance
(AABWA) of which she served
as First President.
Joyce Hilda Banda. Bachelor of Social Science. Graduate since
Monday, April 23, 2012 from Atlantic International University.
www.aiu.edu • Campus Mundi • # 14
Atlantic International University
Music on the Twentieth Century
In search of new sounds
By Law Chin Yan | extract | Complete essay: www.aiu.edu/applications/DocumentLibraryManager/upload/Law%20%20%20Chin%20Yan.doc
Music students often focus in Baroque, Classical and romantic period, they usually neglect
the music of the twentieth century. And most of
them do not like twenty century music, also they
feel it strange and noisy; and pupils only know
few characters about twentieth century music:
atonal, discord and chromatic notes.
A
ctually the music in twentieth century is largely of
exploration and experiment,
and it also has a fascinating
melody from the new trends,
new techniques and sometimes
the music in twentieth century
entirely new sounds. So pupils
maybe cannot accept these all
new things in twentieth century
music, but in music learning
cannot neglect any different
parts in music history, no matter
if they like or not.
Impressionism, Atonality, Nationalism, Neoclassicism…are
the new terms in the twentieth
century music, however, performance need extreme techniques; but pupils only need
to study what are the meaning
of these terms and hoe to play
them successfully. Moreover,
there are many different trends
followed by twentieth century
music, and some of them be the
complex mixture of style. Pupils study four main period of
music, and they can find a great
many characteristics of style
which may identify in twenty
century pieces.
Melodies. This topic is for
Stravinsky, Igor Fyodorovich
the ears, I investigate the sharp
and the mood in the music, it is
the first feeling of the twentieth century music. And the
melody is very important, it is
because pupils study the music
with the first impression form
its melody.
www.aiu.edu • Campus Mundi • # 14
Harmonies. This topic is for
the theory, I investigate the
chord, cadence accompaniment, key and notes which
use in the music, I like the
analysis. It can help pupils to
know why they always hear
dissonances in twentieth
century music, also find out
the harmonies can help us to
understand what is the meaning in the music; which also
the idea form the composer.
Rhythm. The topic back for
the ears too, it related with
phasing, pulse, tempo and
dynamic, it like the investigation in melody of the music.
But investigating rhythm is
more detailed than investigating melody; because rhythm
is both in the melody and accompaniment parts. Also it is
the energy of the music, it give
more hard feeling for he pupils.
Timbres. It also related to
listening, but in more detail
it is related with the touching
and pedaling in the playing.
That means it related to the
technique of the performance
playing. in this topic pupils
can know how to practice
twentieth century music.
And there are many great
composers in twentieth century, such as Debussy, Bartok,
Schoenberg, Shostakovich,
Stravinsky, Prokofiev, Britten and so on. But I will only
introduce some of them who
are always meeting in pupil’s
piano examination or performance piece, because it is more
efficient to
study twentieth
century music.
the composers and the
music pupils meet
or choose
in their
examination,
competition and
performance are
most meaningful for them,
and they are willing to study
more detail no matter they do
not like.
On the other hand, the
music pupils meet or choose
in their examination, competition and performance
must be more importance in
twentieth century music, also
sometimes the music which in
the syllabus of examination or
competition with the specially
study materials, examples are
the form, mood, tone-color
and the phase.
Study in twentieth century
music, I really want to understand the musical characters
in this period and to improve
the performance of this period
piece. Also when I understand
twentieth century music it is
promotion and development
for the further study of music.
Atlantic International University
And after this assignment and
investigation, I want to state
that music in twentieth century also is the importance section in our
music study life,
pupils do not
only focus
in Baroque,
Classical and
Romantic
period.
Music character in twenti- eth century. There
are many elements in twentieth century music, but these
elements also have some similar or same ideas. Music of the
twentieth century is like the
continuing growth of musical
styles which employed significant elements from national
folk idioms, and the Neo-classicism, new discoveries of the
early part of the century into
musical styles having more
or less overt connection with
principles, forms, and techniques of the past; besides, the
transformation of the German
post-Romantic idiom into the
twelve-tone styles. These are
the main directions maybe
the major idea or character in
twentieth century music.
French composers had functioned as very important force
to bridge the romanticism and
new direction of modernism.
They do something to against
German Romantic: Basic
driving force in contemporary
music is one of the reactions,
composers’ development of
nationalistic musical style and
the inspiration from the Baroque music. Moreover, many
composers looking back history, they think that historical
periods were dominated and
unified by certain composers
form particular country; and
the basic repertory; forms;
idioms; and style they have
provided. After these study and
research, the composers of the
twentieth century can develop
new music and some new style.
Neo-classical (new Classicism), Neo-classicism.
Neoclassicism is a style in
twentieth century music
characterized by a strong reaction to the German Romantic
(later Romanticism). It is more
clearly revealed in ‘Pour le
Piano’ and ‘Sonatina’ as to
use the old forms of Prelude;
Saraband; Minute and Toccata; Rounded binary; Dance
rhythm; but employs the total
new sound. Thick, congested
textures for huge performing
forces were replaced by clarity
of line and texture characteristic of music wrote in the
Romantic period before.
In Neoclassical, orchestras
become limited in size, presenting instrumental timbres
which are sharply contrasted.
Also the Neoclassical style
is often ‘cool’, composers
emphasizing he sound of wind
instruments and percussion
rather than the more expressive strings.
Impressionism. A group
of French painters developed
a new style which came to be
called impressionism; there
are Monet, Manet, Degas,
and Renoir... and it like the
atmospheric, the composers
also imitate the idea of painting, so be the new idea of 20th
century music: impressions of
light and color than sharply
defined contours, the impressionism artists aimed to give
merely an impression, like the
eye might take in at a single
glance; therefore impression
of vague, hazy, outlines, and
the play of shimmering light
and movement. And musical
impressionism is not devoid
of romantic elements, and it
may be described generally as
having refinement, delicacy,
vagueness, and an over-all
‘luminous fog’ characters.
And in impressionism, music
always full with high-number
chord, the chords for their
expressive and color effect,
moreover, these chords always
the discords or similar chords
(frequently 9ths or 13ths), also
play these continues chords
with moving in parallel motion.
www.aiu.edu • Campus Mundi • # 14
And the scales used in the impressionism are modal scales,
the five-note pentatonic scale,
or the whole-tone scale.
Polytonality and atonality. In the music we refer to
the key to find out the tonic. In
the music written in C major,
we will sense a strong trend
towards the most important
note of that key: the tonic note
C and the next most important note is the dominant note
G. But on the 20th century,
composers have experimented
with the technique of polytonality –writing music in two
or more keys at once.
And the atonality means
a total absence of tonality or
key. Atonal music avoids any
key or mode by making free
use of all twelve notes of the
chromatic scale. Atonality has
not an importance note, therefore each twelve notes are
given equal importance, and
there is no pull towards any
central tonic. Therefore some
composers (like Wagner) had
freely use chromatic discords,
it bringing in notes from
outside the key to color the
harmonies. It is the reason in
20th century, polytonality and
atonality over the major and
minor key system. Moreover,
the development of polytonality and atonality maybe the
use of parallel motion and the
use of whole-tone scale; they
also have he same concept to
avoid the key character, and
all these steps led eventually
become essential to the style
of Expressionist.
Expressionism. This is
also a term form painting,
these painters expressed
their innermost experience
and states of mind: dark,
secret terrors and fantastic
visions of the subconscious.
And expressionism in music
began as an exaggeration, and
distortion even, also composers poured the most intense
emotional expressiveness into
their music, therefore on the
20th century music composers
often use the mental breakdown to express their minds.
Expressionist style
composers are Arnold Schoenberg
who is a painter
too, and his pupils:
Alban Berg and
Anton Webern;
they became know
as ‘The Second
Viennese School’.
Atlantic International University
Great composers
of the 20th century
Prokofiev, Sergei Sergeievich
(27 April 1891 - 5 March 1953)
Schoenberg, Arnold
(2 Sept. 1874 - 13 April 1951)
Bartok, Bela
(25 Mar. 1881 - 26 Sept. 1945)
Shostakovich, Dmitri D.
(25 Sept. 1906 - 9 Aug. 1975)
Stravinsky, Igor Fyodorovich
(17 June 1882 - 6 April 1971)
Webern, Anton
(3 Dec. 1883 - 15 Sept. 1945)
Atonal styles, increasingly
chromatic and total rejection of
key or tonality are the character of expressionist music harmonies; composers use the extremely dissonant harmonies,
frenzied, disjointed melodies
(including wild leaps), violent
tone color, and play explosive
contrasts with instruments to
expression to others.
Parallelism, Chromaticism and Serialism. Par-
allelism is an idea of all parallel intervals of fifth, third and
octave. And the Chromaticism
is another composition idea of
inner part movement in chromatic, also the chord modulate
by chromatic too. These two
new composition concept is
began on the 20th century music, composers really wanted
to break out the old style of
music composition. Besides,
Serialism or twelve note system is a composing which is a
new arranges all twelve notes
of the chromatic scale in order
of the composer choice. It
become the ‘note-row’, or the
basic series which entire composition will be based, also
all twelve notes are of equal
importance, there are no any
trendy to tonic, leading note
and the pulling toward to the
dominant. In this composition
concept, the series of these
notes have four difference
form: original form, retrograde
(backwards), inversion (upside
down), retrograde inversion
(backwards and upside down
at the same time).
Conclusion. Music on the
20th century has many new
materials and new ideas,
therefore we have many new
sounds in our music life today,
also the period in 20th century
hasn’t finish, that means we’ll
have more creative and shock
news to us.
But to round up the development of early 20th century, there are Neo-classicism,
Impressionism, polytonality, atonality, Expressionism,
Parallelism, Chromaticism and
Serialism. These elements use
to express the composer feelings, and all of the composers
of the 20th century are aimed to
break through the old musical style specially in Romantic
and Classical period, therefore
composers always avoid use
the form and the characters
which same as the music period before 20th century.
And in later 20th century
musician in a special ways
to develop new music, they
directly onto magnetic tape
rather than in an abstract way
by writing notes down on
paper. The sounds were the
nature sounds around us, such
as a door slamming, a cork
popping from a bottle, and so
on. And musicians transferred
these recordings to another
tape: blending them, superimposing hem one on top of
another, and modifying them
in various ways, this may be
the new music of our future.
Studying music is not like
studying history or language,
we cannot only remember the
theory and the music style,
also we cannot memorize all
the pieces and music characters without enjoyment.
Therefore I think we must
refresh our memory about the
characteristics of different
styles of each period by learning a new musical period or
new music style. It can help us
to understand better the new
style, not only compare with
two different music styles and
periods, and we can discover
that there are many creativity
on the 20th century music.
Publications by Students: aiu.edu/StudentPublication.html
www.aiu.edu • Campus Mundi • # 14
Atlantic International University
The world as a classroom
W
By Dr. Rosa Hilda Lora M. / Advisor at Atlantic International University
hat has changed in the world
in which we live to say that
this should be a classroom. What do
we do in the classroom? The classroom is characterized by the space in
which teachers and students gather
to share an experience that is called
learning. Learning involves a model
or paradigm of teaching and gaining
knowledge. The model we know has
the following elements: a paradigm or
model of science, teaching methods,
student conception and design of
leading learning: the above is inserted
into a form of society.
In this 2014 we have different
proposals regarding the model of science; since 1950 the last century is the
questioning of science in the model
that for something to be true had to be
measurable; the proposal is that there
is unquantifiable so we talk about
holistic model and that the division
into disciplines must be replaced by
transdiscipline.
As the student ceased to be the
recipient of the knowledge passively;
the teacher is no longer the one who
knows and provides knowledge.
Also how trading is done as a whole,
globalization, and is also intended to
be a common culture and globalization. To this must be added the development of communication.
If they have changed the concept of
science, student, teacher and society
has a different structure how can you
make teaching and learning relationship based on a single factor, which is
the classroom.
“The information age and knowledge
is creating a new way of life in all social,
political, institutional and business
systems. Organizations of this new era
do business differently, have different
expectations and values. The customs
and rituals become human; needs and
how to meet them modify and evolve.
Siliceo Aguilar (2007, p. 9).
Following Siliceo Aguilar there are
many elements that have to change
in this new society and one of them
is education. Necessarily it has to be
a change in education and must be
consistent with the model of trade or
globalization and global culture: human beings have to be ready for the
new society in order for not to happen
what Binde says:
“A world in which less than 10% of
human beings have access to new
sources of knowledge and 90% is
excluded, is a structurally precarious
world”. Bindé (2006, p. 143).
The new model or paradigm of
education must take the world as
classroom and this is achieved using
digital communication; known science
should explain different aspects comprising a problem; the student should
seek information from universities
in the world, having their diffusion
pages; he should also seek information
from various global organizations that
exist, related to trade and education;
he should study at institutions offering
quality although governments have
them out of what they call “recognition” because we are living in the
absence of power of the world’s states,
hence the emergence of Non-Governmental Organizations (NGOs).
We have to say with Siliceo Aguilar:
“The social demand for educational
services that truly prepare students
for the future will be increasingly
demanding, since security survival is
based on knowledge and higher skills
developed properly”. Siliceo Aguilar
(2007, p. 11).
It is urgent to change the educational model because we have a different society that needs human beings
integrated to the changes that global
society is developing with criticism of
one or the approval of others. So say
Toffler and Toffler:
“Today, nations around the world
strive to build, at different speeds,
advanced economies. What is not
yet clearly understood most of the
business, political and civic leaders is
a very simple fact: that an advanced
economy needs an advanced society,
as each economy is the product of the
society in which it is inserted and depends on its basic institutions”. Toffler
and Toffler (2006, p. 63).
One of the basic forms of a society
is education and education should
be for all: everyone should have the
opportunity for personal development.
Education has to be as fast as trade,
as innovative as communication
development, as wide as the natural
and social world and must be chosen
organizations for such purposes by the
quality rather than by authority States
that offer them.
The final question to us to choose
an institution to educate ourselves is:
if states do not have the power they
needed to be in society, how they
intend to tell us which university
or school is what should give us the
knowledge of this new world.
The world is a natural world and
the world is a social world and human
beings need to know these two worlds;
humans need to integrate these two
worlds because we are part of the
natural world and we must be part of
the social world we create.
Life is to live in the natural world
and live in the social world; if this does
not occur, humans are walking in the
opposite direction of our development;
Life is for living and to live means to
be satisfied with what we are and have
growth on sight. Otherwise to live, to
grow, means decay, means survival.
We in the same way that NGOs
have emerged, because states have
ceased to represent the society in their
rights, to choose educational organizations that can give us THE WORLD AS
CLASSROOM.
references. Bindé, J. (2006). ¿Hacia dónde se
dirigen los valores? Coloquios del siglo XXI. F.C.E:
México. Toffler, A. y Toffer H. (2006). La Revolución de la Riqueza. Random House Mondadori: México. Siliceo Aguilar, A. y otros (2007).
Liderazgo, Valores y Cultura Organizacional.
McGraw-Hill: México.
ed u c a ti o n + c u lt u re
www.aiu.edu • Campus Mundi • # 14
Unschoolers
Ready for college?
P
eter Gray has studied how learning happens
without any academic requirements at a democratic school. The Boston College research professor also wrote about the long history and benefits of
age-mixed, self-directed education in his book Free to
Learn. Over the years, as he encountered more families who had adopted this approach at home (these
so-called “unschoolers” represent about 10 percent of
the more than two million homeschooled children), he
began to wonder about its outcomes in that setting.
In 2011, he and colleague Gina Riley surveyed 232
parents who unschool their children, which they
defined as not following any curriculum, instead letting the children take charge of their own education.
The respondents were overwhelmingly positive about
their unschooling experience. This led Gray to wonder how unschooled children themselves felt about
the experience, and what impact it may have had on
Atlantic International University
their ability to pursue higher education and find gainful and satisfying employment. So last year, he asked
readers of his blog to disseminate a survey to their
networks, and received 75 responses from adults
ranging in age from 18 to 49; almost all of them had
had at least three years of unschooling experience.
Overall, 83 percent of the respondents
had gone on to pursue some form of
higher education. Almost half of those had
either completed a bachelor’s degree or
higher, or were currently enrolled in such a
program; they attended (or had graduated
from) a wide range of colleges, from Ivy
League universities to state universities
and smaller liberal-arts colleges.
Getting into college was typically a fairly
smooth process for this group; they adjusted to the academics fairly easily, quickly
picking up skills such as class note-taking
or essay composition; and most felt at a
distinct advantage due to their high selfmotivation and capacity for self-direction.
“The most frequent complaints,” Gray
notes on his blog, “were about the lack of motivation
and intellectual curiosity among their college classmates, and the constricted social life of college.”
Most of those who went on to college did so without
either a high school diploma or GED, and without taking the SAT or ACT. Several credited interviews and
portfolios for their acceptance to college, but by far the
most common route to a four-year college was to start
at a community college.
None of the respondents found college academically
difficult, but some found the rules and conventions
strange and off-putting. Young people who were used
to having to find things out on their own were taken
aback “when professors assumed they had to tell them
what they were supposed to learn,” Gray says.
All survey respondents were also asked about their
employment status and career, and 63 answered a follow-up survey asking about their work in more detail.
Find AIU contributions to the open learning initiative at courses.aiu.edu
More than three-quarters said they were financially
self-sufficient; the rest were either students, stay-athome parents, or under the age of 21 and launching
businesses while living at home. But a number of
those who were self-sufficient noted that this hinged
on their ability to maintain a frugal lifestyle (several
added that this was a conscious choice, allowing them
to do enjoyable and meaningful work).
The range of jobs and careers was very broad —from
film production assistant to tall-ship bosun, urban
planner, aerial wildlife photographer— but a few
generalizations emerged. Compared to the general
population, an unusually high percentage of the
survey respondents went on to careers in the creative
arts. Similarly, a high number of respondents (50%
men, 20% women) went on to science, technology,
engineering or math (STEM) careers. “STEM careers
are also kind of creative careers —they involve looking
for something, seeking answers, solving problems,”
Gray says. “It sort of fits.” The reason for this correlation is something this survey can’t answer. “Maybe
unschooling promotes creativity, or maybe dispositionally creative people or families are more likely to
choose unschooling,” Gray says. “A little bit of both.”
Additionally, just more than half of the respondents
were entrepreneurs (this category overlapped considerably with the creative arts category). But what
Gray found most striking is the complete absence of
“the typical person who gets an MBA and goes on to
become an accountant or middle manager in some
business. People with these educational backgrounds
don’t go on to bureaucratic jobs.”
He adds that this trend manifests across white- and
blue-collar careers. “In the Sudbury survey, there
were people working as carpenters or auto mechanics, but in situations where they were occupationally
self-directed, and solved their own problems.” In other
words, he says, unschoolers of all types had overwhelmingly chosen careers high in those qualities that
sociologists have found lead to the highest levels of
work satisfaction.
Source: How do Unschoolers Turn Out?
by Jane Mount. blogs.kqed.org/mindshift
s c ien c e + te c hn o l o g y
www.aiu.edu • Campus Mundi • # 14
Amazing solar power system
A
solar energy system that doesn’t require sunlight is almost as bizarre as a tidal power system
that doesn’t use water – however that’s exactly what
researchers at MIT have cooked up. The team just unveiled a new photovoltaic energy conversion system
that can be powered by heat, the sun’s rays, a hydrocarbon fuel, or a decaying radioisotope. The buttonsized power generator that can also run three times
longer than a lithium-ion battery of the same weight.
The science behind the device is not necessarily groundbreaking, as engineers have long used the
surface of a material to convert heat into precisely
tuned wavelengths of light. However MIT’s method to
convert light and heat into electricity is much more
efficient than previous versions.
Described in the journal Physical Review A, MIT’s
breakthrough was enabled by a material with billions of nanoscale pits etched on its surface. When
this pitted material absorbs heat, it radiates energy
at precisely chosen
wavelengths depending on the size of the
pits. It is hoped that the
technology may one
day be used to generate
power for spacecraft
on long term missions
where sunlight may not
be available.
“Being able to convert heat from various
sources into electricity without moving
parts would bring huge
benefits,” says Ivan
Celanovic, research
engineer in MIT’s Institute for Soldier Nanotechnologies (ISN),
“especially if we could do it efficiently, relatively inexpensively and on a small scale.” Celanovic went on to
say that he believes his team could triple the efficiency
of their prototype, adding that “It’s a neat example of
how fundamental research in materials can result in
new performance that enables a whole spectrum of
applications for efficient energy conversion.”
Considering that space firms are looking for new
ways to power spacecraft efficiently now that the
shuttle fleet has
been retired, we
imagine NASA
will be among
the many
companies interested in this
technology.
Atlantic International University
Floating city in Venus
A
team of NASA scientists has dreamed up an innovative concept that could eventually see humans
permanently occupying Venus’ atmosphere, in a floating cloud city.
Venus is actually remarkably similar to Earth in
size, mass, density, gravity and composition. So why
aren’t we trying to get humans there instead? Well,
it’s probably to do with the fact that it’s the hottest
planet in the solar system, with surface temperatures
reaching 465oC (870oF) —plenty hot enough to melt
lead. It’s also shrouded in a very dense atmosphere
with clouds of toxic sulphuric acid, and its crushing
surface pressure is around 90 times that of ours.
So, Venus’ surface is pretty much a no-go zone. But
what about taking up residence in its atmosphere?
That’s NASA’s thinking anyway, and its Langley Research Center has already started to put forward some
interesting ideas for a potential future mission, or five.
Named the High Altitude Venus Operational Concept (HAVOC), the evolutionary program comprises
a series of ventures that would kick off by sending a
robot into the atmosphere to test the waters, followed
by a 30 day crewed, orbital mission. If successful, the
next mission would be a crewed, 30-day venture in
Venus’ atmosphere, ultimately leading up to humans
spending a year in the atmosphere, or maybe even
the establishment of a permanent presence in a floating “city.” Read more at: www.iflscience.com/space/
nasa-wants-establish-floating-cloud-city-study-venus
Source: inhabitat.com
Learn more about science at MyAIU Evolution
www.aiu.edu • Campus Mundi • # 14
a rt + de s i g n
Javier Marín
Atlantic International University
Energy saving
D
J
Three monumental sculptures at Plaza Eulogio Rosado, Mérida, Yucatán, México.
avier Marín has developed a solid career as a visual
artist for the last 30 years, holding over 90 solo
exhibitions and more than 200 collective shows in
Mexico, the USA, Canada, and several countries in
South America, Asia and Europe. His artwork can be
found in numerous public collections including the
Museum of Modern Art in Mexico City, the Museum
of Fine Arts in Boston, the Santa Barbara Museum
of Art, the Blake-Purnell Collection, the Malba-Fundación Constantini Buenos Aires (Argentina), amongst
others. In 2008 Marin was awarded the Prize of the
Third International Beijing Biennial.
Marín was born in Uruapan, Michoacán (México)
in 1962. To learn more about this talented artist, visit
javiermarin.com.mx.
Javier Marín at his workshop.
Make your innovative creations come true. Receive contribution from the world at MyAIU Research
kettle
esign Academy Eindhoven graduate Nils Chudy
has devised a way to heat liquid in a cup, eliminating the wasted energy associated with boiling
excess water in a kettle. To use the Miito product,
users fill their mug with water, then place it on an
induction plate and immerse a metal rod in the liquid.
The plate creates an electromagnetic field, which only
heats ferrous materials. The rod heats up and transfers its heat directly, and only to, the liquid.
“The majority of electric kettles are extremely
wastefully designed –the minimum fill line is usually
at 500 millilitres,” said Chudy. “This means that if you
want one cup of tea –250 millilitres– you waste 50
per cent of the hot water and therefore 50 per cent of
the energy.”
Miito works with a range of liquids including water,
milk and soup, and with any non-ferrous vessel including cups, teapots and bowls.
The product is the Netherlands’ national winner of
the James Dyson Award 2014 and is shortlisted for
the overall prize. Miito was on show at this year’s Design Academy Eindhoven graduate exhibition, taking
place during Dutch Design Week. Source: www.dezeen.com
b o d y + m ind + s p irit
www.aiu.edu • Campus Mundi • # 14
Atlantic International University
Bacteria and food cravings
T
he gut has many important functions and acts a
type of mini-brain, affecting
our mood and appetite. New
research suggests that our food
cravings may actually be significantly shaped by the bacteria
that we have inside our gut.
Gut microbiota
The gut is an immensely complex microbial ecosystem. An
average person has approximately 1.5 kilograms of gut
bacteria. Gut microbiota (the
bacterial collective) send signals to the brain via the braingut axis and can have dramatic
effects on animal behaviour
and health.
There is growing evidence to
support the role of gut microbiota in influencing why we
crave certain foods.
We know that mice that are
bred in germ-free environments prefer more sweets and
have greater number of
sweet taste receptors
in their gut compared
to normal mice. Research has also found
that persons who are
“chocolate desiring”
have microbial breakdown products in their
urine that are different from those of “chocolate
indifferent individuals” despite
eating identical diets.
Many gut bacteria can
manufacture special proteins
(called peptides) that are very
similar to hormones such as
peptide YY and ghrelin that
regulate hunger. Humans and
other animals have produced
antibodies against these peptides. This raises the distinct
possibility that microbes might
be able to directly influence
human eating behaviour
through their peptides that
mimic hunger-regulating hormones or indirectly through
antibodies that can interfere
with appetite regulation.
Practical implications
There are substantial challenges to overcome before we can
apply this knowledge about gut
microbiota in a practical sense.
First, there is the challenge
of collecting the gut microbes.
Traditionally this is collected
from stools but gut microbiota
is known to vary between different regions of the gut, such
as the small intestine and colon.
Obtaining bacterial tissue
through endoscopy or another
invasive collection technique in
addition to stool samples may
lead to more accurate representation of the gut microbiome.
Second, the type of sequencing that is currently used for
gut microbiota screening is expensive and time-consuming.
Advances will need to be made
before this technology is in
routine use.
Probably the greatest
challenge in gut microbiota
research is the establishment
of a strong correlation between
gut microbiota patterns and
human disease. The science of
gut microbiota is in its infancy
and there needs to be much
more research mapping out
disease relationships.
But there is reason to be
hopeful. There is now strong
interest in utilising both prebiotics and probiotics to alter our
gut microbiome.
Source: How the bacteria in our gut affect
our cravings for food, by Vincent Ho.
theconversation.com
Food for your brain
B
y now, we all know how important eating fruits and vegetables are for our physical wellbeing. However, munching
on melons, carrots and anything from the produce section of the
grocery store also has remarkable effects on our brains’ health, too.
A new study, published in the British Medical Journal Open,
focused on 14,000 people in the United Kingdom. The findings
pretty strongly demonstrated that people who ate the most fruits
and vegetables had the best rates of mental health. It’s even further proof that mental and physical health have many overlaps.
According to the results, one-third of people who eat at least
five servings per day were among those with the best mental
health. On the flip side, people who rarely ate fruits and vegetables were extremely unlikely to have good mental health. Just 6.8%
of those who usually skipped their veggies altogether were found
to have strong mental health.
To be clear, when measuring strong mental health, the researchers were looking not only for people who were free of depression
and other mental illnesses, but those who were happy and had a
high sense of self-worth.
Researchers looked at a variety of behaviors to find correlations
between good and poor mental health. Aside from smoking cigarettes, the amount that someone eats from this portion of the food
pyramid is the strongest indicator of what kind of mental health
that person will have.
Even if committing to five servings of fruits and veggies per day
seems like a lofty goal for you at this point, increasing the amount
you eat is still worthwhile. Source: www.care2.com
Be responsible of your physical and mental health. Read a lot, be active and visit MyAIU Body / MyAIU Mind / MyAIU Library. Share your ideas!
www.aiu.edu • Campus Mundi • # 14
Atlantic International University
Ghosts and mental illness
H
as a new study, initially
intended to understand
the symptoms of schizophrenia, explained the presence of
ghosts? For a group of scientists in Switzerland, the answer
seems to be yes.
The study was based on a
simple premise: use spatial
awareness to highlight inconsistencies in brain function.
Subjects were blindfolded and
told to put their fingers into
a robotic device. When they
moved the device forward, an
automated machine behind
them moved forward at the
same time, touching their back.
Although scientists expected
some disorientation, participants quickly adapted to how
the mechanism worked: move
hand forward, back is touched.
Move hand back, touch is gone.
However, when scientists
began delaying the real-time
movements of the machine
behind them, something very
interesting began to happen.
As the synchronicity of their
movements and the expected
touch began to fade, people
began to experience a ‘presence.’ Subjects were not told
the point of the experiment,
yet participants became so
upset by this perceived ghost
that they occasionally had to
stop the experiment.
So what does this mean?
When those with altered brain
chemistry (epileptics, schizophrenics or even people in
high-trauma situations) began
to experience a ‘presence,’ it is
likely a delay or malfunction
in how the brain is taking in
information.
Our brains
are at constant work
taking in the
world around
us and using
this information to give
us ‘spatial
awareness.’
Because of this ability, we can
dodge legos on the floor and
know how much force to use
to pick up a coffee cup. Most
experience how disorienting a
lack of spatial awareness can
be when say, we’re walking
down a flight of stairs, thinking there’s another step coming
but... boom, our foot falls hard
and flat on the floor.
For those with irregularities
in their brain, due to illness or
extreme situations (airplane
crashes, mountaineering...),
the brain can lose the ability to
take in this information correctly. This can, as scientists
have shown, result in the feeling of being watched or having
a ghostly presence just behind
you. For many who suffer
hallucinations and paranoid
schizophrenia, where patients
often report being watched by
a presence, this understanding
could help
us adapt
medications and
therapies.
In a press
release,
one of the
scientists,
Olaf Blanke
confirmed,
“Our experiment induced the
sensation of a foreign presence in the laboratory for the
first time. It shows that it can
arise under normal conditions,
simply through conflicting
sensory-motor signals... The
robotic system mimics the
sensations of some patients
with mental disorders or of
healthy individuals under
extreme circumstances. This
confirms that it is caused by an
altered perception of their own
bodies in the brain.”
While plenty of believers
might contest that they’ve
experienced a feeling of being watched, or seen ghostly
apparitions under completely
normal circumstances, science also has something to
say to that too.
High electrical readings in
a particular area have been
known to cause dizziness,
nausea and even hallucinations. But some of the most
interesting studies of late
have been with low-frequency sound or ‘infrasound.’
These can be caused by a
number of sources including
regular household appliances.
They can cause feelings of
panic, anxiety and even
vibrate the eye, inducing
hallucinations.
While it is unlikely that any
amount of scientific work
will unravel the mysteries
of ghosts for true believers,
for those who suffer anxiety,
PTSD, and especially those
dealing with schizophrenia
and seizures, this is welcome
news. It gives scientists just
another insight in how to calm
these de-regulated senses and
create order and awareness in
their everyday lives.
Source: Article by Lizabeth Paulat.
www.care2.com Image: uanews.org
Meditation
and the wild mind
O
n one level, meditation is
a tool. It can help combat
stress, fosters physical health,
helps with chronic pain, can
make you sleep better, feel
happier, be more peaceful, as
well as be present.
But on a deeper level, meditation is a doorway into the
unknown. It can help us get a
sense of the mystery of who
we are. When you start meditating, you will notice how
unruly the mind is. I remember
being quite shocked by this!
Profound thoughts about my
past or future jostled with
mundane thought clips about
what groceries I needed to buy.
So, if you’re starting out with
meditation, please don’t beat
yourself up about your wild
mind. It is a natural condition. In time you will learn to
work kindly with the barrage
of thoughts and you will find
some clarity and peacefulness.
Source: goodlifezen.com
Image: llan-community.org.uk
Have you visited MyAIU Spirit?
www.aiu.edu • Campus Mundi • # 14
en v ir o n m ent
Solar farms in Africa
T
he Jasper solar farm, located near Kimberley
in South Africa, is now the continent’s largest
solar power project. Construction was completed in
October, and it is now fully operational. With a rated
capacity of 96 megawatts, Jasper will produce about
180,000 megawatt-hours of clean energy annually
for South African residents, enough to power up to
80,000 homes.
What makes this even better is that Japser won’t
stay the biggest solar project for long. In the same
area, in South-Africa, near the 75-megawatt Lesedi
project that came online May 2014, a 100-megawatt
concentrated solar thermal power (CSP) project called
Redstone is also under construction.
The Jasper Project generated about 1 million manhours of paid work during construction, peaking at
over 800 on-site construction jobs.
South Africa has a goal of having 18 gigawatts of
renewable energy by 2030, so projects like this are
Find open courses at MyAIU Knowledge
definitely steps in the right
direction. If there’s one thing
that South Africa has lots of,
it’s sunlight!
45% of the total project
value was spent on “local
content” to help increase the
positive economic impact
on the area.
The project was developed
by a consortium consisting
of SolarReserve, the Kensani Group (an experienced
empowerment investment
player in South Africa), and
Intikon Energy (a South
African developer of renewable energy projects).
Financing came from local and international
sources, including Google and the Public Investment
Corporation (PIC), Intikon Energy, Kensani Capital
Investments, the PEACE Humansrus Community
Trust, and SolarReserve with Rand Merchant Bank.
Sources: www.solarreserve.com Michael G. Richard www.treehugger.com
Atlantic International University
Bees in problems
E
xperts blame the vanishing honeybees on different reasons: changes in farming, the decline of
wild flowers; a badly hit by the varroa mite; the latest
generation of pesticides which may disrupt the nervous systems of bees or the loss of meadows, rough
pasture and untidy gardens.
However, a handful of experts say signals from
mobile phones could be partly to blame. Dr Daniel
Favre, who previously worked as a biologist at the
Swiss Federal Institute of Technology in Lausanne,
believes signals from mobile phones and masts could
be contributing to the decline of honeybees and called
for more research. He placed two mobile phones
under a beehive and recorded the high pitched calls
made by the bees when the handsets were switched
off, placed on stand-by and activated. Around 20 to
40 minutes after the phones were activated, the bees
began to emit “piping” calls –a series of high pitched
squeaks that announce the start of swarming. Within
two minutes of the phone call ending, the worker bees
calmed down.
The study did not show that mobile phones were
deadly for bees, said Favre. “But one hypothesis is that
electromagnetic fields could be contributing to the
disappearance of bee colonies around the world,” he
added. Source: Article By David Derbyshire www.dailymail.co.uk
Learn more about the world at MyAIU Evolution
h u m a n ri g ht s + a ni m a l ri g ht s
www.aiu.edu • Campus Mundi • # 14
C
Go,
baby
go
ole Galloway is a physical therapy professor
and infant behavior who has a clear mission: to
provide mobility to children with cognitive or physical disabilities. He started his infant behavior lab to
study how children learn to move their bodies. He
was particularly interested in finding ways to close
the gap between typically developing children and
those who suffer from mobility issues. In 2007 Sunil
Agrawal, a professor of mechanical engineering at
the university, approached Galloway in a conversation that went something like this: I’ve got small
robots. You’ve got small babies. I wonder if we can
do something together. The two professors started
building power mobility robots but due to the cost
and heft of the parts, their early vehicles cost tens of
thousands of dollars and weighed up to 150 pounds,
making them inaccessible. Galloway’s solution came
to him when he saw he could shift his vision of “babies driving robots” to the lower tech “babies driving
toy cars.” It was then that Go Baby Go was born.
Unlike electric wheelchairs, usually reserved for
kids above age three, Galloway’s cars can be used
in the critical early years of development. He says
that so far Go Baby Go has retrofitted an estimated
100 toy cars. To spread his mission, he has traveled
across the country, posted YouTube videos and spoken with dozens of parents. He hopes that others can
build cars of their own: “If you’re not going to drop
what you’re doing and come work for us, at least
contact us —we’ll send you everything we have.”
Source: Article by Cat Cheney and Jacob Templin. nationswell.com
Change a life. Visit MyAIU Pledge
Atlantic International University
Gender discrimination
A
ccording to UN Women, gender discrimination
manifests itself in a number of areas, both in
law and in practice. Here are some examples:
Nationality. In more than 60
countries women are denied the
right to acquire, change or retain
their nationality, including to confer
nationality to non-national spouses.
Impact: Inability to excercise the
same citizenship rights as men and
to pass along rights afforded to citizens. This includes the right of abode; the right to vote, work, own
land and property; and to access benefits, such as
education and health care.
Employment. Women earn between
10 and 30% less than men in most countries out of 83 evaluated. Impact: Higher incidence of poverty among women;
lower propensity to save and invest;
more vulnerable to external shocks;
more likely to concentrate in lower paid,
more insecure employment.
Family. Husbands are the legally designated heads
of households in 29 out of 143
countries. Impact: Husbands control key decisions, such as choosing
the family residence or obtaining
official documents, and in some
cases are allowed
to restrict the wife’s right to work or
open a bank account.
Sexual orientation and gender
identity. 77 countries criminaliza
same-sex relationships. Impact:
Increased vulnerability to violence;
arbitrary arrest and detention; violations of he right to privacy and nondiscrimination. beijing20.unwomen.org
After the typhoon
W
hen Typhoon Haiyan hit the Philippines in
November 2013, Human Society International
was on the ground in the days immediately following
the storm to help the animals left lost or injured by it.
One of many cases is Bubba’s, whose owner left a
note on her doghouse reading “INT HUMANE SOCIETY
PLEASE HELP ME, BUBBA” in a desperate plea for aid
after having read about our past work in the Philippines. Incredibly, a photographer saw it and notified
HSI, and they tracked them down to offer assistance.
Recently, HSI visited the area to follow up and
found her roaming alone. On asking around, they
were sad to learn that her human had passed away in
July. He had no other family and Bubba was being fed
by the community.
HSI veterinarian Dr. Rey, who knew her from their
initial meeting, was moved and felt he couldn’t leave
her to an unknown fate. She had started to develop
mange and was looking unhealthy. Our team asked a
local supporter to keep her at his warehouse, where
some of his workers and other rescued dogs live;
meanwhile, our staff are working hard to find her
another loving home as soon as possible.
Please support HSI International Disaster Relief
Fund to ensure they can be there for animals in need
of aid. Visit www.hsi.org
Do you to support people or animals in your community? Visit MyAIU Human Rights and tell us about it
let ’ s be c re a ti v e
www.aiu.edu • Campus Mundi • # 14
One is not enough
I
can still remember the satisfaction I
took from dragging a crayon against
a particularly toothy piece of paper
in a coloring book when I was very
young. Unlike the cliché, I was trying
to stay in the lines, but even then, it
was the creation process that gave
me the most pleasure, not the results.
A year or so later, I began to draw
freehand, and from that point on no
blank page, post-it note, page margin,
envelope, or napkin was safe.
Needless to say, that compulsion
was what led me to become a graphic
designer. Some people specialize in
ideas, constantly scheming, iterating, finessing. I prefer doing. I don’t
know what makes me want to make,
but often the impulse strikes without
warning. If I don’t satiate it immediately, it becomes a dull ache that
lingers all day.
You’d think this would be a non-issue
—after all, I’m lucky enough to be paid a
salary to design all day. But increasingly
I’ve realized that for people like me,
one creative outlet isn’t enough. The
most interesting, creative people I know
express themselves in a variety of ways.
I call this practice informing practice,
and I used to do it myself. Back before I
made money from being creative, I was
involved in up to five different creative
outlets at a time. Now that my work
consumes my life, that number has
dwindled to one, and I can feel my nondesign creative muscles twitching.
For as long as I can remember, I’ve
associated creative pursuits with other
activities. In every class from kindergarten through college, my head was
always down as I listened to entire lesson plans while doodling superheroes,
3D cubes, and stylized words. I created
Learn or perfectionate a language. Visit MyAIU Language Center
Atlantic International University
logos for bands that didn’t exist, bands
that did exist, comic books I wanted
to make, and movies I wanted to film.
Teachers often assumed I was ignoring
them when I was drawing, constantly
asking why I found the blank page in
front of me more interesting than their
lessons. But these doodles weren’t a
distraction, they were a core part of my
learning process, visual evidence that
I was taking information in. Finding a
way to put mark on the learning process made me feel like a better student.
Fortunately, my coworkers understand the concept of auditory learning,
because I didn’t stop doodling after I
left school. During any meeting at the
GOOD office, I’m drawing faces, hands
high-fiving, the words “DOPE,” “FRESH,”
“HOLLA,” and “WHOA,” and more. A
lot more. I try to contain my work to
sketchbooks, but I’ll settle for scrap
paper, napkins, or paper cups. I doom a
lot of objects to a decorative demise.
Of course, doodling isn’t a substitute
for another creative pursuit, and it
doesn’t fully silence my gnawing need
to constantly make things. Only diversity of form can solve that problem.
That might mean non-design related
artistic pursuits like making music,
writing, or performing —or non-artistic
yet brain-stimulating projects like
gardening, building, or even playing
a game of D&D (a pursuit I have yet to
take up, but I’m told would fit the bill).
The key is finding a form in which
the final product matters less than in
my professional work. The framework
I craved as a kid is omnipresent in
professional design. There will always
be limitations, and I like working within
them. But the impulse to create is a different beast altogether. Without the need
to produce a polished project because
I’m on the clock, the creativity process
feels more fluid. I explore more ideas
more freely and don’t feel the pressure
to turn them into complete package. The
process feels like rediscovering how to
be a student of making.
I start to dig into a little idea, and
before I know it the compulsion takes
over. Sometimes I won’t move from my
seat for hours on end, only becoming
aware of the world around me when
my stomach growls and I remember
the only things I’ve consumed all day
are a Clif bar and an iced coffee. And
even then, often I’ll just keep going. I
get engrossed in my work too, of course,
but that activates a different part of
my brain, one that prioritizes success
through creation instead of the process
of being. That’s why I doodle the same
few items constantly —they are all
things I love but never need to finalize,
which means they’re always comforting.
Creativity in any form is healthy, as
study after study has shown. Designing magazines and drawing on every
surface imaginable has helped define
who I am and my understanding of the
world —and allows me to inform that
world, shape it, and make it something
imaginative and delightful. Finding a
secondary creative outlet would allow
my creativity, not my craft, to define
me. In the meantime, it’s nice to know
I can drag a crayon across the page and
feel like it’s all going to be ok.
Source: One Is Not Enough: Why Creative People Need
Multiple Outlets by Trevor Burks, Dylan C. Lathrop.
magazine.good.is
be wi s e & h a v e f u n
www.aiu.edu • Campus Mundi • # 14
Atlantic International University
5 rules for being
a grown-up
Robo-charger.
This pocket-sized
robot battery pack
lets you give any
USB-powered device
a jolt on the go.
Five LED indicators
show remaining
battery life. Includes
a travel pouch
and a micro-USB
cable to recharge the
internal 2600mAh
lithium ion battery.
When not in use,
the robot’s mouth
shuts to keep debris
out. ozakiverse.com
by Mary Elizabeth Williams
1
We have to move. ...because
human beings were designed
not to sit in front of glowing screens
all day but to move around.
Activity monitor. The Whistle Activ-
2
We have to feed ourselves. ...so
you’re not eating crap out of
boxes you know isn’t good for you,
and so that you can feed others, like
your family.
ity Monitor is a health tracker for your
dog. It attaches to any collar and measures your dog’s activities, giving you a
new perspective on day-to-day behavior
and long-term trends. 1. Attaches to your
dog’s collar. 2. Tracks your dog’s activity
and rest. 3. Sends updates to your phone.
www.whistle.com
3
We have to be able to write a
coherent sentence. The written word deserves a little respect.
Clear communication needs to be a
priority. Write your message. Now
take a minute to read it back and
ask yourself, does this make a lick
of sense? If the answer is yes, then
and only then hit “send.”
“You never change things
by fighting the existing reality.
To change something,
build a new model that makes
the existing model obsolete.”
4
We have to think about other
people. Adults move through the
world with the knowledge that they
share it with others...
–Buckminster Fuller.
Fuller. American
American architect.
architect.
–Buckminster
Image: www.forbes.com
Powerbeats2. Pair and play with
Share your creativity with us and the world. Visit MyAIU Knowledge
your Bluetooth® device with 30 ft range.
Six hour rechargeable battery. Premium
sound in a lightweight design with flexible earhooks. Sweat and water resistant.
Take hands-free calls and adjust music
with no-slip-grip RemoteTalk™ controls.
www.beatsbydre.com
5
We have to do the math. Because a grown-up needs to be
able to maintain a budget and not
run away when her kid asks her to
check her homework. That’s just
how it is.
Source: www.salon.com Mary Elizabeth Williams is the author of “Gimme Shelter: My Three
Years Searching for the American Dream.”
Follow her on Twitter: @embeedub.
programs at aiu
www.aiu.edu • Campus Mundi • # 14
Bachelor of
Public
Administration
School of business and economics
T
he Bachelor of Public Administration (BA) program prepares students to work in city management, policy analysis, program direction, direction
of development, budget consulting and
analysis, human resource management, occupational safety coordination,
lobbying, information specialization,
and granting writing. The Bachelor of
Public Administration (BA) program is
offered online via distance learning.
After evaluating both academic record
and life experience, AIU staff working in
conjunction with Faculty and Academic
Advisors will assist students in setting
up a custom-made program, designed
on an individual basis. This flexibility to
meet student needs is seldom found in
other distance learning programs. Our
online program does not require all students to take the same subjects/courses,
use the same books, or learning materials. Instead, the online Bachelor of
Public Administration (BA) curriculum
is designed individually by the student
and academic advisor. It specifically
addresses strengths and weaknesses
with respect to market opportunities in
the student’s major and intended field
of work. Understanding that industry
and geographic factors should influence
the content of the curriculum instead
of a standardized one-fits-all design is
the hallmark of AIU’s unique approach
to adult education. This philosophy
addresses the dynamic and constantly
changing environment of working professionals by helping adult students in
reaching their professional and personal
goals within the scope of the degree
program.
Important: Below is an example of
the topics or areas you may develop
and work on during your studies. By
no means is it a complete or required
list as AIU programs do not follow a
standardized curriculum. It is meant
solely as a reference point and example. Want to learn more about the curriculum design at AIU? Go ahead and
visit our website, especially the Course
Atlantic International University
and Curriculum section:
www.aiu.edu/CourseCurriculum.html
MBM302 Bachelor Thesis (5,000 words)
Core Courses and Topics
Each Bachelor of Public Administration
graduate is encouraged to publish their
research papers either online in the
public domain or through professional
journals and periodicals worldwide.
Public Administration
Political Economy
Management
Comparative Public Administration
Human Rights and Administration
Development Theory
Poverty and Development Strategies
Population Studies
Decentralization, Governance and
Development
Public Infrastructure Planning and
Management
Policy Making and Analysis
Social Sciences
Macroeconomics
Microeconomics
Orientation Courses
Communication & Investigation (Comprehensive Resume)
Organization Theory (Portfolio)
Experiential Learning (Autobiography)
Seminar Administrative Development
(Book Summary)
Seminar Cultural Development (Practical Experience)
Seminar International Development
(Publications)
Research Project
Bachelor Thesis Project
MBM300 Thesis Proposal
Publication
Skills obtained
Arbitration skills
Skill in the use of computers and other
office equipment
Skill in oral and written
communications
Public speaking skills
Employment Opportunities
Administrative Assistant
Non-Profit Organization Administrator
Retail Store Manager
Human Resources
Manager Claims Adjuster
Examiner or Investigator Executive
Assistant
Contact us to get started
Submit your Online Application, paste
your resume and any additional comments/questions in the area provided.
www.aiu.edu/requestinfo.html?Request
+Information=Request+Information
Pioneer Plaza/900 Fort Street Mall 40
Honolulu, HI 96813
800-993-0066 (Toll Free in US)
808-924-9567 (Internationally)
a i u : wh o we a re
www.aiu.edu • Campus Mundi • # 14
General Information.
Atlantic International University offers distance
learning degree programs for adult learners at the bachelors, masters, and doctoral level. With
self paced program taken online, AIU lifts the obstacles that keep professional adults from
completing their educational goals. Programs are available throughout a wide range of majors
and areas of study. All of this with a philosophically holistic approach towards education fitting within the balance of your life and acknowledging the key role each individual can play
in their community, country, and the world.
Accreditation
While National Accreditation is common for traditional U.S. institutions of higher learning utilizing
standard teaching methods, every country has
its own standards and accrediting organizations.
Accreditation is a voluntary process and does not
guarantee a worthy education. Rather, it means an
institution has submitted its courses, programs,
budget, and educational objectives for review. AIU’s
Distance Learning Programs are unique, non-traditional and not accredited by the U.S. Department
of Education. This may be a determining factor for
those individuals interested in pursuing certain
disciplines requiring State licensing, (such as law,
teaching, or medicine). It is recommended that you
consider the importance of National Accreditation
for your specific field or profession.
Although Atlantic International University’s individualized Distance Learning Degree
Programs, are distinct from traditional educational
institutions, we are convinced of their value and
acceptance worldwide. Non-traditional programs
are important because they recognize knowledge
gained outside the classroom and incorporate a
broader more comprehensive view of the learning
experience. Many great institutions are unaccredited. We invite you to compare our programs
and philosophy with traditional classroom-based
programs to determine which is best suited to your
needs and budget.
AIU has chosen private accreditation through
the Accrediting Commission International (ACI),
obtained in 1999. ACI is not regulated or approved
by the US Department of Education. ATLANTIC
INTERNATIONAL UNIVERSITY IS NOT
ACCREDITED BY AN ACCREDITING
AGENCY RECOGNIZED BY THE UNITED STATES
SECRETARY OF EDUCATION. Note: In the U.S.,
many licensing authorities require accredited
degrees as the basis for eligibility for licensing. In
some cases, accredited colleges may not accept for
transfer courses and degrees completed at unaccredited colleges, and some employers may require
an accredited degree as a basis for eligibility for
employment.
AIU is incorporated in the state of Hawaii. As a
University based in the U.S., AIU meets all state and
federal laws of the United States. There is no distinction between the programs offered through AIU
and those of traditional campus based programs
with regards to the following: your degree, transcript
and other graduation documents from AIU follow
the same standard used by all U.S. colleges and universities. AIU graduation documents can include an
apostille and authentication from the U.S. Department of State to facilitate their use internationally.
Authentication from the U.S. Department of State
is a process that will ultimately bind a letter signed
by the U.S. Secretary of State (permanently with a
metal ring) to your graduation documents.
If a student outside the U.S. wishes to carry
out a particular procedure within a country’s
Department of Education regarding their degree
earned at AIU, such procedures are to be carried
out independently by the student. AIU respects
the unique rules and regulations of each country
and does not intervene or influence the respective
authorities. We recommend prospective students
who intend to carry out such procedures outside
the U.S. to verify in detail the steps and requirements needed in order to be fully informed.
Atlantic International University
The AIU Difference
Mission & Vision
It is acknowledged that the act of learning is endogenous, (from within), rather
than exogenous. This fact is the underlying rationale for “Distance Learning”, in
all of the programs offered by AIU.
The combination of the underlying
principles of student “self instruction”,
(with guidance), collaborative development of curriculum unique to each student, and flexibility of time and place
of study, provides the ideal learning environment to satisfy individual needs.
AIU is an institution of experiential
learning and nontraditional education
at a distance. There are no classrooms
and attendance is not required.
MISSION: To be a higher learning
institution concerned about generating cultural development alternatives
likely to be sustained in order to lead
to a more efficient administration of
the world village and its environment;
exerting human and community rights
through diversity with the ultimate
goal of the satisfaction and evolution
of the world.
VISION: The empowerment of the
individual towards the convergence of
the world through a sustainable educational design based on andragogy
and omniology.
Organizational Structure
Dr. Franklin Valcin
President/Academic Dean
Ricardo González
Chief Financial Officer
Jaime Rotlewicz
Dr. José Mercado
Chief Executive Officer
Rosie Perez
Finance Coordinator
Linda Collazo
Dr. Ricardo González
Provost
Nadia Gabaldon
Student Services Supervisor
Daritza Ysla
Dean of Admissions
Student Services Coordinator
Clara Margalef
Kingsley Zelee
Ofelia Hernandez
Logistics Coordinator
Administrative Assistant
Juan Pablo Moreno
Admissions Coordinator
Amalia Aldrett
Dr. Jack Rosenzweig
Miqueas Virgile
Admissions Coordinator
Edward Lambert
Admissions Coordinator
Academic Tutor
Ariadna Romero
Admissions Coordinator
Veronica Amuz
Liliana Penaranda
Carlos Aponte
Monica Serrano
Registrar Office
Renata Da Silva
Director of International
Relations
Director of AIU
Director of Operations
IT Director
Academic Coordinator
Academic Coordinator
Telecommunications
Coordinator
IT Coordinator
Maria Serrano
Alba Ochoa
Sandra Garcia
Accounting Coordinator
Mario Cruz
Administrative Coordinator
Yolanda Llorente
Academic Advisor
Nadia Bailey
Academic Tutor
Silvia Stabio
Academic Tutor
Academic Tutor
Junko Shimizu
Academic Tutor
FACULTY AND STAFF PAGE: aiu.edu/FacultyStaff.html
www.aiu.edu • Campus Mundi • # 14
School of Business and Economics
The School of Business and Economics allows aspiring and practicing
professionals, managers, and entrepreneurs in the private and public sectors
to complete a self paced distance
learning degree program of the highest
academic standard.
The ultimate goal is to empower
learners and help them take advantage
of the enormous array of resources
from the world environment in order
to eliminate the current continuum of
poverty and limitations.
Degree programs are designed for
those students whose professional
experience has been in business,
marketing, administration, economics,
finance and management.
Areas of study: Accounting, Advertising, Banking, Business Administration,
Communications, Ecommerce, Finance,
Foreign Affairs, Home Economics,
Human Resources, International Business, International Finance, Investing,
Globalization, Marketing, Management,
Macroeconomics, Microeconomics,
Public Administrations, Sustainable
Development, Public Relations, Telecommunications, Tourism, Trade.
School of Science and Engineering
The School of Science and Engineering
seeks to provide dynamic, integrated,
and challenging degree programs
designed for those whose experience
is in industrial research, scientific production, engineering and the general
sciences. Our system for research and
education will keep us apace with the
twenty-first century reach scientific
advance in an environmentally and
ecologically responsible manner to allow for the sustainability of the human
population. We will foster among our
students a demand for ethical behavior,
an appreciation for diversity, an understanding of scientific investigation,
knowledge of design innovation, a
critical appreciation for the importance
of technology and technological change
for the advancement of humanity.
Areas of Study: Mechanical Engineering, Industrial Engineering, Chemical
Engineering, Civil Engineering, Electrical Engineering, Computer Engineering, Physics, Chemistry, Biology, Mathematics, Communications, Petroleum
Science, Information Technology,
Telecommunications, Nutrition Science, Agricultural Science, Computer
Science, Sports Science, Renewable
Energy, Geology, Urban Planning.
Atlantic International University
School of Social and Human Studies
The School of Social and Human Studies is focused on to the development of
studies which instill a core commitment
to building a society based on social and
economic justice and enhancing opportunities for human well being.
The founding principles lie on the
basic right of education as outlined
in the Declaration of Human Rights.
We instill in our students a sense of
confidence and self reliance in their
ability to access the vast opportunities
available through information channels, the world wide web, private, public, nonprofit, and nongovernmental
organizations in an ever expanding
global community.
Degree programs are aimed towards
those whose professional life has been
related to social and human behavior,
with the arts, or with cultural studies.
Areas of Study: Psychology, International Affairs, Sociology, Political
Sciences, Architecture, Legal Studies, Public Administration, Literature
and languages, Art History, Ministry,
African Studies, Middle Eastern Studies, Asian Studies, European Studies,
Islamic Studies, Religious Studies.
Online Library Resources
With access to a global catalog created and maintained collectively by more than
9,000 participating institutions, AIU students have secured excellent research
tools for their study programs.
The AIU online library contains over 2 billion records and over 300 million
bibliographic records that are increasing day by day. The sources spanning thousands of years and virtually all forms of human expression. There are files of all
kinds, from antique inscribed stones to e-books, form wax engravings to MP3s,
DVDs and websites. In addition to the archives, the library AIU Online offers
electronic access to more than 149,000 e-books, dozens of databases and more
than 13 million full-text articles with pictures included. Being able to access 60
databases and 2393 periodicals with more than 18 million items, guarantees the
information required to perform the assigned research project. Users will find
that many files are enriched with artistic creations on the covers, indexes, reviews, summaries and other information. The records usually have information
attached from important libraries. The user can quickly assess the relevance of
the information and decide if it is the right source.
www.aiu.edu • Campus Mundi • # 14
Atlantic International University
Education on the 21st century
AIU is striving to regain the significance of the
concept of education, which is rooted into the Latin
“educare”, meaning “to pull out”, breaking loose from
the paradigm of most 21st century universities with
their focus on “digging and placing information” into
students’ heads rather than teaching them to think.
For AIU, the generation of “clones” that some traditional universities are spreading throughout the real
world is one of the most salient reasons for today’s ills.
In fact, students trained at those educational institutions never feel a desire to “change the world” or the
current status quo; instead, they adjust to the environment, believe everything is fine, and are proud of it all.
to a human being’s progress when information is converted into education.
The entire AIU family must think of the university
as a setting that values diversity and talent in a way
that trains mankind not only for the present but above
all for a future that calls everyday for professionals
who empower themselves in academic and professional areas highly in demand in our modern society.
We shall not forget that, at AIU, students are
responsible for discovering their own talents and potential, which they must auto-develop in such a way
that the whole finish product opens up as a flower that
blossoms every year more openly.
In a world where knowledge and mostly information expire just like milk, we must reinvent university
as a whole in which each student, as the key player, is
UNIQUE within an intertwined environment.
This century’s university must generate new
knowledge bits although this may entail its separation
from both the administrative bureaucracy and the
faculty that evolve there as well.
AIU thinks that a university should be increasingly
integrated into the “real world”, society, the economy,
and the holistic human being. As such, it should concentrate on its ultimate goal, which is the student, and
get him/her deeply immersed into a daily praxis of
paradigm shifts, along with the Internet and research,
all these being presently accessible only to a small
minority of the world community.
AIU students must accomplish their self-learning
mission while conceptualizing it as the core of daily
life values through the type of experiences that lead
The AIU stance is against the idea of the campus as a getaway from day-to-day pressure since we
believe reality is the best potential-enhancer ever; one
truly learns through thinking, brainstorming ideas,
which leads to new solutions, and ultimately the
rebirth of a human being fully integrated in a sustainable world environment. Self-learning is actualized
more from within than a top-down vantage point, that
is to say, to influence instead of requesting, ideas more
than power. We need to create a society where solidarity, culture, life, not political or economic rationalism
and more than techno structures, are prioritized. In
short, the characteristics of AIU students and alumni
remain independence, creativity, self-confidence, and
ability to take risk towards new endeavors. This is
about people’s worth based not on what they know but
on what they do with what they know.
Read more at: aiu.edu
AIU Service
AIU offers educational opportunities in the USA to
adults from around the world so that they can use their
own potential to manage their personal, global cultural
development. The foundational axis of our philosophy
lies upon self-actualized knowledge and information,
with no room for obsoleteness, which is embedded into
a DISTANCE LEARNING SYSTEM based on ANDRAGOGY and OMNIOLOGY. The ultimate goal of this
paradigm is to empower learners and help them take
advantage of the enormous array of resources from the
world environment in order to eliminate the current
continuum of poverty and limitations.
This will become a crude reality with respect for,
and practice of, human and community rights through
experiences, investigations, practicum work, and/
or examinations. Everything takes place in a setting
that fosters diversity; with advisors and consultants
with doctorate degrees and specializations in Human
Development monitor learning processes, in addition
to a worldwide web of colleagues and associations, so
that they can reach the satisfaction and the progress
of humanity with peace and harmony.
Contact us to get started
Now, it’s possible to earn your degree in the comfort of
your own home. For additional information or to see if
you qualify for admissions please contact us.
Pioneer Plaza / 900 Fort Street Mall 40
Honolulu, HI 96813
800-993-0066 (Toll Free in US)
info@aiu.edu
808-924-9567 (Internationally)
www.aiu.edu
Online application:
www.aiu.edu/apply3_phone.aspx