Condolences

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.

Book published by student

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 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.



Book deal

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 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.

Honors

AIU’s student, Carlos Alberto Rossi, recently graduated in Doctor of Philosophy, PhD, Human Resources, with Summa CUM LAUDE honors.



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.

10th International Conference on The Arts in Society

Call For Papers2
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 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.

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.

*Proposals are reviewed in rounds adhering to monthly deadlines. Check the website often to see the current review round. Visit the website: artsinsociety.com

22nd Internatio nal Conference on 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.

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 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. *Proposals are reviewed in rounds adhering to monthly deadlines. Check the website often to see the current review round. Visit the website: thelearner.com

12TH Internatio nal 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:

• 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



Graduation Ceremony

December 2014



Sayed Ahmad Shekib “Montazery”
Master Of Internatio nal Relatio ns
International Relations
Afghanistan


António Magalhães Pimenta
Bachelor Of Business Management
Business Management
Angola
Avelino Julai
Master Of History
History Of Angola
Angola
João Nhito Chocolate
Master Of Science
Educational Psychology
Angola
Manuel Jose Antonio Monteiro
Bachelor Of Social And Human Studies
Languages And Literature
Angola
Tungu Silvain
Master Of Science
Food Engineering
Angola
Stella Maris Skarp
Bachelor Of Science
Psychology
Argentina
Ileana Berenice Cesare
Bachelor Of Science
Psychology
Argentina
Daymara Tratman Brown
Master Of Educatio n
Education
Barbados
Assouguena Joseph Kisito
Doctor Of Science
Industrial Engineering
Cameroon

Fayiah, Henry K.
Master Of Science
Accounting
Chad

José Gregorio Guzman Castro
Bachelor Of Science
Public Health Management
Chile


César García Balaguera
Doctor Of Public Health
Sexual And Reproductive Health
Colombia
Eduardo Camacho Alecina
Bachelor Of Science
Archi tecture
Colombia
Hector Damian Mosquera Benitez
Doctor Of Environmental Management
Environmental Management
Colombia
Jonatan Salcedo Arrieta
Bachelor Of Science
Electrical Engineering
Colombia
Luis Alberto Franco Rodríguez
Bachelor Of Science
Petroleum Engineering
Colombia
Carlos Alberto Rossi
Doctor Of Philosop hy
Human Resources
Ecuador
Carlos Patricio Pozo Suárez
Bachelor Of Science
Mathematics
Ecuador
Julio César Rivadeneira Zambrano
Doctor Of Philosop hy
Regional Developm ent
Ecuador
Luis Acuña Atiaja
Doctor Of Health Science
Chi ropractic Studies
Ecuador
Manuel Augusto Guerrero Rodríguez
Doctor Of Health Science
Alternative Methods
Ecuador


Pedro Gonzalo Suntaxi Paucar
Master Of Science
Civil Engineering
Ecuador
Sixto Leiva Monteros
Bachelor Of Science
Psychology
Ecuador
Calixto Filimon Lopez Ventura
Bachelor Of Science
Mechanical Engineering Industry
El Salvador
Mario A. Zelaya Guerrero
Bachelor Of Science
Comp uter Engineering
El Salvador
Cláudia Maria M. Joaquim
Bachelor Of Science
Information Technology
Germany
Elin Cecilia Hitzler Guerrero
Bachelor Of Science
International Relations
Germany
Nwankwo Steve Chukwuemeka
Doctor Of Philosop hy
Statistics
Nigeria
Antonio Roa Mendieta
Master Of Health Science
Imm unology
México
Mathias Chitimbe
Bachelor Of Accounting
Accounting
Malawi
Ayoub . V. Ghaouch
Bachelor Of Science
Business Management
Lebanon
Claudia Patricia López Zelaya
Bachelor Of Science
Business Admi nistration
Honduras
Devorah Leah Hurwitz
Bachelor Of Science
Psychology
Hungary
Jose Chiguala Ibori
Bachelor Of Science
Education
Japan
Macloud Dumen Andrew Kadam’manja
Doctor Of Business Admi nistratio n
Business Admi nistration
Malawi
Francisco Gerardo Becerra Avalos
Doctor Of Science
Economi cs
México
Hiram Díaz Quintero
Bachelor Of Science
Legal Studies
México
Laura Isabel Martínez Morales
Bachelor Of Science

Chemi cal Engineering
México
Laura Ruth Baca Villarreal
Doctor Of Science
Nutrition
México
Hassan Ahmed Almathami
Doctor Of Philosop hy
Business Admi nistration
Saudi Arabia
Franci Elena Cuadrado Euscategui
Bachelor Of Business Admi nistratio n
Business Admi nistration
Switzerland
Reza Omidi Varmezani
Doctor Of Philosop hy
Health Care Admi nistration
Switzerland
Audrey Marie Callum
Doctor Of Philosop hy
Anthropology
United Kingdom
Miguel Angel Ramos Flores
Doctor Of Philosop hy
Environmental Science and Sustainable Devel.
Peru
Luis Enrique Palomares Alvariño
Doctor Of Science
Statistics
Peru
Gladys Hortencia Garcia Vilcapoma
Doctor Of Science
Information Systems
Peru
David Berroa Pinzón
Doctor Of Science
Economi cs Of The Agricultural Production
Panama
Nicolás Alejandro Hernández Lira
Doctor Of Philosop hy
Psychology
México
Plácido Obiang Beká
Bachelor Of Internatio nal Relatio ns
Dip lomacy
Nigeria
Nawaz Ali Lakho
Bachelor Of Science
Mechanical Engineering
Pakistan
Ana Raquel Mojica González
Bachelor Of Science
Finance
Panama
Daniel Sarfo
Master Of Business And Economi cs
Accounting
Ghana
Edward Nii Armah Aryeetey
Bachelor Of Science
Information Systems
Ghana
Samuel Amoako
Doctor Of Business Admi nistratio n
Business Admi nistration
Ghana

Ruthe Keita
Master Of Science
Social Science
Haiti



Testimonial

Charles A. Mierkiewicz
Bachelor in Quality Management
December 12, 2014

“This 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.

Testimonial

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.

Testimonial

Reza Omidi Varmezani
PhD in Health Care Administration
November 23, 2014 .

“Knowledge 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 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.






Joyce Banda

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. 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.





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.




Music on the Twentieth Century In search of new sounds

Actually 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 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.

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. 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 twentieth 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. 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’. 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.
Parallelism 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.



The world as a classroom

What 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.









Unschoolers Ready for college?

Peter 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 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.

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





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. Source: inhabitat.com