September 27,
2016.
AIU
wants
to con¿ratu-
late one of our
¿raduates,
Maxine Haff-
ner
, for his recent success.
Maxine
aÀÀlied for
MSc
Global Health Policy
Àro¿ra¾
throu¿h distance learnin¿
and has received news on
the status of his aÀÀlication
with the ½niversity of ¼ondon
International Pro¿ra¾¾es.
4
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
A I U N E W S
M¶
Global Outstandin¿ Award
MÁ
c Global Health Policy
¶onference on
¶he¾ical ¹n¿ineerin¿
October 11, 2016
. Âhe
6
th
MTC
Global Annual Convention
was recently held on ÁeÀte¾-
ber 16-17 in Ban¿alore, India,
and
ASIC
’s Head of Accredita-
tion, Prof.
John Wilson
, was
very Àleased to Àrovide a key-
note address to the convention
dele¿ates who a°ended.
Âhe the¾e of this year’s
convention was
Disruptive
Innovation in Education
and
looked at
the role of
traditional
offline in-
stitutions
in the 21
st
cen-
tury, new
for¾s of
learn-
in¿ as an
en¿ine
of econo¾ic
¿rowth, and en-
treÀreneurshiÀ
and start-uÀs.
Âhe conven-
tion was a hu¿e
success and was or¿anised by
International School of Man-
agement Excellence
&
MTC
Global
in ÀartnershiÀ with
SANKALP
2016
and
ASIC
.
ASIC
was also Àrivile¿ed to
receive the
MTC
Global Out-
standing Award for Quality
Assurance and International
Accreditation 2016
which was
acceÀted by Prof.
John Wilson
on behalf of
ASIC
.
Octo-
ber 18,
2016
.
AIU
¿raduate
Ismail
Abudo-
ros
was
invited by ¶onference Áeries
¼¼¶
to a°end the
Internation-
al Conference on Chemical
Engineering
, which took Àlace
on ÁeÀte¾ber 12-14, 2016 in
PhoeniX, Arizona,
½ÁA
.
Âhe the¾e for the
conference was “¹¾er¿in¿
technolo¿ies and scientific
advance¾ents in ¶he¾ical
¹n¿ineerin¿ and it AÀÀlica-
tions”.
Ismael
was invited to
a°end as a dele¿ate to enjoy
the conference alon¿ with the
¿lobal eXÀerts.
Ismail Abudoros
has co¾-
Àleted a Master’s Àro¿ra¾ in
¶he¾ical ¹n¿ineerin¿ at
AIU
.
We are very Àroud of you
Ismael
and we wish you ¾ore
success in your Àrofessional
Àrojects!
October, 2016
. Âhese ¿radu-
ate students co¾Àleted the
¾ajority of the require¾ents to
obtain honors which included
a 4.0
GPA
, Àublished works,
reco¾¾endation fro¾ their
advisor, Àatent a Àroduct, etc.
Congratulations!
José Fernando Méndez Quintero
µ»CT»± »¸ ÁC²E³CE
I³DUST±²´L ¹³g²³EE±²³g
Leopold Blaise Mbumen
M´STE± »¸ P±»ÃECT M´³´gEmE³T
P±»ÃECT M´³´gEmE³T
Sibongile Winnie Mavimbela
M´STE± »¸ ÁC²E³CE
¹³º²±»³mE³T´L ÁC²E³CE
Maxine
¿ot acceÀted and was
offered a Àlace to study at the
½niversity of ¼ondon.
Maxine
Haffner
co¾Àleted a Bach-
elor’s Àro¿ra¾ in Healthcare
Ad¾inistration at
AIU
.
New ¶o¾Àany
September 20, 2016
. ¶on-
¿ratulations once a¿ain to our
¿raduate
Carlos Alberto Rossi
,
whose co¾Àany located in
Mia¾i is now oÀen! It’s official
re¿istration na¾e is
Carlos
Alberto Rossi Corporation
. It
will be¿in oÀeratin¿ officially
with a ¶onference, at the end
of the year, or the be¿innin¿
of neXt year. His website
carlosrossi.global
is still under
construction and will be ready
in a few days.
Carlos Alberto Rossi
co¾-
Àleted a µoctorate of Philoso-
Àhy, Phµ Àro¿ra¾ in Hu¾an
Resources at
AIU
.
FIND MORE NEWS FROM AIU FAMILY
Latest News:
www.aiu.edu/news.asÀX
News Archive:
aiu.edu/aiu2016/µownload¶enter.ht¾l
Honors
5
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
João António Sawendo Mosso
B
ACHELOR
OF
E
CONOMICS
H
UMAN
R
ESOURCES
M
ANAGEMENT
A
NGOLA
Gabriela Scagnet
D
OCTOR
OF
P
UBLIC
H
EALTH
P
UBLIC
H
EALTH
A
RGENTINA
Héctor Ramón Ortiz
B
ACHELOR
OF
P
OLITICAL
S
CIENCE
P
OLITICAL
S
CIENCE
AND
I
NT
. R
ELATIONS
A
RGENTINA
Mario Alfredo Barrera
B
ACHELOR
OF
S
CIENCE
F
OOD
E
NGINEERING
A
RGENTINA
Mario Guido Merlotti
B
ACHELOR
OF
B
USINESS
A
DMINISTRATION
F
INANCE
A
RGENTINA
Ricardo Andrés Frías
M
ASTER
OF
B
USINESS
A
DMINISTRATION
S
TRATEGIC
P
LANNING
A
RGENTINA
Victor Nazar
B
ACHELOR
OF
E
CONOMICS
E
CONOMICS
A
RGENTINA
Gema San Bruno
D
OCTOR
OF
E
NVIRONMENTAL
S
CIENCES
R
ENEWABLE
E
NERGY
P
OLICY
B
ELGIUM
Kahoun Zita Philippe
D
OCTOR
OF
S
CIENCE
T
ELECOMMUNICATIONS
B
URKINA
F
ASO
Etime Godwill Ajieh
D
OCTOR
OF
B
USINESS
A
DMINISTRATION
B
USINESS
A
DMINISTRATION
C
AMEROON
Chiu Ka Wa, Peter
B
ACHELOR
OF
S
CIENCE
E
LECTRICAL
E
NGINEERING
C
HINA
Maria Mbang Mba Nkara
B
ACHELOR
OF
B
USINESS
A
DMINISTRATION
M
ARKETING
C
HINA
Fabio Alexander Segura Rojas
M
ASTER
OF
B
USINESS
A
DMINISTRATION
B
USINESS
A
DMINISTRATION
C
OLOMBIA
Fredy Alexander Sanchez Hernández
B
ACHELOR
OF
O
CCUPATIONAL
H
EALTH
AND
S
AFETY
O
CCUPATIONAL
H
EALTH
AND
S
AFETY
C
OLOMBIA
Jose Roberto Niño Vicentes
D
OCTOR
OF
S
CIENCE
E
NVIRONMENTAL
S
CIENCE
C
OLOMBIA
Ngindu Buabua David
D
OCTOR
OF
S
CIENCE
G
EOPHYSICS
D
EMOCRATIC
R
EPUBLIC
OF
THE
C
ONGO
Abdirashid Ali Muse
M
ASTER
OF
E
CONOMICS
B
USINESS
M
ANAGEMENT
D
JIBOUTI
Freddy Jiménez
D
OCTOR
OF
P
HILOSOPHY
T
ELECOMMUNICATIONS
D
OMINICAN
R
EPUBLIC
Mary Altagracia Genao Baez
B
ACHELOR
OF
S
CIENCE
C
HILD
P
SYCHOLOGY
D
OMINICAN
R
EPUBLIC
Zoila Flor Mateo García
D
OCTOR
OF
E
DUCATION
E
DUCATIONAL
S
CIENCES
D
OMINICAN
R
EPUBLIC
Amalia Guadalupe Escoto Pérez
B
ACHELOR
OF
S
CIENCE
I
NDUSTRIAL
E
NGINEERING
E
L
S
ALVADOR
Essuman Reginald Daniel
M
ASTER
OF
S
CIENCE
I
NFORMATION
T
ECHNOLOGY
G
HANA
Kate Coleman-Sarfo
D
OCTOR
OF
P
HILOSOPHY
P
UBLIC
H
EALTH
G
HANA
Reynold Preveau
D
OCTOR
OF
B
USINESS
A
DMINISTRATION
H
UMAN
R
ESOURCES
M
ANAGEMENT
H
AITI
Francisco Ernesto Posas Guevara
M
ASTER
OF
B
USINESS
A
DMINISTRATION
M
ARKETING
H
ONDURAS
María Leticia Duarte
D
OCTOR
OF
E
DUCATION
C
URRICULUM
AND
A
SSESSMENT
D
ESIGN
H
ONDURAS
Shmuel Netanel
D
OCTOR
OF
S
CIENCE
C
IVIL
E
NGINEERING
I
SRAEL
Yevgeni Vaisberg
B
ACHELOR
OF
S
CIENCE
T
ELECOMMUNICATIONS
I
SRAEL
Francis Ngunjiri Maina
M
ASTER
OF
S
CIENCE
R
ENEWABLE
E
NERGY
K
ENYA
of the ¾onth
This month we have graduates from: Angola · Argentina · Belgium · Burkina Faso · Cameroon · China · Colombia · Democratic Republic of the Congo · Djibouti · Dominican Republic · El Salvador · Ghana · Guatemala · Haiti · Honduras
Graduates
OCTOBER
2016
6
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
Sibongile Winnie Mavimbela
M
ASTER
OF
S
CIENCE
E
NVIRONMENTAL
S
CIENCE
S
OUTH
A
FRICA
Peter Bath Nyol Datuar
B
ACHELOR
OF
A
RTS
S
OCIAL
W
ORK
S
OUTH
S
UDAN
Natalie García Londoño
D
OCTOR
OF
P
HILOSOPHY
E
DUCATION
S
PAIN
Vincent Okoro
B
ACHELOR
OF
B
USINESS
M
ANAGEMENT
B
USINESS
M
ANAGEMENT
S
PAIN
Mubarak Ishag Idris Mhamed
M
ASTER
OF
B
USINESS
A
DMINISTRATION
P
ROJECT
M
ANAGEMENT
S
UDAN
Fareed Rene Ali
M
ASTER
OF
B
USINESS
A
DMINISTRATION
B
USINESS
M
ANAGEMENT
T
RINIDAD
AND
T
OBAGO
Jane Frances Viergever
B
ACHELOR
OF
B
USINESS
A
DMINISTRATION
B
USINESS
M
ANAGEMENT
U
NITED
K
INGDOM
Ebenezer Siisi Crentsil
B
ACHELOR
OF
B
USINESS
M
ANAGEMENT
B
USINESS
M
ANAGEMENT
USA
Stephen Mutamba
B
ACHELOR
OF
S
CIENCE
C
RIMINAL
J
USTICE
USA
Grace Francisca Banda Mwale
M
ASTER
OF
B
USINESS
AND
E
CONOMICS
F
INANCIAL
M
ANAGEMENT
Z
AMBIA
Glyn Chipepa
B
ACHELOR
OF
B
USINESS
A
DMINISTRATION
L
OGISTICS
Z
AMBIA
Jonathan Mibenje
B
ACHELOR
OF
S
CIENCE
M
ECHANICAL
E
NGINEERING
Z
AMBIA
Kaunda Smokey Phiri
B
ACHELOR
OF
S
CIENCE
M
ECHANICAL
E
NGINEERING
Z
AMBIA
Antonio Dak Mayeny Odok
B
ACHELOR
OF
S
CIENCE
I
NTERNATIONAL
R
ELATIONS
Z
IMBABWE
Charles T. Tarirayi
B
ACHELOR
OF
B
USINESS
A
DMINISTRATION
B
USINESS
M
ANAGEMENT
Z
IMBABWE
GRUPO ESPECIAL GUATEMALA
B
ACHELOR
OF
B
USINESS
A
DMINISTRATION
M
ANAGEMENT
Alexa María Ávila
Alma Susana Saravia Pelaez de Castillo
Andrea Sabrina Urizar Estupinian
Bárbara Grosjean Reyes
Carlos José Gilberto Méndez Solórzano
Christian Jacobo Valdés Andrino
Christian Kribert De la Roca Ruano
Dennís Gamaliel Sajché Leíva
Douglas Ivanhoe Reyes Cóbar
Edgar Rodrigo Alburez Calvo
Edgar Vinicio Rosales Célis
Edwin Giovanni Régil Gutiérrez
Elisa Elena Yec ChowBachelor of Business
Eriberto Morgan Medina
Erika Nohemy Polanco Pérez de Noj
Evelyn Patricia Gómez Portillo
Gonzalo Alexander González Marroquín
Heidi Carolina Mayén Reyes
Jorge Luis Gamarro Puente
Juan Carlos Palma Castro
Juan Carlos Sagastume Saavedra
Juan Diego González López
Juan José Castillo Castro
Julia Carolina Gómez Garzona
Julio César Montenegro Ramazzini
Julio César Velasquez Estrada
Ludwing Elí González Marroquín
Luis Pedro Orozco López
Mario Alberto Trabanino Ixcot
Mayra Marleny Rodríguez Morales
Milton Elohin Mejía Flores
Mónica Gabriela Ramírez López
Nancy Iveth Santizo Pitto de Gonzáles
Otto Fernando Davila Garcia
Oxequias Sandoval Girón
Paola Lorena Cardona Huertas
Pedro Julio López Morales
Roberto Carlos Orellana Arce
Rony Walter Serrano Del Cid
Selvyn Sthalyng Urrutia Cuellar
Sonia Hermelinda Santizo Reyna
Vicente Peralta Arana
Christian Omar Pereira Ortíz
Cristiano Aloisio Scheeren
Deilyn Mavel Orantes Pivaral
Edgar Leonel Orellana Trujillo
Francis Müller García
Herbert Edward Humphrey López
José Leonel Schmid Hall
Juan Luis Ariano Marroquín
Marlon Danilo Artola Ponce
Marta Cecilia Morales Ortiz
Marvin Anibal Montes de Oca Bran
Maura Gabriela Martínez
Sergio Antonio Leonardo Salazar
Tito Adolfo Ruiz Flores
Alberto Manuel José Tinga
B
ACHELOR
OF
S
CIENCE
S
OLAR
E
NERGY
M
OZAMBIQUE
Hilda Nakakuwa
D
OCTOR
OF
P
HILOSOPHY
L
EADERSHIP
AND
M
ANAGEMENT
N
AMIBIA
Ayodele Isaiah Oladunjoye
D
OCTOR
OF
P
HILOSOPHY
P
UBLIC
A
DMINISTRATION
N
IGERIA
Eze Ebere Nathan
D
OCTOR
OF
P
HILOSOPHY
E
CONOMIC
D
EVELOPMENT
N
IGERIA
Sheela Devaraj
D
OCTOR
OF
P
HILOSOPHY
N
UTRITION
S
CIENCE
O
MAN
Marcial Valerio Almiron Panti
B
ACHELOR
OF
S
CIENCE
C
IVIL
E
NGINEERING
P
ERU
Ibrahima Seydi
D
OCTOR
OF
P
HILOSOPHY
E
CONOMICS
AND
F
INANCE
S
ENEGAL
Dembo Ali Bah
B
ACHELOR
OF
P
ROJECT
M
ANAGEMENT
C
ONSTRUCTION
P
ROJECT
M
ANAGEMENT
S
IERRA
L
EONE
Abdikadir Hassan Abukar
B
ACHELOR
OF
S
CIENCE
B
IOTECHNOLOGY
E
NGINEERING
S
OMALIA
Zaima Abdullahi H-Mohamed
D
OCTOR
OF
S
CIENCE
P
SYCHOLOGY
S
OMALIA
Edmund Nah, Kloh
B
ACHELOR
OF
S
CIENCE
I
NFORMATION
T
ECHNOLOGY
L
IBERIA
Leopold Blaise Mbumen
M
ASTER
OF
P
ROJECT
M
ANAGEMENT
P
ROJECT
M
ANAGEMENT
L
IBERIA
Priscilla Naa Kwarley Kotey
B
ACHELOR
OF
S
CIENCE
B
USINESS
M
ANAGEMENT
L
IBERIA
Benigno Vales Martínez
B
ACHELOR
OF
S
CIENCE
I
NDUSTRIAL
E
NGINEERING
M
EXICO
Carlos Antonio Nuñez Hernandez
B
ACHELOR
OF
S
CIENCE
I
NDUSTRIAL
E
NGINEERING
M
EXICO
Gabriel Noriega Peralta
D
OCTOR
OF
B
USINESS
A
DMINISTRATION
B
USINESS
A
DMINISTRATION
M
EXICO
Henlli Joanna López Cortés
M
ASTER
OF
P
UBLIC
H
EALTH
P
UBLIC
H
EALTH
M
EXICO
José Fernando Méndez Quintero
D
OCTOR
OF
S
CIENCE
I
NDUSTRIAL
E
NGINEERING
M
EXICO
Orlando Martin Alzamora Biffi
B
ACHELOR
OF
S
CIENCE
I
NDUSTRIAL
E
NGINEERING
M
EXICO
Orlando Martin Alzamora Biffi
M
ASTER
OF
S
CIENCE
S
AFETY
AND
R
ISK
M
ANAGEMENT
M
EXICO
· Israel · Kenya · Liberia · México · Mozambique · Namibia · Nigeria · Oman · Perú · Senegal · Sierra Leone · Somalia · South Africa · South Sudan · Spain · Sudan · Trinidad and Tobago · United Kingdom · USA · West Africa · Zambia
FIND MORE GRADUATES
Gallery:
aiu.edu/Graduation/¿rids/cur-
rent¿allery.ht¾l
Interviews:
www.aiu.edu/Graduation/
¿rids/interviews.ht¾l
Another ¿ood eXÀerience I
had was the variety students’
resources available. I learnt a
lot durin¿ the research for ¾y
essays which was facilitated
by the wide variety of content
available on the student Àortal.
All throu¿h the ti¾e of by
studies the
AIU
tea¾ keÀt ¾e
infor¾ed of ¾y Àro¿ress which
Àrovided ¾e with ¾otivation
and focus towards ¾y studies.
Kate Coleman-Sarfo
Doctor of Philosophy
in Public Health
October 3, 2016
“M
y eXÀerience with
AIU
has been quite
enli¿htenin¿. I had always
wanted to Àursue further stud-
ies aſter ¾y Master de¿ree but
the challen¿e has always been
ti¾e. Bein¿ a career wo¾an,
a wife and a ¾other of three,
I had neither the ti¾e nor
the ener¿y to enroll into the
conventional university. When
I read about
AIU
, I was quite
skeÀtical and wondered if aſter
enrollin¿ I would be allowed
to work at ¾y own Àace. What
i¾Àressed ¾e ¾ost was the
oÀtion of workin¿ on assi¿n-
¾ents offline and uÀloadin¿
it when ready. Âhis was quite
i¾Àortant since Ghana at the
ti¾e was under¿oin¿ a serious
challen¿e with the suÀÀly of
electricity to ho¾es and busi-
nesses and internet access
was quite erratic.
µesi¿nin¿ ¾y own cur-
riculu¾ steered and encour-
a¿ed ¾e into researchin¿ in
areas that I had always had
an interest in. I was able to
follow the ti¾elines I had set
for ¾yself. Âhe acade¾ic tu-
tors and advisors were always
ready to clarify any issues,
and all queries were answered
within 48 hours. Assi¿n¾ents
were also ¿raded within the
sa¾e ti¾e fra¾e. Âhe doctor-
ate course Àresented in an
andra¿o¿ic tradition has also
helÀed ¾e in ¾ana¿in¿ ¾y
ti¾e ¾ore efficiently.
In conclusion, I can boldly
say that ¾y stint with
AIU
has been very Àositive and
has equiÀÀed ¾e with ¾ore
confidence in ¾y own abili-
ties. I would ¿ladly reco¾-
¾end
AIU
to others who ¾ay
not be able to enroll in the
conventional universities to
further their studies.
Lydia Karungari Miuru
Master of Business Administra-
tion in Business Administration
September 20, 2016
“B
efore I enrolled at
AIU
, I
had a difficulty of find-
in¿ an institution that would
¾eet ¾y needs of Internation-
ally accredited ¾aster’s de¿ree,
Online Àro¿ra¾, Affordable
¾aster’s Àro¿ra¾, Relevant
and uÀ to date content.
Over the years I have
enjoyed success in ¾y career
but I wanted to i¾Àrove ¾y
¾ana¿e¾ent skills and also
eXcel further in ¾y career
ladder. Achievin¿ a Master’s
de¿ree would satisfy ¾y needs
and when I found
AIU
, I knew
it would take ¾e to the neXt
level of ¾y career journey.
Âhe eXÀerience at
AIU
has
been eXcellent. Âhe syste¾s
and Àrocesses have ¾ade
access to the services very
s¾ooth. Âhe enroll¾ent staff
are very friendly and are
available to assist whenever I
needed helÀ. Âhe co¾¾unica-
tion fro¾ both the faculty and
the student service tea¾ has
been eXcellent.
7
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
Austine A. Ojiuko
Doctor of Philosophy
in Banking and Finance
September 14, 2016
“I
t is a very hu¾blin¿
eXÀerience to have ¿one
throu¿h the eXcitin¿ and
dyna¾ic Àro¿ra¾ of
AIU
. Âhe
Àaradi¿¾ shiſt fro¾ Àeda¿o¿y
to andra¿o¿y by
AIU
has ¾ade
the institution the Àreferred
destination vis-à-vis life-
lon¿ education and hu¾an
develoÀ¾ent for very busy
Àrofessionals.
As I enrolled in the insti-
tution and downloaded the
doctorate de¿ree ¾anual, I was
al¾ost Àut off by the sheer vol-
u¾e of the docu¾ent. I Àains-
takin¿ly went throu¿h it and
beca¾e convinced there and
then that I couldn’t have ¾ade
a be°er choice. Âhe doctorate
Àro¿ra¾ was actually desi¿ned
to ¾eet individual needs and
had effectively helÀed ¾e
reach ¾y Àrofessional and
Àersonal ¿oals. In today’s
dyna¾ics world couÀled with
¾y busy schedule, I couldn’t
i¾a¿ine ¾yself under¿oin¿
a full-ti¾e Àro¿ra¾ for the
doctorate.
AIU
Àrovided the Àlatfor¾
by the unique andra¿o¿ic aÀ-
Àroach that enabled ¾e work
even within the co¾fort of
¾y ho¾e and office and at ¾y
Àace. ¹ven when it aÀÀeared I
was slackin¿, ¾y advisors were
quick to brin¿ ¾e back to focus
throu¿h their constant/re¿ular
¾ails of suÀÀort and encour-
a¿e¾ent. Âhey really were
down to earth in ¿uidin¿ and
challen¿in¿ ¾e to reach ¾y
¿oals. Âhey were deÀendable
Àartners in ¾y Àro¿ress.
It is in
AIU
that I realized
the full i¾Àlication of a Phµ
Àro¿ra¾ because of the ¾ulti-
disciÀlinary assi¿n¾ents that
cut across such diverse fields
outside ¾y core disciÀline
of Bankin¿ and Finance. My
acade¾ic tutors were real ¾o-
tivators and eXhibited a¾azin¿
or¿anizational skills throu¿hout
the Àro¿ra¾. Âhe finance de-
Àart¾ent offered a very fleXible
and convenient Àay¾ent Àlan
that eli¾inated all stressors.
AIU
is surely a refreshin¿
new dawn in distance and
life-lon¿ learnin¿ eXÀerience.
I a¾ Àroud to have been Àart
of this success story. I cannot
thank the ¾ana¿e¾ent and
staff of
AIU
enou¿h for the
once-in-a lifeti¾e oÀÀortu-
nity offered to ¾e to reach ¾y
educational zenith.
S T U D E N T S P A C E
T E S T I M O N I A L S
MORE TESTIMONIALS FROM AIU STUDENTS
www.aiu.edu/Âesti¾onials.asÀX
Modern architecture
8
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
Description
Modern architecture in
recent days has co¾e a lon¿
way to ¿ive services to ¾an-
kind. Aſter years of recyclin¿
of architecture desi¿ns, this
research will let individuals
in the architecture / buildin¿
industry understand both old
and new architectural works.
Moreover, create a self e¾-
Àloyed job to individuals and
to be able to desi¿n beautiful
buildin¿s to catch the eyes of
once ¿overn¾ent.
Aſter ¿oin¿ throu¿h all
asÀects of ¾odern architecture,
the world as a whole will have
the oÀÀortunity to have their
old houses or structures re-
Àlaced by recent desi¿ns. Âhis
will ¿o a lon¿ way to reÀlace all
structures that are har¾ful to
the society. My research is ¿o-
in¿ to duel ¾ore on structures
in the Northern Àart of Ghana.
Structures in
Northern Ghana
Gone are the days when
our forefathers used to live
in caves (houses created in
rocks). In this, our ¾odern
era of Architecture, so¾e
My scriÀt would define
¾odern architecture as
the
art of buildin¿ uÀon the
old desi¿ns created by
other architects
. For in-
stance takin¿ a look at build-
in¿s in Northern Ghana. In
¾y illustration, you will notice
that houses are desi¿ned with
¿rass roofs and sand used as
blocks without ce¾ent.
In ¾y introduction, I will
be elaboratin¿ on buildin¿s
in Northern and Áouthern
Ghana. Âake a look at archi-
tecture as
renovation
and
creativity
. Many a ti¾es,
old buildin¿s are collaÀse and
desi¿ned to ¾eet the standard
of ¾odern structures. In addi-
tion to this, desi¿ns drawn by
architects are built uÀon by
other architects to add beauty
and style to ¾ake it a ¾odern
buildin¿.
My research will also deal
with the fact that architects
¾ust have certain qualities or
standards. Also as you read
these scriÀt students will ¿et
to know how renovation and
creativity can helÀ develoÀ
¾odern architecture in the
world as a whole.
Awasabisah µenis Bonaventure
|
Bachelors in Architecture
Image: ForumBiodiversity.com
Introduction
Gone are the days when
scholars such as
Barbara
Miller Lane
wrote on
Housing
and dwelling
, scholars Àaid
¾uch a°ention on few build-
in¿s where ÀeoÀle lived? Âhese
livin¿ Àlaces where the ¿reat
Àalace and Villas of wealthy,
to¿ether with the house drawn
in ¾odern style by our hu¾ble
current “Architects”. In addi-
tion to that, buildin¿s were
¾ade to be lar¿e, eXÀensive
and beautiful.
My research has co¾e to
find out that, aÀart fro¾ the
Àalace and villas which ar-
chitects Àaid a°ention to, the
recent architects have brou¿ht
about new ideas. Âhese ideas
have been the ¾odern way of
desi¿nin¿ structures for the
co¾fort of individuals.
IMAGE 1.
In Northern Ghana, those who have idea about building use ordinary sand and water mixed to build houses for the
comfort of the people. Grasses are used as roofing, which is not a good material since dry grass burns easily.
9
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
societies in Northern Ghana
are still livin¿ in structures
desi¿ned by sense of jud¿-
¾ent. Âhat is to say, those
who have idea about buildin¿
use ordinary sand and water
¾iXed to build houses for the
co¾fort of the ÀeoÀle. Grass-
es are used as roofin¿ for the
buildin¿s which I think is not
a ¿ood ¾aterial for that since
dry ¿rass burns easily when
there is an outbreak of fire.
Âoday in Northern Ghana,
¾odern architects have been
able to detect the Àroble¾s
affectin¿ the beauty of the
environ¾ent. ½Àco¾in¿
architects like us will helÀ de-
veloÀ the Àlace by desi¿nin¿
¾odern buildin¿ structures
and then or¿anize workshoÀ
to brin¿ to bear the da¾a¿in¿
of only sand and dry ¿rass
used for buildin¿.
Image 1
is an eXa¾Àle of
structures found in Northern
Ghana which need renovation.
Analysis
Ácholars and authors on
architecture have wri°en
about structure used as sÀe-
cial events like the Àyra¾id
in ¹¿yÀt have ¿iven ¾uch
a°ention. My research has
co¾e out that, the re¾ote
areas like the villa¿es are the
¾ost affected areas which
need i¾¾ediate a°ention.
When you take a look at the
cities and towns, you will
notice that all the buildin¿s
are ¾odern desi¿ns co¾Àared
to the villa¿es. ¹ven the old
desi¿ns are ¾odernized by
new desi¿ns created by our
able architects.
I write to stress on the Àoint
that all architects should have
certain quality which can helÀ
the develoÀ¾ent of ¾odern
architecture in the world. Âhe
qualities needed to achieve
this ¿oal will be eXÀlained.
An architect ¾ust be Àatient
in whatever he does whether
desi¿nin¿ or visitin¿ a buildin¿
site. Patience on the Àart of
architects can brin¿ under-
standin¿ between architects,
draſts¾en and buildin¿
contractors.
Many a ti¾es you will find
out that the ¾ason buildin¿ on
the site co¾Àlains that either
the draſts¾an or the archi-
tect refuse to Àut a buildin¿
desi¿n in the ri¿ht order. As an
eXa¾Àle, so¾e unqualified ar-
chitect have arran¿ed a desi¿n
for buildin¿, where the toilet
is just oÀÀosite the kitchen
and there is no e¾er¿ency eXit
within the desi¿ned buildin¿
Àlan. When this haÀÀens, it
¾akes it difficult to be ¿iven a
buildin¿ Àer¾it. My research
has noticed that architects
¾ust be
Skilful:
Âhe architect
should be able to or¿anize va-
riety of ¾aterials into differ-
ent desi¿n for¾s. He should
be able to Àroduce quality
architectural works.
Tolerant
: Âhe Architect
should acceÀt challen¿es
and criticis¾s by the ÀeoÀle
around hi¾. He should adjust
to all situations he ¾ay find
hi¾self and understand other
views fro¾ the Àublic.
Creative:
Âhe architect ¾ust
have the ability to create new
desi¿n and co¾e out with
¾odern architectural draw-
in¿s. He ¾ust have the idea
of chan¿in¿ the old desi¿n or
renovate old desi¿ns and also
think very fast.
Self discipline:
Âhe archi-
tect ¾ust control his te¾Àer
and habits and should let re-
sÀect be reciÀrocal. He should
be able to work within a ti¾e
fra¾e. Also ¾ust acco¾Àlish
his work as Àro¾ise.
Sociable:
Architects ¾ust
be sociable in all asÀects of
life, ¾ost esÀecially should
¾in¿le with others so that
he can listen to others view
concernin¿ the develoÀ¾ent
of architecture.
Knowledgeable:
should be
well infor¾ed of new technol-
o¿y and scientific know how.
Âhis will enable hi¾ create
architectural desi¿n that will
be acceÀtable to the conte¾-
Àorally world.
Adventurous:
Âhe architect
should be ea¿er to eXÀlore
new ideas and ready to take
risk with boldness. Áhould ad-
¾ire other works of architects,
ad¾ires his national cultural
herita¿e.
Actualization
I have toured all over fro¾
North to Áouth, ¹ast to West
which have finally brou¿ht
¾e this far. My case study on
¾odern architecture shows
that renovation and creativity
is the key to achievin¿ suc-
cess in architecture develoÀ-
¾ent. Âhis scriÀt will duel
¾ore on the issue of creativ-
ity by architects and the look
at renovation of har¾ful
buildin¿s. Âhe two ter¾s will
be eXÀlained so that scholar,
authors and even architects
can take note of it.
IMAGE 2.
Pyramids in Egypt used to keep dead heroes.
10
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
Creativity
¶reativity is the ability to
¾ake or create so¾ethin¿ new.
It also involves ¾odification
of the old desi¿ns or ideas,
i¾Àrovin¿ on the ¾odern
desi¿n or inventin¿ so¾ethin¿
new which is less in the world.
My research has found out that
architects are very creative in
the field. My scriÀt has eX-
Àlained a creative Àerson to
be so¾eone who is able to use
his i¾a¿ination to brin¿ out
so¾ethin¿ new. A creative ar-
chitect can think and Àut down
so ¾any ideas within a very
short Àeriod and always like to
eXÀeri¾ent with the variety of
ideas. Âhe architect should be
able to desi¿n Àlans that can
be used to renovate old build-
in¿s into ¾odern architecture
works. A creative architec-
ture will not like to desi¿n
buildin¿ that has been drawn
by so¾eone else. Âhese days
in the world, clients always
Àrefer to have a desi¿n done
already. With this, it wouldn’t
helÀ ¿et ¾odern architecture
desi¿ns. Instead of architects
buildin¿ uÀon the old desi¿ns,
they end uÀ coÀyin¿ what
has been done in the Àast,
for¿e°in¿ that there is a new
¿eneration.
Renovation
In ¾odern architectural,
renovation for¾ Àart of the
¾echanis¾s. You will not
always have structures desi¿n
to be built fro¾ its founda-
tion. An ¹n¿lish dictionary
defines renovation as an old
buildin¿ which is i¾Àroved
and brou¿ht back to ¿ood
condition. My research will
define renovation as the abil-
ity to think fast and desi¿n an
old buildin¿ by addin¿ or sub-
tractin¿ other details to brin¿
its beauty and stren¿th back
to its nor¾al for the co¾fort-
ability of an individual. Âhe
¾o¾ent renovation co¾es in
¾ind, what architects ¾ust
think of is wether the old
structure is to develoÀ a¿ain,
add ¾ore co¾Àonents like
windows, Àillars or roofin¿,
once this is considered, the
neXt thin¿ to think of is to
decide as to how the archi-
tecture desi¿n will look like.
Is it additional co¾Àonents?
or buildin¿ uÀon the old one
to have a ¾odern architec-
tural work?
Image 3
shows an
eXa¾Àle of the latest ¾odern
architecture works in Ghana.
Recommendation
When you take a close
look at ¾y research, you will
notice that creativity, renova-
tion and ¿ood qualities of an
architect are the ¾ain issues
in ¾y research. When all
these three thin¿s are keÀt in
¾ind, the world has a Àlace to
reckon with, ¾ost esÀecially
the qualities of an architect.
When there is a lack of any
of the qualities, architects
will face challen¿es in the
society because clients and
draſts¾en will bla¾e archi-
tects for Àoor desi¿n works.
And that will brin¿ down the
i¾a¿e of the architectural in-
dustry. My research will also
reco¾¾end that workshoÀ
should be or¿anized in the
re¾ote areas to helÀ develoÀ
the ¿rowth of architecture in
the society. Much of the at-
tentions should also be taken
in the re¾ote areas because
that is where we all ¿enerated
fro¾. Âhere were villa¿es
before we had the towns and
cities.
Áo, as scholars have wri°en
that ¾uch a°ention is ¿iven
to villa buildin¿s and lar¿e
buildin¿s for events such as
festivals and durbars. Âhe
Àoints raised in this scriÀt
should also be considered
so that the re¾ote areas will
also boast of livin¿ in ¾odern
architecture buildin¿s.
Conclusion
“Âhe way you be¿in, will
end the sa¾e way”. Architects
should always know the loca-
tions of their desi¿ns. Aſter
a Àeriod of ti¾e, take a Àain
to visit at least so¾e desi¿ns
done so ¾any years a¿o. Âhis
will helÀ you see how lon¿
your desi¿n can take before
it under¿oes renovation.
My ¾ain effort lies with the
re¾ote areas. When we ¿et
the basic of ¾odern archi-
tecture, the industry will ¿o a
lon¿ way to enjoy its develoÀ-
¾ent. Also the town, cities,
states, countries and even
the world would have a be°er
Àlace to live with ¾odern
architecture.
Publications by Students:
aiu.edu/ÁtudentPublication.ht¾l
BIBLIOGRAPHY.
Darling, E.
(2007) Narratives of ¾odernity
before construction. Âaylor and Francis Routled¿e. Britain.
|
Higgo°, A.
(2007) Architectural ¶ultures in Britain. Âaylor and
Francis Routled¿e. Britain.
|
Heynen, H.
(1999) Architecture Mo-
dernity.
|
Lane Miller
(2007) PersÀective on Modern do¾estic
Architecture.Âaylor and Francis Routled¿e.
|
Vidler, A.
(2008) In-
ventin¿ Architectural Modernis¾.
MIÂ
Press.
|
Wood, Rodger H.
Wood, Richard J. Hoffman, Frank W.
(2000) A¾erican µo¾estic
Architecture. Infosential Àress.
½Á
.
INDEX.
Darling, Elizabeth
(2007). Âhe condition for an
Architecture for to-day. Pa¿es 11-16.
|
Heynen, Hilde
(1999). Ar-
chitectural Modernity. Pa¿es 8-18.
|
Higgot, Andrew
(2007) Âhe
oÀÀosite of Architecture. Pa¿es 117-126.
|
Lane, Barbara Miller
(2007) Housin¿ and µwellin¿. Pa¿e 1.
|
Lane, Barbara M.
(2007)
Who interÀrets. Pa¿es 21-23.
IMAGE 4.
Modern architecture design in southern Ghana.
Our social life,
our Àlanet
By µr. Rosa Hilda ¼ora M.
Advisor at
AI½
|
rosa@aiu.edu
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
¼
ife; what is life. Âhe
answer see¾s to be easy;
life is to be, bein¿ healthy,
havin¿ ¿oods, be i¾Àortant
and do what you want when
you want and so¾ethin¿ not
very ¿ood: have ¾ore years
but which we ¾ust not think
that ¾eans we aÀÀroach the
end of everythin¿ we accu-
¾ulate. ¼ife thus described is
Àleasure and Àleasure.
Way back in 1976, the last
century, and very distant
ti¾es, as our ¾illennials say,
Erich Fromm
wrote a teXt,
“
To have or to be?
”. In this
work he analyzes the ¾ean-
in¿ of life. It tells us that the
Great Pro¾ise of industri-
alization: the ¾astery of
nature, ¾aterial wealth, the
¿reatest haÀÀiness for the
¿reatest nu¾ber of ÀeoÀle,
unli¾ited Àro¿ress and
freedo¾ without threats they
have not been. Why could it
not be? Because life as the
¾aXi¾u¾ Àleasure and self-
ishness and ¿reed, they don’t
Àroduce hu¾an develoÀ-
¾ent.
FR±MM (2009)
.
¼et realize that Àossess
and Àossess is not all we
have to do to live because
the society of which we are
Àart in this
ÄÄI
century, by
reÀorts of ½nited Nations
(
½N
) and the World Bank
(
WB
) yet with scientific and
technolo¿ical develoÀ¾ent,
it have not ¿enerated welfare
to the ¿reatest Àossible nu¾-
ber of hu¾an bein¿s.
We are livin¿ at the be¿in-
nin¿ of this
ÄÄI
century in the
econo¾ic and cultural ¾ove-
¾ent called Globalization and
¶ultural Globalization. World
econo¾y is lar¿e-scale and at
unÀrecedented sÀeed. As for
the ¶ultural Globalization it
is to create cultural interests
¿lobally to ¾ake those inter-
ests econo¾ic.
Âhe develoÀ¾ent created
was based on ¿eneratin¿ an
infor¾ation society where
di¿ital co¾¾unication is the
suÀÀort. Âhus the world is in-
volved in a ¾ass of infor¾a-
tion to create need of ¾edia
that allows it, and needs fro¾
¾arket Àroducts.
Âoday we see ra¾Àant
Àoverty in countries that can’t
and have not ¾ana¿ed to
enter that world where ¿lobal
education is increasin¿ly
necessary.
It see¾s life today don’t
know what else has to be
because we carry on the way
we describe.
11
Image: tempepoetry.blogspot.mx
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
12
It is Àleasure and selfish-
ness to have, and of a society
of Globalization and ¶ultural
Globalization; we also need to
see the ¾any social conflicts
where ÀeoÀle have taken uÀ
ar¾s to try to solve the¾.
Moreover we talk about
education and we see that
education is or¿anized by
Átates and its ÀurÀose is to
¾aintain the Àower of the
Átate. With that keeÀ the Átate
we are witnessin¿ the Àoverty
of educational syste¾s and
the contradiction that for
Globalization need every day
to know and learn.
We are witnessin¿ nation-
alist ¾ove¾ents in indus-
trialized countries such as
the ½nited Kin¿do¾ (
½K
),
Ger¾any, France and ÁÀain.
Âhey consider these ¿rouÀs
¾ust be seÀarated fro¾ all
or¿anizations that e¾er¿ed as
consequences of the two ¿reat
wars, World War I and Word
War
II
.
Âhe question is how to Àre-
vent ¿lobal trade and ne¿ate
the benefits of or¿anizations
that have enabled world
Àeace. It will not be that
¿overn¾ents should or¿anize
a quality education and allow
individuals who do eXercise
that role and enrich the or-
¿anizations that were created
aſter the wars? It will not be
that as a society we ¾ust
learn to seek a¿ree¾ents
for all for life and honor the
ter¾s of such cooÀeration.
²awls, (1212)
.
Âoday we ¾ean by justice
that the other has to disaÀ-
Àear either in a Àersonal or
social level. We don’t think
of ¿eneratin¿ a¿ree¾ents
where each Àart ¾ay result in
benefits than achieve a be°er
life for all. If we educate for
coeXistence in a Àersonal and
social level it would be an-
other world where we lived.
Why do we ¾ention the life
of our Àlanet? We ¾ention the
life of our Àlanet because it
see¾s that we live as hu¾an
bein¿s floatin¿ on a cloud and
the Àlace where we do all our
activities and where we ¿et
all the resources we need no
relevance to live, to be and
even ¾ore so to be well. What
do we do? We have beco¾e
accusto¾ed to bein¿ Àreda-
tors; only we consu¾e.
What are we doin¿ for a
livin¿? What are we doin¿
to develoÀ our body health?
What are we doin¿ to ¿ener-
ate coeXistence? What are we
doin¿ to develoÀ our skills,
our abilities? Are we livin¿?
It see¾s we are ¿oin¿ in the
oÀÀosite direction.
Âhe train of cultural ¿lo-
balization and ¿lobalization
¿oes in the sa¾e line as the
train of hu¾an life and the
develoÀ¾ent of our skills
and abilities but ran¿e fro¾
instead of sense to crush the
other as triu¾Àh of truth and
justice?
Angus Deaton
says in his
work awarded as the 2015
Nobel econo¾ics “
The Great
Escape. Health, wealth and
the origins of inequality
”
that we live today with ¾ore
oÀÀortunities to escaÀe Àov-
erty than in the Àast but it is
believed that aid fro¾ other
countries resolve differences
in welfare and for¿et that aid
Àasses throu¿h the corruÀt
Àolitical syste¾s and doesn’t
reach the neediest. He keeÀs
sayin¿ that we should allow
countries to seek their own
way out of Àoverty because
considerin¿ that fro¾ the
outside know what to do all
these countries is not the best
way.
DEaT±n (2015)
.
Of what
Deaton
says in
his work we can infer that
each of us ¾ust find ways to
keeÀ learnin¿, find ways to be
be°er with the li°le or ¾uch
that the Átate has ¿iven us
by education. Áocieties are
be°er or¿anized and we have
¾ore oÀÀortunities; of each
of us deÀends on “
The Great
Escape
”.
What about justice; we
¾ust learn what
Rawls
says in his book “
Justice as
Fairness. A reformulation
”,
that ÀeoÀle should have the
caÀacity to ÀarticiÀate in
beneficial social cooÀeration
oÀÀosite Àoints frontally at
the sa¾e Àlace. What awaits
us as hu¾an bein¿s? What
awaits us as a society? What
awaits us for the resources we
need fro¾ our Àlanet?
We have to keeÀ learnin¿,
keeÀ studyin¿ for life to have
a job that allows us the re-
sources we need and to know
in every ¾o¾ent of our lives
where to ¿o to have a hu¾an
develoÀ¾ent that ¾akes us
reach “
THE GREAT ESCAPE
”
of this ¾aelstro¾ we have for
Àhysical and social world.
We have to study for life to
know how we can live haÀÀily
and ¿o on the train of “
The
Great Escape
”! Âhe ¿reat
escaÀe fro¾ the world that
others created for us.
BIBLIOGRAPHY. Deaton, A.
(2015). ¹l Gran ¹scaÀe. Áalud,
riqueza y los orí¿enes de la desi¿ualdad. MéXico:
F¶¹
.
|
Fromm,
E.
(2009). ÅÂener o ser? MéXico:
F¶¹
.
|
Rawls J.
(2012). ¼a Justicia
co¾o equidad. ½na refor¾ulación. ¹sÀaña: Paidós.
|
United
Nations.
Retrieved fro¾
www.un.±Rg/En/indEx.hTMl
|
United
Nations, Educational, Scientific and Cultural Organization.
Retrieved fro¾
www.unEsC±.±Rg/nEw/En/unEsC±/aB±uT-us/
Image: commons.wikimedia.org/wiki/File:Shinkansen_tokyo.jpg
Sahr Emmanuel Sorgbor
James
lives in Sierra Leone
and has completed a Masters of
Procurement and Supply Chain
Management at AIU.
Nowadays he works as a Busi-
ness to Business Executive.
sahrsco@gmail.com
Revertin¿ Àoverty throu¿h education
13
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
Interview with Áahr ¹¾¾anuel Ja¾es,
AI½
student
impacted your life profes-
sionally and personally?
For ¾e, this Andra¿o¿y
tyÀe of learnin¿ is a steÀ in a
ri¿ht direction because I have
enou¿h ti¾e to concentrate on
¾y Àrofessional work life (¾y
job) and also ¿ive in ¾y best
on ¾y studies with
AIU
.
Âhe self-desi¿ned course
has helÀed ¾e to read ¾ore
Àrocure¾ent and suÀÀly chain
¾ana¿e¾ent books and other
related ¾aterials to stand out
as one of the best staff of ¾y
or¿anization.
What do you do for a living?
I a¾ a Àroud Áierra ¼eonean
by nationality and Àresently
workin¿ at
Airtel (
SL
) Limited
,
the bi¿¿est teleco¾¾unica-
tion co¾Àany in Áierra ¼eone,
as a Business to Business
¹Xecutive.
What helped you the most,
educationally speaking, to
be considered for this great
position you have achieved?
My on¿oin¿ Master’s µe¿ree
with
AIU
and the Àracticalised
eXÀeriences ¿ained whilst
studyin¿ with
AIU
.
What are the main problems
your country is facing at this
moment?
My country is currently
challen¿ed econo¾ically and
une¾Àloy¾ent rate is ¾ore
than 50%. Meanin¿ the infla-
tion rate has doubled and life
is difficult for its citizens.
Do you think you have
been able to help your
community?
Yes. I have recently oÀened
a charity or¿anization for
vulnerable children, esÀecially
school ¿oin¿ ¿irls, by suÀÀly-
in¿ school learnin¿ ¾aterials
to re¾edy so¾e of the acute
fa¾ily issues.
How can education help
the world during this
troubled times?
Althou¿h enroll¾ents have
risen in nearly all the villa¿es
in Áierra ¼eone in the Àast
decade, lar¿e se¿¾ents of their
ÀoÀulations have children
who never enter school or
a°end school for only one
or two years. Poverty and a
shorta¿e of ¿ood schools are
two reasons for this. ¹ven
without the current econo¾ic
crisis, children fro¾ Àoor fa¾-
ilies, ethnic ¾inority ¿rouÀs,
and ¿irls in this country have
the least education. A fa¾ily
incident such as an illness or a
Àarent losin¿ a job, or a school
losin¿ its only teacher, or be-
in¿ unable to reÀair its leaky
roof is oſten enou¿h to stall
their schoolin¿ Àer¾anently.
But while Àoorer households
and disadvanta¿ed ¿rouÀs
are the ¾ost vulnerable to
Àressure for leavin¿ school
as a result of an econo¾ic
downturn.
Âhe Govern¾ent of Áierra
¼eone needs to invest ¾ore in
education and for¾ulate fiscal
Àolicies in tacklin¿ its own
econo¾ic crisis.
How has the learning process
based in Andragogy from
AIU
Áince ¾y enroll¾ent with
AIU
, ¾y e¾Àloyer can entrust
¾e with bi¿¿er tasks and
resÀonsibilities and I always
deliver ¾ore than what is
required.
How is your
AIU
Degree
helping you in your career?
Based on ¾y studies at
AIU
,
our ÁuÀÀly ¶hain Mana¿e-
¾ent (
Á¶M
) unit has asked ¾e
to co¾e and work with the¾
as Àrocure¾ent and lo¿istics
co¾Àliance officer which I a¾
so willin¿ to do.
15
E D U C A T I O N + C U L T U R E
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
Preschool children need to play
The decline of play in preschoolers and the rise in sensory issues.
R
esearch continues to Àoint out that
youn¿ children learn best throu¿h
¾eanin¿ful Àlay eXÀeriences, yet ¾any
Àreschools are transitionin¿ fro¾
Àlay-based learnin¿ to beco¾in¿ ¾ore
acade¾ic in nature.
As Àarents and teachers strive to
Àrovide increasin¿ly or¿anized learnin¿
eXÀeriences for children, the oÀÀortu-
nities for free Àlay —esÀecially out-
doors— is beco¾in¿ less of a Àriority.
Ironically, it is throu¿h active free Àlay
outdoors where children start to build
¾any of the foundational life skills
they need in order to be successful for
years to co¾e.
In fact, it is before the a¿e of 7 years
—a¿es traditionally known as “Àre-
acade¾ic”— when children desÀerately
need to have a ¾ultitude of whole-
body sensory eXÀeriences on a daily
basis in order to develoÀ stron¿ bodies
and ¾inds. Âhis is best done outside
where the senses are fully i¿nited and
youn¿ bodies are challen¿ed by the
uneven and unÀredictable, ever-
chan¿in¿ terrain.
Preschool years are not only oÀti¾al
for children to learn throu¿h Àlay, but
also a critical develoÀ¾ental Àeriod. If
children are not ¿iven enou¿h natural
¾ove¾ent and Àlay eXÀeriences, they
start their acade¾ic careers with a
disadvanta¿e. Âhey are ¾ore likely
to be clu¾sy, have difficulty Àayin¿
a°ention, trouble controllin¿ their
e¾otions, utilize Àoor Àroble¾-solvin¿
¾ethods, and de¾onstrate difficul-
ties with social interactions. We are
consistently seein¿ sensory, ¾otor,
and co¿nitive issues ÀoÀ uÀ ¾ore
and ¾ore
in later childhood, Àartly
because of inadequate oÀÀortunities to
¾ove and Àlay at an early a¿e.
Read full article by Valerie Strauss:
www.washing-
T±nP±sT.C±M/nEws/answER-shEET/wP/2015/09/01/
ThE-dEClinE-±f-Play-in-PREsCh±±lERs-and-ThE-RisE-
in-sEns±Ry-issuEs/
Image: HighScope.org
F
or as lon¿ as hu¾ans have Àrinted
books, censors have ar¿ued over
their content and tried to li¾it so¾e
books’ distribution. But the reasons
for challen¿in¿ literature chan¿e over
ti¾e, and it’s clear that Àublic disco¾-
fort with Àarticular ideas has evolved
raÀidly even in the last 20 years.
When the A¾erican ¼ibrary Associa-
tion started keeÀin¿ a database of chal-
len¿ed books in the early ’90s, the rea-
sons cited were fairly strai¿htforward,
accordin¿ to
James LaRue
, director of
the
A¼A
Office for Intellectual Freedo¾.
“‘µon’t like the lan¿ua¿e,’ or ‘Âhere’s
too ¾uch seX’ —they’d tend to fall into
those two cate¿ories,” he says. Áo¾e
books are still challen¿ed for those
reasons —Fiſty Áhades of Grey is a co¾-
¾on eXa¾Àle. But there’s been a shiſt
toward seekin¿ to ban books “focused
on issues of diversity —thin¿s that are
by or about ÀeoÀle of color, or
¼GBÂ
,
or disabilities, or reli¿ious and cultural
¾inorities,”
LaRue
says. “It see¾s like
that shiſt is very clear.”
Âhe
A¼A
’s list of the 10 ¾ost chal-
len¿ed books in 2015 bears this out:
it includes
I Am Jazz
and
Beyond
Magenta
, about youn¿ trans¿ender
ÀeoÀle;
Fun Home
and
Two Boys
Kissing
, which deal with ho¾oseXu-
ality;
Habibi
and
Nasreen’s Secret
School
, which feature Musli¾ charac-
ters; and
The Curious Incident of the
Dog in the Night-Time
, by
Mark Had-
don
, which was cited for “atheis¾.” In
contrast, the toÀ 10 ¾ost-challen¿ed
books of 2001 were ¾ore strai¿htfor-
wardly banned for stron¿ lan¿ua¿e,
seXual content and dru¿s, like
The
Chocolate War
and
Go Ask Alice
.
Censors are increasingly focusing on books
that represent diverse points of view.
Most banned books
Read full text and find 2015 list:
TiME.C±M/4505713/BannEd-B±±ks-wEEk-REas±ns-ChangE/
Image: The Diamondback
16
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
Find Open Courses and
a world of learning granted by AIU
at
courses.aiu.edu
Help others study and change their lives. Visit
MyAIU Pledge
.
1
Maasai.
Âhe Maasai of Kenya
and Âanzania have several rites of
Àassa¿e that carry boys into ¾anhood.
Boys between the a¿es of 10-20 co¾e
to¿ether to be initiated as the new
“warrior class” of the tribe, Àlaced in
dozens of houses built for the occa-
sion. Âhe ni¿ht before the cere¾ony
the boys sleeÀ outside in the forest,
and at dawn they return for a day of
sin¿in¿ and dancin¿. Âhey drink a
¾iXture of alcohol, cow’s blood, and
¾ilk, while also consu¾in¿ lar¿e
Àortions of ¾eat. Aſter these festivi-
ties they are ready to be circu¾cised,
¾akin¿ the official transfor¾ation into
a ¾an, warrior, and Àrotector. Boys
cannot flinch, because doin¿ so would
sha¾e their fa¾ilies and discount
their bravery.
For
the neXt
10 years
the boys
will
stay at a
warrior’s
ca¾À
where
they
learn
various
skills.
Aſter
the cere¾ony takes Àlaces, ¾arkin¿
their transition fro¾ warrior to senior
warrior, they are entitled to ¾arry the
wo¾an of their choice.
2
Amish.
Ru¾sÀrin¿a ¾arks the
ti¾e when youth turn 16 and are
able to enjoy unsuÀervised weekends
however, this tradition has been
eXtended to youn¿ ¿irls as well, as
“outca¾Às” are established away fro¾
the co¾¾unity in order for traditional
skills to be Àassed down and Àracticed
by the youn¿ ¾en and wo¾en.
4
Apache.
While this cere¾ony is
rarely Àracticed today, tradition-
ally all ¿irls were required to co¾Àlete
the sunrise cere¾ony, also known as
Na’ii’ees
or the Àuberty cere¾ony,
durin¿ the su¾¾er followin¿ their
first ¾enstruation. µurin¿ the four-
day cere¾ony the ¿irls ¾ust abide
by certain rules, Àreventin¿ the¾ to
wass or touch their skin, or drink fro¾
anythin¿ other than their drinkin¿
tubes. Âhey ¾ust also reenact the
AÀache Ori¿in Myth drawin¿ each
fe¾ale ÀarticiÀant closer to the first
wo¾an, known as White Painted
Wo¾an, ¶han¿in¿ Wo¾an, or si¾Àly
¹sdzanadehe. In doin¿ so they obtain
her Àower durin¿ this sÀecial ti¾e.
The age at which this happens, and how a child celebrates their rite of passage
into adolescence, depends entirely on what culture they grow up in.
4 Coming of age traditions
Image: Wikimedia Commons
away fro¾ fa¾ily. µurin¿ this ti¾e,
they are encoura¿ed to enjoy whatever
Àleasures they like, be that ¾odern
clothin¿ or alcohol. Âhe ÀurÀose is to
allow A¾ish youth the oÀÀortunity to
see and eXÀerience the world beyond
their culture and uÀbrin¿in¿. In this
way, returnin¿ to their co¾¾unity and
way of life thus is entirely their choice.
Âhose who return are then baÀtized
and beco¾e co¾¾i°ed ¾e¾bers of
the A¾ish church and co¾¾unity.
3
Inuit.
In North Baffin Island,
Inuit boys have traditionally ¿one
out to the wilderness with their fathers
between the a¿es of 11 and 12 to test
their huntin¿ skills and accli¾atise to
the harsh arctic weather. As Àart of the
tradition, a sha¾an would be called
to oÀen the lines of co¾¾unication
between ¾en and ani¾als. Nowadays,
Read full text by Leticia Pfeffer and Christina Nuñez:
www.gl±BalCiTizEn.±Rg/En/C±nTEnT/13-aMazing-C±Ming-±f-agE-TRadiTi±ns-fR±M-aR±und-Th/
Image: Wikimedia Commons
Image: Wikimedia Commons
Image: allthatisinteresting.com
17
S C I E N C E + T E C H N O L O G Y
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
AIU makes a huge contribution to the world by giving new scientifics the space for original investigations and research. Visit
MyAIU Evolution
R
esearchers fro¾ Oak Rid¿e Na-
tional ¼abs in
ÂN
stu¾bled across
an ineXÀensive, roo¾-te¾Àerature
catalyst for turnin¿
¶O
2
into ethano,
which is ¾ade of coÀÀer nanoÀarticles,
electroÀlated onto a substrate of vaÀor-
deÀosited, nitro¿en-doÀed ¿raÀhene
nanosÀikes, all atoÀ a slice of n-tyÀe
silicon se¾iconductor.
“We discovered ... that this ¾aterial
worked,” said lead author
Adam Rondi-
none
. “We were tryin¿ to study the first
steÀ of a ÀroÀosed reaction when we
realized that the catalyst was doin¿ the
entire reaction on its own.”
Researchers constructed the syste¾,
droÀÀed it in a water bath, started bub-
blin¿
¶O
2
¿as throu¿h the water and
then turned on the Àower for electroly-
sis. When the eXÀeri¾ent was done,
their catalyst had ¾ade the water/
¶O
2
bath into ethanol, with a yield of 63%.
120 Àroof isn’t bad for a haÀÀy accident.
Âhe reason it was so effective has
a lot to do with how electrons behave
in ¿raÀhene. Âhe ¾olecular ¿eo¾etry
of the ed¿es of ¿raÀhene flakes ¾ean
that electrons Àull away fro¾ the ed¿es
in Àredictable ways, leavin¿ folds and
ed¿es of the flake Àositively char¿ed.
When there are ato¾s of nitro¿en doÀ-
ant sca°ered throu¿h the ¿raÀhene
¾atriX, electrons tend to flee fro¾ the
nitro¿en ato¾s too, which leaves these
¿reat bi¿ Àositively char¿ed Àockets.
Âhe catalyzin¿ surface is an electrode
coated in this hi¿hly cru¾Àled ¿raÀhene
sheet; it’s not a neat, re¿ular distribu-
tion of rid¿es, but rather a disordered
a¿¿re¿ation of ¿raÀhene ed¿es and
carbon nano-hooks stickin¿ out every
which way.
Read full note:
www.ExTREMETECh.C±M/
ExTREME/237855-nEw-C±PPER-CaTalysT-C±uld-Cl±sE-ThE-
CaRB±n-CyClE-Making-EThan±l-fR±M-aTM±sPhERiC-C±2
Ethanol from athmospheric CO
2
I
njuries to the sÀinal cord can cause
Àaralysis and other Àer¾anent dis-
abilities because severed nerve fibers
do not re¿row. Now, scientists of the
Ger¾an ¶enter for Neurode¿enera-
tive µiseases (
µZN¹
) have succeeded in
releasin¿ a ¾olecular brake that Àrevents
the re¿eneration of nerve connections.
Âreat¾ent of ¾ice with “Pre¿abalin,” a
dru¿ that acts uÀon the ¿rowth inhibitin¿
¾echanis¾, caused da¾a¿ed nerve con-
nections to re¿enerate. Researchers led
by neurobiolo¿ist
Frank Bradke
reÀort
on these findin¿s in the journal
Neuron
.
Hu¾an nerve cells are interconnect-
ed in a network that eXtends to all Àarts
of the body. In this way control si¿nals
are trans¾i°ed fro¾ head to toe, while
sensory inÀuts flow in the oÀÀosite di-
rection. For this to haÀÀen, i¾Àulses are
Àassed fro¾ neuron to neuron, not un-
like a relay race. µa¾a¿es to this wirin¿
syste¾ can have drastic consequences
—Àarticularly if they affect the brain
or the sÀinal cord. Âhis is because the
cells of the central nervous syste¾ are
connected by lon¿ Àrojections. When
severed, these Àrojections, which are
called “aXons,” are unable to re¿row.
Neural Àathways that have been in-
jured can only re¿enerate if new con-
nections arise between the affected
cells. In a sense, the neurons have to
stretch out their ar¾s, i.e. the aXons
have to ¿row. In fact, this haÀÀens in
the early sta¿es of e¾bryonic develoÀ-
¾ent. However, this ability disaÀÀears
in the adult. ¶an it be reactivated? Âhis
was the question Professor
Bradke
and co-workers asked the¾selves.
²Ead full aRTiClE: ThEsCiEnCEExPl±RER.C±M/BRain-and-
B±dy/REsEaRChERs-aCTivaTE-REPaiR-PR±gRaM-nERvE-
fiBERs-all±wing-daMagEd-nEuR±ns-REgEnERaTE
Damaged neurons are allowed to regenerate.
New copper catalyst could close the carbon cycle.
Repairing nerve fibers
18
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A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
A R T + D E S I G N
Find support for your own unique art and design projects, or support other creative projects at
MyAIU Research
Â
he Hive, by
LIVIN
Farms
, is a
desktoÀ far¾ for raisin¿ edible
¾ealwor¾s. ¶usto¾ers can Àreorder
the far¾ now throu¿h the
LIVIN
site
for shiÀÀin¿ in October 2016. Âhe co¾-
Àany is also sellin¿ a cookbook with
reciÀes for the ¾ealwor¾s, as well as
sa¾Àle jars of the wor¾s the¾selves.
With the
LIVIN
farms
Hive
you can
¿row healthy and sustainable food in
the for¾ of insects in your ho¾e! With
their beautiful and functional desktoÀ
hive for edible insects you can ¿row
uÀ to 200 ¿ of Àrotein-rich suÀer food
¾ealwor¾s.
Âhis reÀlaces about the sa¾e
a¾ount of Àrotein that you would oth-
erwise consu¾e in the sa¾e a¾ount
of ¾eat or other rich Àrotein foods.
Feed your ¾ealwor¾s sustainably on
ve¿etable scraÀs fro¾ your kitchen
and always know 100% what you eat.
Visit:
livinfarms.com
Watch video:
laughingsquid.C±M/ThE-hivE-a-
dEskT±P-faRM-f±R-Raising-EdiBlE-insECTs/
A desktop farm for raising edible insects
The Hive
19
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
Live a better life learning how to keep your body, mind and soul balanced. Visit regularly
MyAIU Body
/
MyAIU Mind
/
MyAIU Spirit
and
MyAIU Energy
.
B O D Y + M I N D + S P I R I T
R
esearchers Àresent-
in¿ at the 2016
United
European Gastroenterology
conference have identified a
¿rouÀ of non-¿luten Àroteins
that can tri¿¿er sy¾Àto¾s of
asth¾a, ¾ultiÀle sclerosis,
chronic Àain, and ¾ore.
Gluten-free diets be¿an as a
necessity for ÀeoÀle with ce-
liac disease, in which violent
i¾¾une reactions to wheat
can cause intestinal da¾a¿e,
widesÀread infla¾¾ation, and
trouble absorbin¿ nutrients.
Âhen the food and diet indus-
tries cau¿ht on, and a ¿luten-
free diet was bein¿ touted
as the way to lose wei¿ht,
flush “toXins,” and i¾Àrove
everythin¿.
Âhis bizarre, invented binary
initially overlooked a third
¿rouÀ of ¿luten-free eaters:
ÀeoÀle without celiac disease
who still felt that wheat ¾ade
the¾ sick. Âhen that ¿rouÀ be-
¿an to ¿row and beca¾e harder
to i¿nore —but rather than
bein¿ taken seriously about
their health, these folks were
classed as a subtyÀe of fool.
“You’re either aller¿ic to ¿luten
or you’re just bein¿ a diva,” the
ar¿u¾ent went.
But bit by bit, vindication
has co¾e creeÀin¿ in. Âhis
July, an international tea¾ of
1
Your paternal relation-
ship may alter your
intimacy with others as an
adult.
A 2007 study found that
a healthy bond between a child
and father correlated with an
ability to ¾aintain inti¾ate
relationshiÀs later in life.
2
Watching
TV
as a tod-
dler or infant may hinder
the chance for a produc-
tive learning opportunity.
Research shows that when
¾other and child watch
ÂV
to-
¿ether, their co¾¾unication is
less Àroductive than when they
read or Àlay with toys to¿ether.
3
Childhood sexual abuse
might lead to adult obe-
sity.
Researchers found that
wo¾en who survived seXual
abuse as a child were
27%
¾ore
likely to suffer fro¾ adult obe-
sity. For ¾en, the risk of obesity
increased by
66%
.
4
Children who are bul-
lied risk becoming less
functional adults.
A decades-
lon¿ study showed that kids
who were bullied suffered fro¾
an increased risk of deÀres-
sion and anXiety. Âhey ¾ay
also have lowered educational
develoÀ¾ent and less inco¾e.
5
Maltreated children might
be more prone to suf-
fer adult depression.
A 2011
study showed that adults who
were subjected to childhood
abuse were ¾ore than twice as
likely to suffer fro¾ Àersistent
deÀression.
Watch video:
www.BusinEssinsidER.C±M/
Childh±±d-ExPERiEnCEs-shaPE-y±u-as-
adulT-2016-10
Scientists find a non-gluten cause for it.
Wheat sensitivity
5 little details
Image: Belmont County Health Department
Read full note:
MEnTalfl±ss.C±M/aRTiClE/87511/sCiEnTisTs-find-n±n-gluTEn-CausE-whEaT-sEnsiTiviTy
researchers found that ÀeoÀle
with self-reÀorted non-celiac
wheat sensitivity (
N¶WÁ
) were
indeed sickened by eatin¿
wheat. Âheir intestinal lin-
in¿ was da¾a¿ed, and blood
tests showed hi¿her levels of
syste¾ic infla¾¾ation. Gluten
or no, so¾ethin¿ was ¾essin¿
the¾ uÀ.
Another ¿rouÀ of research-
ers susÀected that so¾ethin¿
¾i¿ht be another Àrotein.
Âhey started lookin¿ at a
¿rouÀ called a¾ylase-tryÀsin
inhibitors, or
AÂI
s. Âhe
AÂI
s
are a s¾all ¿rouÀ, reÀresentin¿
about 4 Àercent of wheat Àro-
teins, but they’re Àowerful.
Âhe scientists found that
consu¾in¿ Àure
AÂI
s can
cause all ¾anner of nasty
reactions throu¿hout the body,
tri¿¿erin¿ infla¾¾ation not
just in the ¿ut but also in the
ly¾Àh nodes, kidneys, sÀleen,
and brain.
Childhood experiences shape you as adult.
20
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A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
E N V I R O N M E N T
Eco Tip:
Start a compost pile. It will save you money on fertilizers, and maintain soil health.
Change your life, get sustainable, visit
MyAIU Knowledge
encoura¿e nearby residents to ¾aintain
the lod¿es while reaÀin¿ the benefits
of the food ¿rown inside. Âhe
Jellyfish
Lodge
received an Honorable Mention
in this year’s
Biodesign Competition
.
Read full text:
www.EnviR±nMEnTguRu.C±M/PagEs/ElE-
MEnTs/ElEMEnT.asPx?id=4055420
Jellyfish lodge
A
co¾bination of trash-collectin¿
tentacles, aquaÀonic ¿ardens, and
water filtration syste¾s ¿ive back to
the environ¾ent in an i¾Àressive feat
of biodesi¿n.
J
anine Hung
created the Jellyfish
¼od¿e as a solution to Àroble¾s Àla¿u-
in¿ the world’s waterways. Âhe solar-
Àowered structures feature interior
¿ardens that flourish while filterin¿
Àolluted water. Âhe jellyfish’ lon¿ ten-
tacle ar¾s collect driſtin¿ trash without
har¾in¿ wildlife. Âhey also test water
for toXicity and be¿in the Àrocess of
treatin¿ water throu¿h unique ¾icro-
bial di¿estion cha¾bers. Once it is Àuri-
fied, water is returned to the surround-
in¿ environ¾ent.
Âhe aquaÀonic ¿ardens ¿row food
while Àurifyin¿ the air with an elec-
trostatic syste¾. Âhe Àroject would
Â
here are 35.8 ¾illion Àlastic bo°les
used daily in Britain, but only 19.8
¾illion are recycled. ½sers toss their
bo°les in the trash, ÀerhaÀs because
they don’t want to carry it around any
lon¿er, or because they don’t under-
stand it’s recyclable.
¶a¾Àai¿n ¿rouÀ
Recycle Now
reÀorts: “If a year’s worth of the
½K
’s
unrecycled Àlastic bo°les were Àlaced
end to end, they’d reach around the
world 31 ti¾es, coverin¿ just over
780,000 ¾iles.”
Recycle Now
esti¾ates
that the nu¾ber of Àlastic bo°les
evadin¿ recyclin¿ between now and
the end of 2020 could reach 29 billion.
Áince the ¾ajority of Àlastic li°er ends
uÀ in the oceans, this would have dire
reÀercussions on ¾arine health, which
is already sufferin¿ ¿reatly. It Àuts
tre¾endous Àressure on landfills, too,
which are not desi¿ned to hold that
¾uch Àlastic, nor will it break down for
at least 500 years.
Âhe
Marine Conservation Society
reÀorted in 2015 that Àlastic beach lit-
ter was at its hi¿hest Àoint ever –a 35
Àercent increase fro¾ the year before–
with a horrifyin¿ 3,298 ite¾s Àicked uÀ
Àer kilo¾eter cleaned, includin¿ 100
Àlastic bo°les.
A bi¿ Àart of the Àroble¾ is ÀeoÀle’s
¾isunderstandin¿ of what’s recyclable
and what’s not.
UK
needs to recycle more
Every single day, 16 million plastic bo°les end up in
landfills or making their way to the ocean.
Purify polluted water and air while growing food.
²Ead full n±TE: www.TREEhuggER.C±M/gREEn-h±ME/half-PlasTiC-B±°lEs-usEd-BRiTain-aRE-nEvER-RECyClEd.hTMl
B
razil has oÀened uÀ the first
sanctuary in ¼atin A¾erica for
eleÀhants Àreviously in caÀtivity, that
could eventually house as ¾any as 50
of the ¿iant ani¾als.
It was founded in Mato Grosso by
the
½Á
-based non-Àrofit or¿anization
Global Sanctuary for Elephants
, and
it already has its first two residents.
Maia
and
Guida
, that sÀent the Àast
four decades in caÀtivity, arrived at
the sanctuary October 18
th
. Âhey sÀent
the Àast 40 years with a circus in the
Brazilian state of Minas Gerais, and for
the Àast half-decade they were a°ached
to 15-foot chains on a far¾ owned by
the lawyer for the circus. Âhe eleÀhants
have started to adaÀt not only to their
newfound freedo¾, but also to each
21
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
H U M A N R I G H T S + A N I M A L R I G H T S
Get a better knowledge about our rights and the way we can use them on a daily basis to prevent any abuse or limitations of them. Visit
MyAIU Human Rights
.
I
n Kenya, there’s no for¾alized or-
¿an donation syste¾, which ¾eans
that when Àatients need or¿ans,
they’re deÀendent on fa¾ily ¾e¾bers
—or a labyrinthine black ¾arket. Âhe
lack of ¿uidance on Àosthu¾ous or¿an
donation ¾akes ¾a°ers even ¾ore
co¾Àlicated. One ¿irl has set out to
chan¿e that.
Caroline Wambui
created
an aÀÀ —
Life Pocket
— that ¾atches
Àatients to ÀrosÀective donors and
coordinates with institutions like hos-
Àitals and blood banks.
For
Wambui
, this is a Àersonal issue:
Her uncle died aſter bein¿ unable to
obtain a kidney.
While there is so¾e ¾ove¾ent in
the ¿overn¾ent to for¾alize donation
le¿islation, ÀeoÀle who need or¿ans
don’t have ti¾e to wait.
Âhankfully,
Life Pocket
is an
eXcellent eXa¾Àle of innovative tech-
nolo¿y in action.
Wambui
acquired codin¿ skills fro¾
her teacher,
Damaris Mutati
, who
received technolo¿y trainin¿ fro¾
Intel
that enabled her to introduce her
students to basic codin¿ conceÀts. Âhis
kind of education offers new oÀÀortu-
nities for youn¿ wo¾en livin¿ in low-
inco¾e areas and Àrovides the¾ with
Àractical skills they can use to succeed
in the job ¾arket aſter ¿raduation.
Intel
’s initiative reflects a new aÀ-
Àroach to develoÀ¾ent aid: a focus on
Àrovidin¿ ÀeoÀle with tools they can
use to enhance their indeÀendence,
rather than on Àrovidin¿ charity
and leavin¿ individuals reliant on
assistance.
Read full note:
www.CaRE2.C±M/CausEs/kEnyan-giRls-
dEvEl±P-±Rgan-d±naTi±n-aPP.hTMl
Life Pocket
Kenyan girls develop organ donation app.
Brazil opens Latin America’s first one.
other. “Âhey are co¾Àletely thrivin¿,”
said
Sco° Blais
, the chief eXecutive
for Global Áanctuary for ¹leÀhants.
He also said
Maia
and
Guida
had no
ÀroÀer fencin¿ or livin¿ environ¾ent.
Âhat
Guida
was allowed off the chains
every once in a while, but that wasn’t
the case for
Maia
.
“Âhere was a hot wire, and one elec-
tric strand between the two, and that
was because they wanted the eleÀhants
to be able to touch the trunks a li°le
bit, but
Maia
was always a¿¿ressive
to
Guida
,” he said. Áince relocatin¿ to
the new sanctuary, there have been no
si¿ns of a¿¿ression between the two
eleÀhants.
Read full note:
www.Cnn.C±M/2016/10/15/aMERiCas/
BRazil-ElEPhanT-sanCTuaRy/
Elephant sanctuary
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
23
Find support for your own projects at
MyAIU Research.
Learn how to have a better financial control. Visit
MyAIU Money.
Y O U R D R E A M J O B
hits,
Google
e¾Àloyees can refuel in
an “¹ner¿yPod,” a sleeÀin¿ chair cre-
ated by
MetroNaps
.
Âhe ¹ner¿yPod looks like a suÀer-
fancy, sÀace-a¿e version of an airÀlane
chair, er¿ono¾ically desi¿ned, reclines
to keeÀ the sleeÀer’s le¿s elevated, and
is outfi°ed with an afore¾entioned
hooded do¾e, or, “Àrivacy visor,” to
helÀ block out si¿hts and sounds fro¾
the outside world.
Other bells and whistles include a
built-in sÀeaker that can funnel cal¾-
in¿ ¾usic acco¾Àanied by vibrations,
and “ti¾ed wakin¿,” which users can
set to custo¾ or Àre-Àro¿ra¾¾ed
20-¾inute naÀÀin¿ sessions.
Sleep Stats
Accordin¿ to an eXtensive sleeÀ
study led by Harvard Medical Áchool
researcher
Ronald C. Kessler
, Phµ,
inso¾nia costs the avera¿e A¾erican
worker 11.3 days and $2,280 in “lost
Àroductivity” each year. ¶ollective
losses are fairly ¾ind-blowin¿: $63.2
billion (252.7 days) annually. “In an in-
for¾ation-based econo¾y, it’s difficult
to find a condition that has a ¿reater
effect on Àroductivity”,
Kessler
said.
Â
akin¿ a naÀ at work is a reality. As
eXÀerts continue to warn of the
¾yriad of Àroble¾s caused by sleeÀ
deÀrivation, includin¿ so¾e very real
Àotential health risks and decreases in
Àroductivity, ¾ore and ¾ore e¾Àloy-
ers have been eXÀandin¿ the scoÀe
of e¾Àloyee wellness and nutrition
Àro¿ra¾s to include a si¾Àle but very
valuable cate¿ory of health: sleeÀ.
¹nter the sleeÀ Àod. A unique aÀ-
Àroach bein¿ i¾Àle¾ented by co¾-
Àanies ran¿in¿ fro¾
Google
to
NASA
,
Âhe devices are sleek, shiny chairs
that function as a Àersonal ¾obile
bedroo¾ in the ¾iddle of the office.
By se°in¿ a 20-¾inute ti¾er inside
one of the Àods you can have the very
definition of a Àower naÀ ri¿ht in the
¾iddle of your work day. Âhe ulti¾ate
¿oal? Âo use naÀs to increase Àroduc-
tivity and (and Àresu¾ably i¾Àrove
overall health) a¾on¿ workers.
Pod People
¹¾Àloyees of all tyÀes and sizes have
incorÀorated so¾e tyÀe of sleeÀin¿
Àods into the office environ¾ent, in-
cludin¿ ¾ajor co¾Àanies like
Facebook
and
Procter & Gamble
.
Instead of ¿rabbin¿ a chai la°e fro¾
the cafeteria when the 3 À.¾. slu¾À
What if you could not only take a cat nap, but
were actively encouraged by your boss to do so?
Pod Producers
In addition to the ¹ner¿yPod,
MetroNaps
offers a handful of other
tyÀes of Àods Àriced between $8,000
and $13,000. Alon¿ with
Google
, the
co¾Àany counts
NASA
,
Cisco
, the
Ari-
zona Diamondbacks
, the
Cleveland
Indians
,
Huffington Post
, and
Procter
& Gamble
a¾on¿ its clients, which
reÀortedly sÀan four continents and
20 countries.
While
MetroNaps
is Àrobably
the ¾ost visible (and reÀortedly the
first) Àod ¾anufacturer, a handful of
co¾Àanies both here and abroad are
takin¿ advanta¿e of corÀorate culture’s
increasin¿ awareness of the link be-
tween sleeÀ and hi¿her-quality work,
includin¿
Hammacher Schlemmer
in
Ohio,
Powernaps
in ÂeXas, and the
¼ondon-based
Podtime
, whose client
list boasts
Facebook
,
Nestle
, and the
London Stock Exchange
, accordin¿ to
the co¾Àany’s website.
Many of the co¾Àanies have
successfully ¾arketed the Àods to
airÀorts, universities and libraries as
well as workÀlaces and so¾e offer
additional sleeÀ-related services and
Àroducts.
It’s nap time!
Read full article:
www.PaysCalE.C±M/CaREER-nEws/2015/05/
naP-P±ds-why-s±ME-C±MPaniEs-aRE-lE°ing-w±RkERs-slEEP-±n-ThE-j±B
Napshell
MetroNaps
Podtime
“Painting is
my vehicle of
transit. I don’t
always know
where I am
going or what
it means.”
24
B E W I S E & H A V E F U N
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
–Leonora Carrington.
(1917-2011). English-born
Mexican artist, surrealist
painter, and novelist.
Clock clock 24.
A state¾ent-¾akin¿ object that re-conteXtualizes ti¾e
throu¿h an in¿enious ¾arria¿e of analo¿ and di¿ital. Âwenty-four round clocks co¾e
to¿ether to create one ¿iant di¿ital disÀlay. µesi¿ned by
Chapel
in li¾ited edition of
950. Watch video:
www.store.moma.org
Cuckoo clock with pen-
dulum.
With a li°le ¾echanized
cuckoo bird that chirÀs and flaÀs its
win¿s on every hour. By
pedromealha
.
www.etsy.com
Reading time clock.
Âhis one
disÀlays the ti¾e as a co¾Àlete sen-
tence, usin¿ only 23 words to convey
the ti¾e in five-¾inute incre¾ents.
www.hammacher.com
10 principles
of Bill Murray
1.
Objects are
opportunities
.
2.
Surprise is golden.
Randomness is lobster
.
3.
Invite yourself to the
party
.
4.
Make sure everybody
else is invited to the
party
.
5.
Music makes the peo-
ple come together
.
6.
Drop coin on the world
.
7.
Be persistent
,
be per-
sistent
,
be persistent
.
8.
Know your pleasures
and their parameters
.
9.
Your spirit will follow
your body
.
10.
While the earth spins
,
make yourself useful
.
Image: en.wikipedia.org
The Tao of Bill Murray: Real-Life Stories of
Joy, Enlightenment and Party Crashing
Contact us to get started
Áub¾it your
Online Application
, Àaste
your resu¾e and any additional co¾-
¾ents/questions in the area Àrovided.
aiu.Edu/aPPly-±nlinE.hTMl
Pioneer Plaza/900 Fort Street Mall 410
Honolulu,
HI
96813
800-993-0066 (Toll Free in
US
)
808-924-9567 (Internationally)
BACHELOR’S DEGREE IN
SCHOOL OF SOCIAL AND HUMAN STUDIES
25
P R O G R A M S A T A I U
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
Â
he
Bachelor of Interior Design
Àro¿ra¾ is offered online via
distance learnin¿. Aſter evaluatin¿
both acade¾ic record and life eXÀeri-
ence,
AIU
staff workin¿ in conjunction
with Faculty and Acade¾ic Advisors
will assist students in se°in¿ uÀ a
custo¾-¾ade Àro¿ra¾, desi¿ned on
an individual basis. Âhis fleXibility to
¾eet student needs is seldo¾ found
in other distance learnin¿ Àro¿ra¾s.
Our online Àro¿ra¾ does not require
all students to take the sa¾e subjects/
courses, use the sa¾e books, or learn-
in¿ ¾aterials. Instead, the online
Bach-
elor of Interior Design
curriculu¾ is
desi¿ned individually by the student
and acade¾ic advisor. It sÀecifically
addresses stren¿ths and weaknesses
with resÀect to ¾arket oÀÀortunities
in the student’s ¾ajor and intended
field of work.
½nderstandin¿ that industry and
¿eo¿raÀhic factors should influence
the content of the curriculu¾ instead
of a standardized one-fits-all desi¿n is
the hall¾ark of
AIU
’s unique aÀÀroach
to adult education. Âhis ÀhilosoÀhy
addresses the dyna¾ic and constantly
chan¿in¿ environ¾ent of workin¿
Àrofessionals by helÀin¿ adult students
in reachin¿ their Àrofessional and
Àersonal ¿oals within the scoÀe of the
de¿ree Àro¿ra¾.
IMPORTANT:
Below is an eXa¾Àle of
the toÀics or areas you ¾ay develoÀ
and work on durin¿ your studies. By
no ¾eans is it a co¾Àlete or required
list as
AIU
Àro¿ra¾s do not follow a
standardized curriculu¾. It is ¾eant
solely as a reference Àoint and eX-
a¾Àle. Want to learn ¾ore about the
curriculu¾ desi¿n at
AIU
? Go ahead
and visit our website, esÀecially the
¶ourse and ¶urriculu¾ section:
aiu.Edu/³±uRsE³uRRiCuluM.hTMl
Core Courses and Topics
Interior µesi¿n
µi¿ital Presentation Methods
µi¿ital Photo¿raÀhy
µi¿ital I¾a¿e ManiÀulation
Advanced
¶Aµ
Áyste¾s
History of Modern µesi¿n
Interior µesi¿n
Interior µesi¿n Bud¿etin¿
Residential µesi¿n -Kitchen and Bath
Architectural Model Makin¿
Furniture µesi¿n
¶olor Âheory
Funda¾entals of µesi¿n
PersÀective
Visual Indication
Âheory & µeveloÀ¾ent of For¾
Basic µraſtin¿
ÂeXtiles
History of Furniture
ÁÀace Plannin¿
¼i¿htin¿
Materials and ÁÀecifications
Residential µesi¿n Átudio
µraſtin¿ Âechnolo¿y
Institutional µesi¿n
Residential µesi¿n Átudio
¶o¾¾ercial µesi¿n Átudio
Office µesi¿n
Âhe Portfolio
Orientation Courses
¶o¾¾unication & Investi¿ation
(¶o¾Àrehensive Resu¾e)
Or¿anization Âheory
(Portfolio)
¹XÀeriential ¼earnin¿
(Autobio¿raÀhy)
Áe¾inar Ad¾inistrative µeveloÀ¾ent
(Book Áu¾¾ary)
Áe¾inar ¶ultural µeveloÀ¾ent
(Practical ¹XÀerience)
Áe¾inar International µeveloÀ¾ent
(Publications)
Research Project
Bachelor Âhesis Project
MBM
300 Âhesis ProÀosal
MBM
302 Bachelor Âhesis
(5,000 words)
Publication.
¹ach
Bachelor of In-
terior Design
¿raduate is encoura¿ed
to Àublish their research ÀaÀers either
online in the Àublic do¾ain or throu¿h
Àrofessional journals and Àeriodicals
worldwide.
Interior Design
Image: www.udemy.com
27
A I U : W H O W E A R E
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
MISSION:
Âo be a hi¿her learnin¿ institu-
tion concerned about ¿eneratin¿ cultural
develoÀ¾ent alternatives likely to be
sustained in order to lead to a ¾ore ef-
ficient ad¾inistration of the world villa¿e
and its environ¾ent; eXertin¿ hu¾an and
co¾¾unity ri¿hts throu¿h diversity with
the ulti¾ate ¿oal of the satisfaction and
evolution of the world.
VISION:
Âhe e¾Àower¾ent of the indi-
vidual towards the conver¿ence of the
world throu¿h a sustainable educational
desi¿n based on andra¿o¿y and o¾niolo¿y.
Atlantic International University
offers distance learnin¿ de¿ree Àro¿ra¾s for adult learners
at bachelors, ¾asters, and doctoral level. With self Àaced Àro¿ra¾ taken online,
AIU
liſts the
obstacles that keeÀ Àrofessional adults fro¾ co¾Àletin¿ their educational ¿oals. Pro¿ra¾s are
available throu¿hout a wide ran¿e of ¾ajors and areas of study. All of this with a ÀhilosoÀhi-
cally holistic aÀÀroach towards education fi°in¿ within the balance of your life and acknowl-
ed¿in¿ the key role each individual can Àlay in their co¾¾unity, country, and the world.
While National Accreditation is co¾¾on for tra-
ditional ½.Á. institutions of hi¿her learnin¿ utiliz-
in¿ standard teachin¿ ¾ethods, every country
has its own standards and accreditin¿ or¿aniza-
tions. Accreditation is a voluntary Àrocess and
does not ¿uarantee a worthy education. Rather,
it ¾eans an institution has sub¾i°ed its courses,
Àro¿ra¾s, bud¿et, and educational objectives
for review.
AIU
’s µistance ¼earnin¿ Pro¿ra¾s
are unique, non-traditional and not accredited
by the ½.Á. µeÀart¾ent of ¹ducation. Âhis ¾ay
be a deter¾inin¿ factor for those individuals
interested in Àursuin¿ certain disciÀlines requir-
in¿ Átate licensin¿, (such as law, teachin¿, or
¾edicine). It is reco¾¾ended that you consider
the i¾Àortance of National Accreditation for
your sÀecific field or Àrofession.
Althou¿h
Atlantic International University
’s
individualized µistance ¼earnin¿ µe¿ree Pro-
¿ra¾s, are distinct fro¾ traditional educational
institutions, we are convinced of their value and
acceÀtance worldwide. Non-traditional Àro¿ra¾s
are i¾Àortant because they reco¿nize knowled¿e
¿ained outside the classroo¾ and incorÀorate a
broader ¾ore co¾Àrehensive view of the learn-
in¿ eXÀerience. Many ¿reat institutions are unac-
credited. We invite you to co¾Àare our Àro¿ra¾s
and ÀhilosoÀhy with traditional classroo¾-based
Àro¿ra¾s to deter¾ine which is best suited to
your needs and bud¿et.
AIU
has chosen Àrivate accreditation
throu¿h the Accreditin¿ ¶o¾¾ission Inter-
national (A¶I), obtained in 1999. A¶I is
not re¿ulated or aÀÀroved by the ½Á
µeÀart¾ent of ¹ducation.
A¼ANÂI¶
IN¹RNAÂIONA¼ ½NIV¹RÁIÂY IÁ NOÂ
A¶¶R¹µI¹µ BY AN A¶¶R¹µIÂING
AG¹N¶Y R¹¶OGNIZ¹µ BY ÂH¹ ½NI¹µ
ÁÂA¹Á Á¹¶R¹ÂARY OF ¹µ½¶AÂION
. Note:
In the ½.Á., ¾any licensin¿ authorities require
accredited de¿rees as the basis for eli¿ibility for
licensin¿. In so¾e cases, accredited colle¿es
¾ay not acceÀt for transfer courses and de¿rees
co¾Àleted at unaccredited colle¿es, and so¾e
e¾Àloyers ¾ay require an accredited de¿ree as
a basis for eli¿ibility for e¾Àloy¾ent.
AIU
is incorÀorated in the state of Hawaii.
As a ½niversity based in the ½.Á.,
AIU
¾eets
all state and federal laws of the ½nited Átates.
Âhere is no distinction between the Àro¿ra¾s
offered throu¿h
AIU
and those of traditional
ca¾Àus based Àro¿ra¾s with re¿ards to the
followin¿: your de¿ree, transcriÀt and other
¿raduation docu¾ents fro¾ AI½ follow the
sa¾e standard used by all ½.Á. colle¿es and
universities.
AIU
¿raduation docu¾ents can
include an aÀostille and authentication fro¾
the ½.Á. µeÀart¾ent of Átate to facilitate their
use internationally. Authentication fro¾ the
½.Á. µeÀart¾ent of Átate is a Àrocess that will
ulti¾ately bind a le°er si¿ned by the ½.Á. Áecre-
tary of Átate (Àer¾anently with a ¾etal rin¿) to
your ¿raduation docu¾ents.
If a student outside the ½.Á. wishes to carry
out a Àarticular Àrocedure within a country’s
µeÀart¾ent of ¹ducation re¿ardin¿ their
de¿ree earned at
AIU
, such Àrocedures are to
be carried out indeÀendently by the student.
AIU
resÀects the unique rules and re¿ulations
of each country and does not intervene or
influence the resÀective authorities. We
reco¾¾end ÀrosÀective students who
intend to carry out such Àrocedures
outside the ½.Á. to verify in detail the
steÀs and require¾ents needed in
order to be fully infor¾ed.
The AIU Difference
Mission & Vision
Organizational Structure
Dr. Franklin Valcin
P±ES²DE³T/AC´DEm²C µE´³
Dr. José Mercado
¶·²E¸ ¹xECUT²ºE O¸¸²CE±
Dr. Ricardo González
P񯧯ST
Ricardo González
¶·²E¸ OpE±´T²»³ O¸¸²CE±
Ofelia Hernandez
µ²±ECT»± »¸ AI½
Jaime Rotlewicz
µE´³ »¸ ADm²SS²»³S
Clara Margalef
µ²±ECT»± »¸ ÁpEC²´L
P±»ÃECTS »¸ AI½
Juan Pablo Moreno
µ²±ECT»± »¸ OpE±´T²»³S
Paul Applebaum
IÂ µ²±ECT»±
Nadeem Awan
¶·²E¸ P±»g±´m²³g
Dr. Jack Rosenzweig
µE´³ »¸ AC´DEm²C A¸¸´²±S
Dr. Edward Lambert
AC´DEm²C ¶»»±D²³´T»±
Dr. Ariadna Romero
AC´DEm²C ¶»»±D²³´T»±
Carlos Aponte
ÂELEC»mmU³²C´T²»³S
¶»»±D²³´T»±
Rosie Perez
F²³´³CE ¶»»±D²³´T»±
Linda Collazo
ÁTUDE³T ÁE±º²CES ¶»»±D²³´T»±
Kingsley Zelee
I ¶»»±D²³´T»±
Felipe Gomez
µES²g³ µ²±ECT»±
Giovanni Castillo
OpE±´T²»³S ´SS²ST´³T
Ma. Cristina Blazquez
HUm´³ RES»U±CES
Maria Serrano
¼»g²ST²CS ¶»»±D²³´T»±
Amalia Aldre°
ADm²SS²»³S ¶»»±D²³´T»±
Alba Ochoa
ADm²SS²»³S ¶»»±D²³´T»±
Sandra Garcia
ADm²SS²»³S ¶»»±D²³´T»±
Veronica Amuz
ADm²SS²»³S ¶»»±D²³´T»±
Junko Shimizu
ADm²SS²»³S ¶»»±D²³´T»±
Nazma Sultana
ASS²ST´³T P±»g±´mm²³g
Jhanzaib Awan
ASS²ST´³T P±»g±´mm²³g
Roberto Aldre°
¶»mmU³²C´T²»³S ¶»»±D²³´T»±
Chris Benjamin
H»ST²³g ÁE±ºE±
It is acknowled¿ed that the act of learnin¿ is
endo¿enous, (fro¾ within), rather than eXo¿-
enous. Âhis fact is the underlyin¿ rationale for
“µistance ¼earnin¿”, in all of the Àro¿ra¾s of-
fered by
AIU
. Âhe co¾bination of the underly-
in¿ ÀrinciÀles of student “self instruction”,
(with ¿uidance), collaborative develoÀ¾ent
of curriculu¾ unique to each student, and
fleXibility of ti¾e and Àlace of study, Àrovides
the ideal learnin¿ environ¾ent to satisfy
individual needs.
AIU
is an institution of
eXÀeriential learnin¿ and nontraditional edu-
cation at a distance. Âhere are no classroo¾s
and a°endance is not required.
FACULTY AND STAFF PAGE: www.
aiu.edu/FacultyStaff.html
Nadia Gabaldon
ÁTUDE³T ÁE±º²CES ÁUpE±º²S»±
Monica Serrano
REg²ST±´± O¸¸²CE
Daritza Ysla
ACC»U³T²³g ¶»»±D²³´T»±
Patricia C. Domenech
ADm²³²ST±´T²ºE ¶»»±D²³´T»±
Irina Ivashuk
ADm²³²ST±´T²ºE ASS²ST´³T
Kimberly Diaz
AC´DEm²C ÂUT»±
Liliana Penaranda
AC´DEm²C ÂUT»±
Renata Da Silva
AC´DEm²C ÂUT»±
Lourdes Puentes
AC´DEm²C ÂUT»±
Rina Lehnhoff
AC´DEm²C ÂUT»±
Renato Cifuentes
AC´DEm²C ÂUT»±
Arturo Vejar
AC´DEm²C ÂUT»±
Arhely Espinoza
AC´DEm²C ÂUT»±
Paulina Garcia
AC´DEm²C ASS²ST´³T
Atlantic International University
is accredited by the Accreditation Áervice for Interna-
tional Áchools, ¶olle¿es and ½niversities
(AÁI¶)
.
AÁI¶
Accreditation is an internationally
renowned quality standard for colle¿es and universities. Visit
AÁI¶
’s µirectory of Accredited
¶olle¿es and ½niversities.
AÁI¶
is a ¾e¾ber of
¶H¹A
International Quality GrouÀ
(¶IQG)
in
the
½ÁA
, an aÀÀroved accreditation body by the Ministerial µeÀart¾ent of the Ho¾e Office in the
½K
,
and is listed in the International µirectory of the ¶ouncil for Hi¿her ¹ducation Accreditation
(¶H¹A)
.
AIU
¾eets all state and federal laws as a de¿ree-¿rantin¿ institution in the ½nited Átates and the Átate of
Hawaii. Âhe ½niversity was le¿ally established by corÀorate charter in 1998 and is in ¿ood standin¿.
Accreditation
28
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
Âhe Áchool of Business and ¹cono¾-
ics allows asÀirin¿ and Àracticin¿
Àrofessionals, ¾ana¿ers, and entreÀre-
neurs in the Àrivate and Àublic sectors
to co¾Àlete a self Àaced distance
learnin¿ de¿ree Àro¿ra¾ of the hi¿hest
acade¾ic standard.
Âhe ulti¾ate ¿oal is to e¾Àower
learners and helÀ the¾ take advanta¿e
of the enor¾ous array of resources
fro¾ the world environ¾ent in order
to eli¾inate the current continuu¾ of
Àoverty and li¾itations.
µe¿ree Àro¿ra¾s are desi¿ned for
those students whose Àrofessional
Âhe Áchool of Áocial and Hu¾an Átud-
ies is focused on to the develoÀ¾ent of
studies which instill a core co¾¾it¾ent
to buildin¿ a society based on social and
econo¾ic justice and enhancin¿ oÀÀor-
tunities for hu¾an well bein¿.
Âhe foundin¿ ÀrinciÀles lie on the
basic ri¿ht of education as outlined
in the µeclaration of Hu¾an Ri¿hts.
We instill in our students a sense of
confidence and self reliance in their
ability to access the vast oÀÀortunities
available throu¿h infor¾ation chan-
nels, the world wide web, Àrivate, Àub-
lic, nonÀrofit, and non¿overn¾ental
eXÀerience has been in business,
¾arketin¿, ad¾inistration, econo¾ics,
finance and ¾ana¿e¾ent.
Areas of study:
Accountin¿, Advertis-
in¿, Bankin¿, Business Ad¾inistration,
¶o¾¾unications, ¹co¾¾erce, Finance,
Forei¿n Affairs, Ho¾e ¹cono¾ics,
Hu¾an Resources, International Busi-
ness, International Finance, Investin¿,
Globalization, Marketin¿, Mana¿e¾ent,
Macroecono¾ics, Microecono¾ics,
Public Ad¾inistrations, Áustainable
µeveloÀ¾ent, Public Relations, Âele-
co¾¾unications, Âouris¾, Ârade.
or¿anizations in an ever eXÀandin¿
¿lobal co¾¾unity.
µe¿ree Àro¿ra¾s are ai¾ed towards
those whose Àrofessional life has been
related to social and hu¾an behavior,
with the arts, or with cultural studies.
Areas of Study:
Psycholo¿y, Inter-
national Affairs, Áociolo¿y, Political
Áciences, Architecture, ¼e¿al Átud-
ies, Public Ad¾inistration, ¼iterature
and lan¿ua¿es, Art History, Ministry,
African Átudies, Middle ¹astern Átud-
ies, Asian Átudies, ¹uroÀean Átudies,
Isla¾ic Átudies, Reli¿ious Átudies.
School of Business and Economics
School of Social and Human Studies
29
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
Âhe Áchool of Ácience and ¹n¿ineerin¿
seeks to Àrovide dyna¾ic, inte¿rated,
and challen¿in¿ de¿ree Àro¿ra¾s
desi¿ned for those whose eXÀerience
is in industrial research, scientific Àro-
duction, en¿ineerin¿ and the ¿eneral
sciences. Our syste¾ for research and
education will keeÀ us aÀace with the
twenty-first century reach scientific
advance in an environ¾entally and
ecolo¿ically resÀonsible ¾anner to al-
low for the sustainability of the hu¾an
ÀoÀulation. We will foster a¾on¿ our
students a de¾and for ethical behavior,
an aÀÀreciation for diversity, an un-
derstandin¿ of scientific investi¿ation,
With access to a ¿lobal catalo¿ created and ¾aintained collectively by ¾ore than
9,000 ÀarticiÀatin¿ institutions,
AIU
students have secured eXcellent research
tools for their study Àro¿ra¾s.
Âhe
AIU
online library contains over 2 billion records and over 300 ¾illion
biblio¿raÀhic records that are increasin¿ day by day. Âhe sources sÀannin¿ thou-
sands of years and virtually all for¾s of hu¾an eXÀression. Âhere are files of all
kinds, fro¾ antique inscribed stones to e-books, for¾ waX en¿ravin¿s to MP3s,
µVµs and websites. In addition to the archives, the library
AIU
Online offers
electronic access to ¾ore than 149,000 e-books, dozens of databases and ¾ore
than 13 ¾illion full-teXt articles with Àictures included. Bein¿ able to access 60
databases and 2393 Àeriodicals with ¾ore than 18 ¾illion ite¾s, ¿uarantees the
infor¾ation required to Àerfor¾ the assi¿ned research Àroject. ½sers will find
that ¾any files are enriched with artistic creations on the covers, indeXes, re-
views, su¾¾aries and other infor¾ation. Âhe records usually have infor¾ation
a°ached fro¾ i¾Àortant libraries. Âhe user can quickly assess the relevance of
the infor¾ation and decide if it is the ri¿ht source.
knowled¿e of desi¿n innovation, a
critical aÀÀreciation for the i¾Àortance
of technolo¿y and technolo¿ical chan¿e
for the advance¾ent of hu¾anity.
Areas of Study:
Mechanical ¹n¿ineer-
in¿, Industrial ¹n¿ineerin¿, ¶he¾ical
¹n¿ineerin¿, ¶ivil ¹n¿ineerin¿, ¹lectri-
cal ¹n¿ineerin¿, ¶o¾Àuter ¹n¿ineer-
in¿, Physics, ¶he¾istry, Biolo¿y, Math-
e¾atics, ¶o¾¾unications, Petroleu¾
Ácience, Infor¾ation Âechnolo¿y,
Âeleco¾¾unications, Nutrition Áci-
ence, A¿ricultural Ácience, ¶o¾Àuter
Ácience, ÁÀorts Ácience, Renewable
¹ner¿y, Geolo¿y, ½rban Plannin¿.
School of Science and Engineering
Online Library Resources
30
w w w . a i u . e d u • C a m p u s M u n d i • # 3 6
A t l a n t i c I n t e r n a t i o n a l U n i v e r s i t y
AIU
is strivin¿ to re¿ain the si¿nificance of the
conceÀt of education, which is rooted into the ¼atin
“educare”, ¾eanin¿ “to Àull out”, breakin¿ loose fro¾
the Àaradi¿¾ of ¾ost 21
st
century universities with
their focus on “di¿¿in¿ and Àlacin¿ infor¾ation” into
students’ heads rather than teachin¿ the¾ to think.
For
AIU
, the ¿eneration of “clones” that so¾e tra-
ditional universities are sÀreadin¿ throu¿hout the real
world is one of the ¾ost salient reasons for today’s ills.
In fact, students trained at those educational institu-
tions never feel a desire to “chan¿e the world” or the
current status quo; instead, they adjust to the environ-
¾ent, believe everythin¿ is fine, and are Àroud of it all.
IN A WORLD
where knowled¿e and ¾ostly infor¾a-
tion eXÀire just like ¾ilk, we ¾ust reinvent university
as a whole in which each student, as the key Àlayer, is
½NIQ½¹
within an intertwined environ¾ent.
Âhis century’s university ¾ust ¿enerate new
knowled¿e bits althou¿h this ¾ay entail its seÀaration
fro¾ both the ad¾inistrative bureaucracy and the
faculty that evolve there as well.
AIU
thinks that a university should be increasin¿ly
inte¿rated into the “real world”, society, the econo¾y,
and the holistic hu¾an bein¿. As such, it should con-
centrate on its ulti¾ate ¿oal, which is the student, and
¿et hi¾/her deeÀly i¾¾ersed into a daily ÀraXis of
Àaradi¿¾ shiſts, alon¿ with the Internet and research,
all these bein¿ Àresently accessible only to a s¾all
¾inority of the world co¾¾unity.
AIU
students ¾ust acco¾Àlish their self-learnin¿
¾ission while conceÀtualizin¿ it as the core of daily
life values throu¿h the tyÀe of eXÀeriences that lead
to a hu¾an bein¿’s Àro¿ress when infor¾ation is con-
verted into education.
Âhe entire
AIU
fa¾ily ¾ust think of the university
as a se°in¿ that values diversity and talent in a way
that trains ¾ankind not only for the Àresent but above
all for a future that calls everyday for Àrofessionals
who e¾Àower the¾selves in acade¾ic and Àrofes-
sional areas hi¿hly in de¾and in our ¾odern society.
We shall not for¿et that, at AI½, students are
resÀonsible for discoverin¿ their own talents and Ào-
tential, which they ¾ust auto-develoÀ in such a way
that the whole finish Àroduct oÀens uÀ as a flower that
blosso¾s every year ¾ore oÀenly.
THE AIU STANCE
is a¿ainst the idea of the ca¾-
Àus as a ¿etaway fro¾ day-to-day Àressure since we
believe reality is the best Àotential-enhancer ever; one
truly learns throu¿h thinkin¿, brainstor¾in¿ ideas,
which leads to new solutions, and ulti¾ately the
rebirth of a hu¾an bein¿ fully inte¿rated in a sustain-
able world environ¾ent. Áelf-learnin¿ is actualized
¾ore fro¾ within than a toÀ-down vanta¿e Àoint, that
is to say, to influence instead of requestin¿, ideas ¾ore
than Àower. We need to create a society where solidar-
ity, culture, life, not Àolitical or econo¾ic rationalis¾
and ¾ore than techno structures, are Àrioritized. In
short, the characteristics of AI½ students and alu¾ni
re¾ain indeÀendence, creativity, self-confidence, and
ability to take risk towards new endeavors. Âhis is
about ÀeoÀle’s worth based not on what they know but
on what they do with what they know.
²Ead M±RE aT: aiu.Edu
AIU
offers educational oÀÀortunities in the ½ÁA to
adults fro¾ around the world so that they can use their
own Àotential to ¾ana¿e their Àersonal, ¿lobal cultural
develoÀ¾ent. Âhe foundational aXis of our ÀhilosoÀhy
lies uÀon self-actualized knowled¿e and infor¾ation,
with no roo¾ for obsoleteness, which is e¾bedded into
a µIÁÂAN¶¹ ¼¹ARNING ÁYÁ¹M based on ANµRA-
GOGY and OMNIO¼OGY. Âhe ulti¾ate ¿oal of this
Àaradi¿¾ is to e¾Àower learners and helÀ the¾ take
advanta¿e of the enor¾ous array of resources fro¾ the
world environ¾ent in order to eli¾inate the current
continuu¾ of Àoverty and li¾itations.
Âhis will beco¾e a crude reality with resÀect for,
and Àractice of, hu¾an and co¾¾unity ri¿hts throu¿h
eXÀeriences, investi¿ations, Àracticu¾ work, and/
or eXa¾inations. ¹verythin¿ takes Àlace in a se°in¿
that fosters diversity; with advisors and consultants
with doctorate de¿rees and sÀecializations in Hu¾an
µeveloÀ¾ent ¾onitor learnin¿ Àrocesses, in addition
to a worldwide web of collea¿ues and associations, so
that they can reach the satisfaction and the Àro¿ress
of hu¾anity with Àeace and har¾ony.
Contact us to get started
Now, it’s Àossible to earn your de¿ree in the co¾fort of
your own ho¾e. For additional infor¾ation or to see if
you qualify for ad¾issions Àlease contact us.
Pioneer Plaza / 900 Fort Átreet Mall 410
Honolulu, HI 96813
800-993-0066 (Âoll Free in ½Á)
info@aiu.edu
808-924-9567 (Internationally)
www.aiu.edu
Online application:
www.aiu.edu/aÀÀly3_Àhone.asÀX
Education on the 21
st
century
AIU Service



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