January 20,
2020. One of
our graduates,
Liane
Regnard, has
published
her Thesis.
You can find the publication,
“A Global Perspective: Gifted
Learners enlisted in mainstream
schools, without the
necessary provisions, will be
negatively affected beyond
their schooling days” in Academia.
edu.
Abstract: The purpose of
this paper is to understand
the long-term effects of
placing gifted children into
mainstream schools without
the necessary provisions, as
well as to raise awareness of gifted children and to identify
possible solutions to ensure
a gifted child is not discriminated
against and is able to
develop wholly to the best of
their ability.
This paper covers research
from twelve countries, to try
and ensure a global perspective
is obtained, and allowing
one to take into consideration
gifted persons in a multicultural
and multi-ethnicity
environment under different
political inferences.
Ideally, this paper will
spark an urgency for a more
in-depth study over a longer
period of time with an excess
of a thousand participants
spanning at least 100 countries,
or alternatively, it should encourage each country to do
their own study, and to take
remedial action based on it as
a matter of urgency.
Find her published Thesis:
https://www.academia.edu/attachments/
61712388/download_fi
le?st=MTU3OTI5NjEwMCw3Ni44
Ny44My4xLDYwNzg5NDEw&s=s
wp-toolbar
Liane Regnard has completed
a Bachelor’s program in
Education at AIU.
January 28,
2020. One of
our Academic
Advisors, Dr.
Mohammad
Shahidul
Islam, has published his autobiographical
book titled, “Experience
in abroad, obvious
reality, understanding people
on the basis of race, ethnicity
and religious identity –a real
autobiography” in Amazon.
com. He is hoping that this
can inspire all AIU present and
future students.
Abstract: The author failed
to pursue his Ph.D in Chemical
Engineering at the University
of Sydney, Australia in 2004.
He was discriminated on the
basis of gender, race, ethnicity and religious
identity.
... After a
series of
un-favorable
incidences,
he could
complete
his Ph.D at AIU in 2013.
Every incidence described
in this book was spontaneous
and, in every moment,
there was a chance to turn
it around. This will help the
readers to keep their concentration
throughout the book.
Last but not least, the author
would like to convey this message
that person should not be
discriminated on the basis of
gender, race, ethnicity and religious
identity to retain global
balance of worldwide.
Find his book:
https://www.
amazon.com/Experience-understanding-
ethnicity-religious-identity-
ebook/dp/B083JM5PRS/ref
=sr_1_10?keywords=experience+in
+abroad&qid=1578688178&s=boo
ks&sr=1-10
Dr. Mohammad Shahidul
Islam has completed a Doctorate
program in Chemical
Engineering at AIU.
February
5,
2020.
One of
our graduates,
the US
Marine
Corp-
Retired
Gerard
Boucher, was named the Valley
Patriot of the Month for the month of November 2019
in The Valley Patriot online
Journal.
Although Gerard was
wounded three times defending
the USA, he focuses on
how he can do more for his
fellow Veterans and currently
serves as the Secretary/Treasurer
of the Massachusetts
Regional Group of the Blinded
Veterans Association. He had
an article written about his
achievements and experiences
as a Veteran and how he
continues to help the Veterans’
Community to this day.
Read more about this
here:
http://valleypatriot.com/
valley-patriot-of-the-monthgerard-
boucher-us-marine-corpretired-
still-serving-brother-sisterveterans/
Gerard completed his PhD
program with a major In Sociology
at AIU.
| Oscar Antonio Bejarano Bachelor of Sports Science Sports Science Argentina |
Claudia Alejandra Calderon Tapia Bachelor of Business Adm inistration Digital Marketing Bolivia |
Mario Brasil do Nascimento Doctor of Science International Relations Brazil |
Denys Carbo Cedeño Bachelor of Music Education Composition Cayman Islands |
Elmer Jesus Valverde Alfaro Doctor of Science Public Health Costa Rica |
Christodoulou Christodoulos Bachelor of Agriculture Agroforestry Management Cyprus |
| Claritza Lebrón Galván Master of Education Educational Technologies Dominican Republic |
Ismael Efua Mbana Makina Master of Business Adm inistration Accounting and Finance Equatorial Guinea |
Patrick Justice Abotsi Master of Science Information Technology Ghana |
Ebenezer Mensah Doctor of Philosophy Business Management and Administration Ghana |
Julio Andrés Lutin Morales Bachelor of Business Adm inistration International Business Guatemala |
Debabrata Sanyal Master of Science Electrical Engineering India |
| Lawford Taluza Lewis Palani Doctor of Science Regional Development Malawi |
Roslan Gapor Bin Sebli Doctor of Occupational Health and Safety Risk Evaluation and Control Malaysia |
María de Jesús Araiza Vázquez Doctor of Philosophy Business Administration Mexico |
Jose Manuel Elija Guamba Post-Doctorate of Economics Environmental Economics Mozamb ique |
Alcides Sousa Joaquim Bachelor of Social and Human Studies Environmental Health and Safety Mozamb ique |
Michel David Doctor of Business Adm inistration International Supp ly Chain Management Mozamb ique |
| Nway Nandar Khaing Master of Business Adm inistration Business Administration Myanmar |
Sandi Cho Thein Win Master of Business Adm inistration Business Administration Myanmar |
Frank Obiora Ibezim Master of Science Operations Management Nigeria |
Carmen Irene Alcantara Gonzales Master of Education Education Peru |
Jaime Martin Tan Nozawa Doctor of Science Information Technology Peru |
Salvador Behar Azus Bachelor of Business Adm inistration Business Administration Peru |
| Anibal Jesus Cardona Marrero Doctor of Education Elementary Education Puerto Rico |
Sammy Chalefac Njukang Bachelor of Science Electrical Engineering Qatar |
Juvénal Nsengiyumva Master of Science Computer Science Rwanda |
Morrison Saidu Doctor of Business Adm inistration Management Sierra Leone |
Coney Marie E. Catalan Master of Arts Educational Management Taiwan, ROC |
Shaban Zacharia Master of Science Engineering Management Tanzania |
| Jose Manuel Nguende Massinga Bachelor of Business Management Political of Marketing USA |
Andrea María Luján Quirós Master of Business Adm inistration Strategic Management USA |
Christine Wilkerson Ass ociate of Science Business Administration USA |
Colin Roy Brown Doctor of Philosophy Educational Leadership USA |
Beauty Matoya Shaabalengu Bachelor of Science Environmental Health Zamb ia |
Augrey Hicigaali Malambo Doctor of Philosophy Geograph y Zamb ia |
| Gideon Kajoba Master of Business Adm inistration Business Administration Zamb ia |
Washington Menwo Dehfer Sr
Caleb Kwabena Ayitey Kuphe
Christodoulos Christodoulou
Christine Wilkerson
1. Description
In many countries, attention
and support is provided
to children that have learning
difficulties, but very few
countries make provisions for
the gifted child, often leaving
them psychologically
scarred as an adult. There is
an assumption amongst society
that academically gifted
children will be successful
no matter what educational
environment they are placed
in, and because their families
are believed to be more highly
educated and hold above-average
access to human capital
wealth. This is despite psychological
science indicating
the need for all students to be
challenged in their schoolwork
and that effort and appropriate
educational programing,
training and support are
required to develop a student’s
talents and abilities.
Gifted students who are
served in general education
classrooms frequently finish
their work sooner than other
students. This can happen
in one subject area, such as
mathematics, or in all subject
areas. Due to their rapidity
of thought, they typically
finish assignments before
other children. Gifted and
talented learners sit in class
rooms bored and frustrated,
they are left out and are not
really benefiting from an
equal educational opportunity
as their peers, and their
full potential is not considered.
What is really going on
is a mismatch between the
academic needs of the student
and the pace and depth of the
curricula and instructional
program. The facts are definitive
and conclusive that gifted
students need a diversified
instructional curriculum that
actively engages them in the
mainstream classroom. Gifted
students need challenge both
in academic curriculum and
teacher instruction.
In the second section of this
paper, background information
will be supplied on defining
what is considered to be a
gifted individual. Identification
of the difference between
high-performing children versus
gifted children as well as
the different forms of giftedness
including but not limited
to 2E children. It will further
provide some background on
gifted adults.
In the third section, we
summarize current opinions
of education of the gifted
child, and the essential needs
to develop in becoming productive
and fulfilled adults.
In the fourth section we not
only present methodological
challenges to conducting
research on gifted populations,
and schooling systems
available to them, but also detail the methodologies used
in gaining data. We outline a
research agenda for the field.
This agenda, presented in
the form of research questions,
focuses on two central
variables associated with
the gifted learners in mainstream
schools, namely the
discrimination that they are
faced with as well as what the
specific needs are for a gifted
individual.
The fifth section presents
and analyses the data obtained,
with questions and alternatives
to current situations
that are presented raised.
Finally, in the sixth section
we summarize implications
for the field in undertaking
our proposed perspectives.
These include a shift toward
identification of giftedness,
the creation of identification
processes based on the developmental
trajectories, the provision
of opportunities along
with monitoring for response
and commitment on the part
of all stakeholders, provision
of coaching in psychosocial
skills, and organization of programs
around the tools needed
to reach the highest possible
levels of creative performance
or productivity.
2. Background Information
Before defining a gifted
individual, it is important to
understand the differences
between a high-performing
child and a gifted child. Taibbi
(2012) provides four very distinct
differences.
• A bright child knows the
answer; the gifted learner
asks the questions.
The bright, above-average
student is likely to get As.
They memorize well, comprehend
at a high level, absorb
information, and complete
their work. A gifted learner, on
the other hand, comprehends
the nuances of the subject's
material in a more complex,
in-depth manner. Where the
bright child accepts and readily
retains information about
the topic, the gifted learner
manipulates that information
in order to draw unique
inferences.
• A bright child works hard
to achieve; the gifted learner
knows without working hard.
For the bright child, the average
classroom teacher offers
precisely what this student
craves: clear expectations, a
path to an A, and an environment
where this sort of
success is rewarded. However,
where they may very well earn
those As, the gifted learner
is far less likely to be motivated
at all by grades; where
they need 6-8 repetitions for
mastery, the gifted learner
only needs only 1-2. The bright
child copies the teacher's
model response to a question
or task accurately, while the
gifted child is original and
continually developing.
• A bright child enjoys
school; the gifted learner enjoys
self-directed learning.
The bright child is interested
and attentive at school; they
listen to the material and is
receptive. The gifted learner,
conversely, is more than
merely interested in the way
that seasons change: they are
highly curious about it. Whilst
the bright child shows their attentiveness
by staying in their
seat and keeping their eyes on
the teacher, the gifted child is
genuinely mentally, and sometimes
physically, involved in
the topic. When the lesson
in over, the bright child finds
their friends; whilst the gifted
child prefers the teacher or
some other adult in the room,
or being alone. The bright
child may enjoy the curriculum
and its pace; whereas the
gifted child only tolerates it.
• A bright child has a fine
imagination; the gifted
learner uses that imagination
to experiment with ideas and
hunches.
Where a bright child can
see an alternate route to a
solution; the gifted child can
easily “track” two or more approaches
to a similar solution
simultaneously. The bright
child may find relationships
between loosely connected
ideas; but the gifted child values
the very non-conformity
of concepts, and looks for
ways to draw even further
distinctions between them.
According to the National Association
for Gifted Children,
“Gifted individuals are those
who demonstrate outstanding
levels of aptitude (defined
as an exceptional ability to reason and learn) or competence
(documented performance
or achievement in top
10% or rarer) in one or more
domains. Domains include
any structured area of activity
with its own symbol system
(e.g., mathematics, music,
language) and/or set of sensorimotor
skills (e.g., painting,
dance, sports)”. (“Redefining
Giftedness for a New Century:
Shifting the Paradigm”,
2019). In most countries, an
intelligence quotient of 130+
defines a child as gifted,
increasingly, however, schools
use multiple measures of
giftedness and assess a wide
variety of talents, including
verbal, mathematical, spatialvisual,
musical, and interpersonal
abilities.
MENSA uses the definition
provided by the US Government
in defining gifted
children: “Students, children
or youth who give evidence of
high achievement capability in
areas such as intellectual, creative,
artistic, or leadership capacity,
or in specific academic
fields, and who need services
and activities not normally
provided by the school in order
to develop those capabilities.”
(“The Official Website of
British Mensa - The High IQ Society”, 2019)
Despite some governments
acknowledging gifted children
have specific needs, many
countries make no provision
for such learners, and often
gifted children are either
misdiagnosed or difficult to
identify to their varying behavioral
traits.
According to Dr. Christie
McWilliams, a Gifted
Educational Consultant at the
Michigan State University,
aside from showing increased
potential or demonstrating
advanced accomplishment in
one or more specific content
areas as many definitions of giftedness suggest, other
more specific characteristics
tend to appear regularly in the
literature surrounding gifted
individuals. When discussing
characteristics of gifted
children, one must understand
that any one of these characteristics
may be present or not
present.
Furthermore, these common
cognitive and affective characteristics
do not comprise a
comprehensive list. Cognitive
attributes that appear often
among gifted individuals
include:
• Above-average general
intellectual ability
• Ability to find and solve difficult
and unusual problems
• Ability to process and learn
information quickly
• Ability to see connections,
relationships, and multiple
perspectives
• Ability to understand abstract
and complex concepts
• Extensive and detailed
memory
• Intense love of reading
• Advanced vocabulary and
communication skills
• Curiosity in many areas
• Desire to ask a lot of
questions
• Intense, sustained passion
in one area, which may
change over time
• Ability to concentrate for long periods of time on
projects of interest
Gifted children also tend to
show the following traits:
• Perceptiveness and awareness
of being different
• Nonconformist behaviors
• Desire to become all they
are capable of becoming
• Need for mental stimulation
and preoccupation with
understanding
• Perfectionism
• Introversion
• Anxiety
• Heightened sensitivities,
particularly emotional
intensity
MENSA identifies that gifted
children also:
• Have trouble coping with
their intellect
• Learner quicker than other
children
• The gap in intellect between
gifted children and average
children is the same as
between average children
and those deemed to need
special education
• Get bored easily
• May have trouble socializing
with their peers
• Gifted girls are often more
difficult to identify
• May have Specific Learning
Difficulties
To be continued
Human beings inhabit a
planet they think will
last forever.
First of all they live anchored
in what we call Modernity,
and what is Modernity?
The modern comes from
the Latin modernus which
means “the recent” but was
referred to the recent in terms
of writings: contemporary and
ancient writers.
Modern times refers to the
period that begins with the
fall of the Byzantine Empire
in 1453.
The modern era is characterized
by three myths: by the
domination of the universe
by human beings according to
Descartes, Buffon and Marx;
for the myth of the progress
exposed by Condorcet and for
the concept of happiness that
would be achieved by all.
About what we are and the
eternity of our planet homo
sapiens exists from 2.5 million
years and the universe was
fine without us.
Speaking about our planet
we must remember Carl
Sagan and the pale blue point referring to what the human
being is in the universe.
Our planet is a grain of sand
in the universe; a wandering
star that revolves around a star
in an imposing galaxy such as
the Milky Way composed of at
least one hundred billion stars.
That Milky Way is one of billions
of other galaxies.
That is what our home in
our universe is and what we
are within the universe.
The questions are:
1. Why do we live as if we were
the maximum?
2. Why do we behave as if our
planet were to exist forever?
Following modern thinking,
science would give us all the
possible discoveries to build that extraordinary world that
existed in our minds.
Classical science, until the
20th century, was based on
two principles: about reduction
and disjunction. Today
we are clear that knowledge is
integration.
Science and technology
have given us a lot but we
also know that they are used
to do evil.
What we have developed is
an instrumental reason according
to Marcuse thought exposed
in “The unidimensional
man” work written in 1967.
According to Marcuse “The
fact that the vast majority of
the population accepts, and is
forced to accept, this society,
doesn’t make it less irrational
and less reprehensible”. (Marcuse,
2005, p. 24)
We live with the falsehood
that reason and science give
us all power. Nowadays we are
clear that science without an
orientation of good leads to
catastrophes: the example is
the two Great Wars.
We are also living in the crisis
of social organization: The
States. Nowadays, states can’t
solve the problems of national
or international coexistence.
Science without moral control
has led us to the life that
our planet shows: we have a
problem with the elements
that make the planet’s life and
our own life possible.
About we are as rational
human beings we already have
very clear that there is no pure
reason; that reason without
affectivity can’t be.
We already know that reason,
as the maximum, should
lead us to a better world.
We talk about progress but
the progress we have created
has been at the cost of the life
of the planet.
As Morin says: “We can say
that the ecological tragedy that
has already begun is the first
planetary catastrophe caused
by the fundamental lack of
our mode of knowledge …”.
(Morin, 2010, pp. 38-39)
There are already universities
that are becoming aware
of the existing way of learning:
only to train human beings
that serve the prevailing system.
Universities with a new
vision of knowledge seek to
show students the potential
they have and contribute to
creating a better community,
a better country and a better
world.
We have that policy and that
mission at Atlantic International
University (AIU) when
we tell students: your explanation
of the topic is perfect
according to the science we
have today but we ask you to
present a solution, a contribution
to a problem of your
community, your country or
the world society.
We have to build and end
what Marcuse says about
industrial civilization: “…
its ability to increase and
spread comfort, to convert
the superfluous into need and
destruction in construction …
”. (Marcuse, 2005, p. 39)
We live in the crazy race
that we are the best and that
our planet, our home, will
forever be.
The time has come, before
the facts: fires around here,
hurricanes over there, telluric
movements there: we
have examples about these
events in Australia, California
- United States, Philippines
and Puerto Rico.
Progress will depend on human
conscience from now on.
(Morin 2010)
We have to reform life, education
and ethics. (Morin, 2010)
We have to live with our
Gaia, with our Earth-country,
with our Earth system.
In this world that seems
like we know everything or
we can discover it, we have a
lot to learn from the science
we have: educate ourselves
that our home, our space and
means of living have to be
treated differently.
The space we have to live,
our home, the grain of sand
that allows us life must be
beautiful in itself and for itself.
We have to build and
change our values: that they will be for life, for an inclusive
society, for a planet that
provides us with life.
Studying must be to have
knowledge to live and be better
human beings.
Studying must be to make
our pale blue dot the wonderful
space for life, for
everyone’s life: for us and our
planet.
Let’s study, learn more every
day to be and live better.
As humanity we
have relationships
needed: our life, others’
life and the life
of our planet, and the
change we need to
make will come from
a vision, from a different
knowledge to
what we have done.
BIBLIOGRAPHY. Grondin, J. (2005). Del sentido de la vida. Un
ensayo filosófico. España: Herder. | Marcuse, H. (2005). El hombre
unidimensional. España: Ariel. | Morin, E. (2010). ¿Hacia el
abismo? Globalización en el siglo XXI. España: Paidós
Each assignment at AIU should have a bibliography at the end. The bibliography shows the sources where you researched your information. It is very important to include your sources in your bibliography. There are many types of sources that you can use: books, magazines, journal articles, television programs, interviews, web pages, internet videos, conference proceedings, reports, works of art, sound recordings, film documentaries and even films. It is professional and respected to include many sources. Many people who will read your essays, thesis or other academic work will pay close attention to your bibliography to see where and how you developed your ideas. Your bibliography will show the depth of your research. The two main problems that students have with bibliography are: 1. They do not use the proper format. 2. They do not know that there are many types of sources for a bibliography, like interviews and films. There is a simple solution. There is a section in MS Word to do bibliography. In the menu tabs, you will see a heading for References. Under this heading, you will see a section for Citations & Bibliography. You will be able to input your bibliography by the type of source. Just choose the option for Insert Citation > Add a New Source. Choose the type of source that you have, then fill in the boxes with the information that you have. Then when it comes time to put your bibliography at the end of your essay, you simply push the Bibliography > Insert Bibliography option. Then your bibliography will appear automatically with the correct format and in alphabetical order. You can even switch between different styles of formats by simply choosing the Style option. The two most common styles are MLA and APA. This is useful in case you send your work for publication at a professional journal and they request that you change the style of your bibliography. With the push of one button, you can quickly change it. There are many videos on youtube. com that show you how to use the References section in MS Word. Just go to youtube.com and do a search for “bibliography with word”. Watch the videos that appear, and you will quickly be an expert on correct and profession bibliography. Also, I did a Webinar on Using Word to do a Bibliography. Here is the link that you can access through your student section: https://students.aiu.edu/student/AIUWebinar. aspx?p=1&id=356
Parents wondering whether to wait
a year to send their kids to kindergarten,
take note: A new study from
Stanford University shows that Danish
kids who postponed kindergarten for
up to one year showed dramatically
higher levels of self-control.
“We found that delaying kindergarten
for one year reduced inattention
and hyperactivity by 73% for an average
child at age 11,” Thomas Dee, one
of the co-authors. ...
Dee did his research with Hans
Henrik Sievertsen of the Danish National
Centre for Social Research, who
told Quartz that the impact was strong
and lasted a long time: “We were a bit
surprised at how persistent the effect
was.” The effect of delaying school on
hyperactivity and inattention didn’t
diminish over time, as they expected,
but increased: in fact, waiting one year
virtually eliminated the chance that
an average kid at age 11 would have
higher-than-normal scores on those
measures.
Inattention and hyperactivity —the
traits of Attention Deficit Hyperactivity
Disorder (ADHD)— weaken a child’s
self-control, and prior research shows
that self-control levels in childhood
are linked to achievement. In the Stanford
study, kids with lower inattention
and hyperactivity ratings had higher
school assessment scores. Countries
like Finland and Germany already ...
Most people with a keen interest
in movies can name a few film
composers off the top of their heads —
John Williams, Hanz Zimmer, Howard
Shore, etc. But very few can name even
one female film scorer, or even recognize
one by name. ...
A report from the Center for the
Study of Women in Television and Film
shows that of the top 250 domestic box
office films of 2018, 94 percent were
scored by men. In addition, a 2018
University of Southern California study
found that of the top 1,100 fictional
films from 2007 to 2017, male composers
were included in credits 1,200 times
—and female composers just 16.
Such drastic underrepresentation
can’t possibly be due to a lack of interest
in the field, since there are plenty
of women in other musical careers.
There’s nothing inherently gendered
about music, so it’s not about talent
or ability, either. As Captain Marvel
composer Pinar Toprak said in an
interview, “Music, and art in general,
it’s genderless because emotions are
genderless.” ...
As Guðnadóttir said in her speech,
“To the girls, to the women, to the
mothers, to the daughters, who hear
the music bubbling within, please
speak up. We need to hear your
voices.”
Read full text:
A NASA astronaut developed a
blood clot (deep vein thrombosis,
or DVT) in the jugular vein partway
through a long-term mission on the
International Space Station. The
space agency called in University of
North Carolina doctor Stephan Moll,
a blood-clot expert, to help develop a
treatment plan for the tricky situation.
NASA hasn’t revealed the crew
member’s name or when the incident
happened, though the astronaut
discovered the clot two months into a
six-month mission while getting a neck
ultrasound for a research study.When
working with challenging cases, doctors
often look to the medical record to see
how previous occurrences have been
handled. But there was no precedent
for treating a blood clot in space.
“Knowing there are no emergency
rooms in space, we had to weigh our
options very carefully,” Moll said in a
UNC statement.
Moll and a NASA medical team
chose to treat the clot with blood thinners.
The limited on-board supply of
medicine required carefully meting out
the dose until a fresh cargo shipment
arrived from Earth.
The astronaut went through about
40 days of injections before switching
to an oral pill. The NASA crew member
discontinued the pills shortly before
returning to Earth and required no
follow-up treatment for the clot. Moll
co-authored a case study on
In December, a spacecraft named
Hope was motionless in the middle
of a large clean room on the campus of
the University of Colorado, mounted
securely on a stand.
But engineers were tricking Hope
—a foil-wrapped box about the size
and weight of a Mini Cooper— into
thinking it was speeding at more than
10,000 miles per hour as it pulled
into orbit at Mars. It was a simulation
to make sure that the guidance,
navigation and control systems would
respond correctly to a variety of lessthan-
perfect circumstances when it
arrives at Mars for real next year.
While this spacecraft was assembled
on American soil, it will not be exploring
the red planet for NASA. Hope is
instead an effort by the United Arab
Emirates, an oil-rich country smaller
than the state of Maine and one that
has never sent anything out into the
solar system.
Emirati engineers worked here, close
to the ski slopes of the Rocky Mountains
and far from the sands of the
Middle East, learning from their American
counterparts. It was part of the
Emirates’ planning for the future when
petroleum no longer flows as bountifully,
to invest its current wealth in new
“knowledge-based” industries.
“How do you develop highly skilled
people that are able to take on higher
risks?” said Sarah al-Amiri, the ... Read
a developer of
astronomy instrumentation at
Brookhaven National Laboratory,
spent the last three years developing
a device that strips away all of
the non-phone functions of modern
smartphones. The Portable Wireless
Electronic Digital Rotary Telephone
(aka Rotary Cellphone) does not
have a touchscreen, menus, or other
superfluous features. It fits in Haupt’s
pocket, and it makes calls.
The first version of Haupt’s antismartphone
was made using a
cellphone radio development board.
As the project progressed, she worked
out a way to make it compact, to view
missed calls on a small display, and to
ensure that the device could be taken
apart and fixed if necessary. ...
Fit for the trail, the beach, the
climb, and the city, Senja is a
waterproof shoe that keeps you
cool, dry, and comfortable no matter
the season or the terrain. You’ll feel
amazing in Senja, and not only for its
FlexForm slip-on comfort. Senja is
made from eco-friendly materials so
you can wander far, free, and sustainably
into the future.
Senja were designed for all types
of terrain and every climate. Their
unique features protect your feet in
any environment, from snow-covered
peaks to sandy beaches to mossy
rainforests. Whatever your adventure,
Senja will take you there.
Senja’s global-friendliness comes
from years of engineering and design,
but we have to give a shout-out to our
most important contributors: Merino
sheep. These sheep provide the wool
that gives Senja their strength, comfort,
and so much more.
Senja is 100% waterproof, highly
breathable, and moisture-wicking to
protect against rashes and odors. How
did we do it? We invented our own
brand new FlexForm fabric only found
in Senja.
We took all the elements we loved
from our favorite shoes —hiking boots,
running shoes, water shoes, work boots,
and even slippers— and put them into a
shoe you can wear every day. ...
Read full text and support the project:
Scientists and medical professionals
are trying to understand the mysterious
coronavirus, officially termed
as COVID-19, in order to find a cure
and ways to prevent its attacks.
Researchers from the Rocky Mountain
Laboratories at the National Institute
of Allergy and Infectious Diseases
have since published a number of images
of the novel coronavirus up close.
The pictures were captured through
transmission electron microscopes and
scanning equipment, and depict the
crown-like virus particles isolated from
a patient in the US. The particles were
observed with cells cultured in the lab.
The coronavirus is named after the
Latin and Spanish words for “crown,”
referring to the virus’ distinct crownlike
spikes apparent under microscopic
vision.
Learning ballet as an adult is a
chance to return to our bodies, to
be true beginners again. It’s an escape
from work stress, a departure from
overscheduled lives and a way to build
confidence that you, too, can learn a
new skill.
Anyone who wants to dance can,
and anyone who practices can get
better. That ethos isn’t just an empty
reassurance for beginners. It’s what lies
at the heart of beginning ballet classes
for adults. It also happens to be true.
“Interestingly enough, I have had
many women start ballet classes at the
beginning level and are now dancing
en pointe,” says Elizabeth Chayer, who
opened ADI (American Dance Institute)
30 years ago. “Not that that is the
goal for most folks starting adult ballet
classes, but the point is, it is never too
late to start, and they can progress as
far they want to progress.” ...
And for adults, a growing mastery of
ballet technique has benefits outside of
the dance studio —it makes everyday
movements like bending over to tie
your shoes or carry a heavy box easier,
says Kiyon Ross— no small thing,
given that these both become more difficult
with age.
“As you take ballet, I think what you
find is that you get to know your body
in a different way than you’ve ever
known it,” says Ross. “And I think that
those things, they’re not only good for
ballet, but they also translate into regular
life.”
1 Indecision and guilt. Fear that
they will hurt someone else by
choosing to do what’s right for them.
2 Internalised gaslighting. Gaslighting
is a form of psychological
manipulation in which a person or a
group covertly sows seeds of doubt in
a targeted individual, making them
question their own memory, perception,
or judgement.
3 Love and loyalty. Even after growing
up amid lies, manipulation, and
abuse, it can be really difficult for adult
children of narcissists to step away
from caring for and loving their narcissistic
parent.
4 Strength and resilience. Children
of a narcissistic parent often show
compassion and love for others.
5 Chronic self-blame. In order to
try to maintain the family unit, the
child (even if they are now an adult)
takes all the blame on themselves.
6 Echoism. Narcissistic parents can
explode without warning, which
forces their children to take up as little
space as possible in order to avoid triggering
these emotional outbursts.
7 Insecure attachment. Likely to
never experience that safe base
that they need in order to feel comfortable
exploring their environment.
8 Parentified child. Will grow up
organising their life around the
happiness of others –many of them
working in the helping professions. ...
Read full text:
Read full text:
Ninety-two percent of the world’s
people live in places where fine
particulate matter —the very small
particles most dangerous to human
tissues— exceeds the World Health Organisation’s
guideline for healthy air. ...
Airborne toxins damage us in a
staggering number of ways. Along
with well-established links to lung
cancer and heart disease, researchers
are now finding new connections
to disorders such as diabetes and
Alzheimer’s disease. Scientists are still
figuring out how air pollution causes
these ailments. They are also puzzling
over the apparent resilience that some
people have to this modern onslaught.
Some researchers now argue that the
answers to these questions lie in our
distant evolutionary past, millions of
years before the first cigarette was lit
and the first car hit the road.
Our ancestors were bedevilled by
airborne toxins even as bipedal apes
walking the African savanna, argued
Dr Benjamin Trumble, a biologist at
Arizona State University, and Dr Caleb
Finch of the University of Southern
California ... Our forebears evolved
defences against these pollutants, the
scientists propose. ... But our evolutionary
legacy may also be a burden,
Dr Trumble and Dr Finch speculated.
Some genetic adaptations may have
increased our vulnerability to diseases
linked to air pollution.
Read full text:
Not only do students suffer from
bullying or school harassment,
but teachers are also a target of bullying
at some point in their careers. According
to a Blackboard Talk’s article,
The most common type of bullying
(67– 75%) is the "top-down" type, i.e.,
the job harassment that senior administrators
inflict upon lower-ranking
workers.
The culture of gossip and the formation
of groups and cliques are often
found in the classrooms and hallways
of the schools. In this kind of environment,
the attitudes formed result
in harm to the teachers, even causing
their dismissals or resignations
due to the gossip and other forms of
intimidation.
Bullying, school harassment, or
mobbing is a pattern of abuse that occurs
over a period of time and is characterized
by a desire to hurt, degrade,
humiliate, or isolate another person.
To accomplish intimidation, the
harasser may use various techniques
such as exclusion, insults, physical
aggression, verbal abuse, humiliation
or destruction of the person's reputation,
all with the objective to cause
psychological or physical harm to the
one being accosted.
According to the article, there are
four types of bullying: Psychological
harassment, Verbal harassment, Physical
intimidation, and Cyberbullying. ...
Please sign the petition:
I unexpectedly found myself driving
to New Jersey to pick up hermit
crabs from a stranger. I took home
a small tank, which I was told contained
“five to seven crabs.” But when
I started my research on what owning
hermit crabs actually entailed, I
was shocked to learn how much these
little guys need to be healthy. Most pet
stores don’t keep hermit crabs in the
right setup and don’t give out correct
information on care.
Hermit crabs have a type of gill and
need a very damp environment to
breathe properly. (Most are from the
Caribbean, and all are taken from the
wild). They require about 80% humidity
in the air ... also a deep mix of sand and coconut fiber so they can burrow
and molt, something they must do to
grow and be comfortable. They are also
incredibly social creatures. My hermit
crabs often sit on top of one another in
a pile, even though they have a huge
tank to hang out in. They also constantly
need to be moving into a larger
shell, so it’s important they have tons
of different seashells to choose from.
Pretty soon I found other ads with
a similar story. I never saw myself
becoming 'NYC's Hermit Crab Rescuer',
but the calling found me. Visit Two
Claws Up in www.youtube.com and
Instagram.
Read full text:
N95 respiratory masks with human faces printed on them
to “work with facial recognition software.” By Danielle Baskin. faceidmasks.com
Cuddle up with a pillow that makes getting
close more comfortable. The curved design has built-in support that creates a tunnel
for an arm to rest in, so it won’t get squashed (or fall asleep) when you’re getting close
or sleeping on your side. By Coodle®. www.thegrommet.com
A laptop/
tablet stand made of cardboard. For
self-assembly (without glue or tape). It’s
just simple and fun. Designed by Jarek
Szaran. bza.co
The Bachelor of Artificial Intelligence
(BSC, BAI) program objective
is to provide students with the
engineering principles of Artificial Intelligence
and the business context in
which AI decisions are made, so that
they can implement better AI solutions
that reflect the demands of today’s
evolving business environment. The
Bachelor of Artificial Intelligence
(BSC, BAI) program is offered online
via distance learning. After evaluating
both academic record and life experience,
AIU staff working in conjunction
with Faculty and Academic Advisors
will assist students in setting up a
custom-made program, designed on
an individual basis. This flexibility to
meet student needs is seldom found
in other distance learning programs.
Our online program does not require
all students to take the same subjects/
courses, use the same books, or
learning materials. Instead, the online
Bachelor of Artificial Intelligence
(BSC, BAI) curriculum is designed
individually by the student and
academic advisor. It specifically addresses
strengths and weaknesses with
respect to market opportunities in the
student’s major and intended field of
work. Understanding that industry
and geographic factors should influence
the content of the curriculum
instead of a standardized one-fits-all
design is the hallmark of AIU’s unique
approach to adult education. This
philosophy addresses the dynamic and
constantly changing environment of
working professionals by helping adult
students in reaching their professional
and personal goals within the scope of
the degree program.
Atlantic International University is accredited by the Accreditation Service for International
Schools, Colleges and Universities (ASIC). ASIC Accreditation is an internationally
renowned quality standard for colleges and universities. Visit ASIC’s Directory of Accredited
Colleges and Universities. ASIC is a member of CHEA International Quality Group
(CIQG) in the USA, an approved accreditation body by the Ministerial Department of the Home Office
in the UK, and is listed in the International Directory of the Council for Higher Education Accreditation
(CHEA). The University is based in the United States and was established by corporate charter in 1998.
In some cases, accredited colleges
may not accept for transfer courses and degrees
completed at unaccredited colleges, and some
employers may require an accredited degree as
a basis for eligibility for employment. Potential
students should consider how the above may affect
their interests, AIU respects the unique rules and
regulations of each country and does not seek to
influence the respective authorities. In the event
that a prospective student wishes to carry out any
government review or process in regards to his
university degree, we recommend that the requirements
of such are explored in detail with the relevant
authorities by the prospective student as the
university does not intervene in such processes.
AIU students can be found in over 180 countries,
they actively participate and volunteer
in their communities as part of their academic
program and have allocated thousands of service
hours to diverse causes and initiatives. AIU
programs follow the standards commonly used by
colleges and universities in the United States with
regards to the following: academic program
structure, degree issued, transcript, and
other graduation documents.
AIU graduation documents can include
an apostille and authentication from the
US Department of State to facilitate their
use internationally.
The School of Business and Economics
allows aspiring and practicing
professionals, managers, and entrepreneurs
in the private and public sectors
to complete a self paced distance
learning degree program of the highest
academic standard.
The ultimate goal is to empower
learners and help them take advantage
of the enormous array of resources
from the world environment in order
to eliminate the current continuum of
poverty and limitations.
Degree programs are designed for
those students whose professional experience has been in business,
marketing, administration, economics,
finance and management.
The School of Social and Human Studies
is focused on to the development of
studies which instill a core commitment
to building a society based on social and
economic justice and enhancing opportunities
for human well being.
The founding principles lie on the
basic right of education as outlined
in the Declaration of Human Rights.
We instill in our students a sense of
confidence and self reliance in their
ability to access the vast opportunities
available through information channels,
the world wide web, private, public,
nonprofit, and nongovernmental organizations in an ever expanding
global community.
Degree programs are aimed towards
those whose professional life has been
related to social and human behavior,
with the arts, or with cultural studies.
The School of Science and Engineering
seeks to provide dynamic, integrated,
and challenging degree programs
designed for those whose experience
is in industrial research, scientific production,
engineering and the general
sciences. Our system for research and
education will keep us apace with the
twenty-first century reach scientific
advance in an environmentally and
ecologically responsible manner to allow
for the sustainability of the human
population. We will foster among our
students a demand for ethical behavior,
an appreciation for diversity, an understanding
of scientific investigation, knowledge of design innovation, a
critical appreciation for the importance
of technology and technological change
for the advancement of humanity.
With access to a global catalog created and maintained collectively by more than
9,000 participating institutions, AIU students have secured excellent research
tools for their study programs.
