Elected Secretary of Council

NOVEMBER 7, 2023. Following a vote from the National Council of Chadian Petroleum Companies, AIU Graduate Mahamat Lamine Yacoub, has been elected Secretary General of this Council. This council brings together all the marketers, service stations and oil companies throughout the country. Mahamat Lamine Yacoub has completed a Doctorate program in Business and Economics at Atlantic International University.

Article published

OCTOBER 25, 2023. One of our students, Kanbiro Orkaido Deyganto, who is enrolled at AIU in the Doctorate of Business Administration & Finance program, has just published an article in the Qeios journal, London, UK. His research article, titled “Determinants of Micro, Small and Medium Enterprises (MSMEs) Sustainable Development in Africa”, highlights the crucial factors that contribute to the sustainable development of MSMEs in Africa, shedding light on their economic and social impact. This publication signifies not only his personal achievement but also the valuable contribution to the scholarly discourse surrounding sustainable development. Article: https://www.qeios. com/read/QG42D5

Lecture at UASD Anniversary

OCTOBER 25, 2023. One of our students, Lucila M. Del Rosario Romero, contributed to the organization of the event for the 485th anniversary of the Autonomous University of Santo Domingo, where she gave a lecture about mental health. You can watch the video (Spanish) here: https://youtu.be/ rQMzl1nQhSU?si=wXq58pTw3GbgNYk2 Lucila has completed a Doctorate program in Human Development Psychology at Atlantic International University.

Books contributed by AIU

OCTOBER, 2023. Atlantic International University has just contributed two books to the Arba Minch University of Ethiopia. Both books were published by AIU’s Academic Advisor, Dr. Kanbiro Orkaido, who has been acting as an ambassador for the Arba Minch University, our esteemed institution in Ethiopia. The books are titled Win Exam in Management and Win Exam in Accounting and Finance. This endeavor not only showcases the quality of education provided by Atlantic International University but also helps in positioning our institution as a beacon of knowledge within the Ethiopian academic landscape.

24th INTERNATIONAL CONFERENCE ON Knowledge, Culture, and Change in Organizations

Call for Papers This Conference will be held July 3–5, 2024 at Lusiada University, Lisbon, Portugal. We invite proposals for paper presentations, workshops/ interactive sessions, posters/ exhibits, colloquia, focused discussions, innovation showcases, virtual posters, or virtual lightning talks.

2024 Special Focus: “The future we want: Organizational responsibilities for climate responses”

Theme 1: Organizational intangibles and tangible value
Theme 2: Knowledge economies as the constant
Theme 3: Organizations as knowledge makers
Theme 4: The value of culture and the demand of change

Become a Presenter:
1. Submit a proposal
2. Review timeline
3. Register

Early proposal deadline December 3, 2023 Early registration deadline January 3, 2024 Regular registration deadline June 3, 2024 Visit the website: https://organization-studies.com

Distinction

NOVEMBER, 2023. This graduate student completed their program with a high cumulative grade point average, which reflects the quality of performance within their respective major. Congratulations!

DISTINCTION
Francisco Antonio Moreno
Master of Education
Educational Technology
Doctor of Theology Theology

DISTINCTION
Magdalina Jean-Louis
Doctor of Science
Health Education

DISTINCTION
Mohamad Ayach
Doctor of Philosop hy
Sustainable Parametricism Architecture

DISTINCTION
Andrea Belvie Ann Etienne
Doctor of Psychology
Educational Psychology

Honors

NOVEMBER, 2023. This graduate student completed the majority of the requirements to obtain honors, which included a 4.0 GPA, published works, recommendation from her advisors, patent a product, etc. Congratulations!

CUM LAUDE
María Camila Mejía Pedraza
Bachelor of Science
Addiction Counseling

22 ND INTERNATIONAL CONFERENCE ON Information, Medium & Society

Call for Papers This Conference will be held June 26–28, 2024 at Sapienza University of Rome, Rome, Italy + Online.

We invite proposals for paper presentations, workshops/ interactive sessions, posters/ exhibits, colloquia, focused discussions, innovation showcases, virtual posters, or virtual lightning talks.

2024 Special Focus: “Traveling Concepts: Publishing systems and the transfer and translation of ideas”

Theme 1: Information foundations
Theme 2: Mediums of disruption
Theme 3: Social History and impacts

Become a Presenter:
1. Submit a proposal
2. Review timeline
3. Register

Regular proposal deadline March 26, 2024 Regular registration deadline May 26, 2024 Visit the website: https://informationmediumsociety. com

FIND MORE NEWS FROM AIU FAMILY






Beatriz Evelina Wolff
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Drew Christopher Moree
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Jorge Luis Carvajal Sevilla
Bachelor of Science
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Janice Tanesha James
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Kristabel Nalowa Niger-Thomas
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Otto Krahan
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Mercedes Josefina Perez Diaz
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Eric Yaw Owusu
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Katherine A. Ramírez Coronado de H.
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Juan Alberto Celada Rodríguez
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Walter Muñoz Chajón
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Ana Margarita Dieguez Meneses
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Herminio Anibal López Fuentes
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Víctor Leonardo González de León
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Irma Olimpia Coronado Sánchez
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Milton Danilo Orellana Ortíz
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Vivian J. Gramajo Luna de Navas
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Enrique Sebastián de León Méndez
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Nancy Maricela Velásquez Aguilar
Master of Science
Nutrition
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Haba Cece Jules
Bachelor of Computer Science
Information Technology Engineering
Guinea
Marco Antonio Zavala Ortiz
Master of Science
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German Evelio Fuentes Benites
Bachelor of Social and Human Studies
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Honduras
Celfa Sanabria Torres
Master of Science
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Novelett Yvonne Wilson
Doctor of Science
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Jamaica
Amer Zamel Abdallah Al Yazjin
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Kennedy Alwena Kimiywe
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Eng. Kapkusum Robert Bartile
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Cooppen Tangavel
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Mexico
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Doctor of Philosop hy
Coaching and Leadership
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Inegbenekalo Ibhade Tuesday
Doctor of Philosop hy
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Morufu Tosin Ibrahim
Master of Accounting
Accounting
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Taribi Oriyebaka, Anthony
Master of Science
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Taribi Oriyebaka, Anthony
Master of Science
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Lizzy Oluseun Edward-Onyenweaku
Master of Social Science
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Nigeria
Domingo Javier Figueroa Cermeño
Doctor of Science
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Panama
Ivan Noese
Doctor of Business Administration
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Pap ua New Guinea
Rodrigo Paredes Lazo
Doctor of Science
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Peru
Placide Jean-Marie Ahouadi
Doctor of Business Management
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Lester Clarence Celestin
Master of TVET
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Nokuzola Hlaleleni Geja
Doctor of Philosop hy
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Marko Mayow Bayak
Master of Science
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Jorge Juan Roca Hernández
Doctor of Psychology
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Luis Felipe Tamayo Saldarriaga
Bachelor of Science
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José Luis Esteban Casero
Doctor of Education
Education
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Elvis B.Z. Dlangamandla / D.
Doctor of Science
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Dolorosa Khetsiwe Shabangu
Doctor of Science
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Amani Omari Masenya
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Şükrü Derici
Bachelor of Arts
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Dr. David Kagimu
Doctor of Science
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Doctor of Science
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Goodness Chinyaka
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Doctor of Science
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Kristel Makarena Goncalvez Correa
Bachelor of Education
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Bachelor of Science
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Kishron Shadique Matthews
Bachelor of Science
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Bachelor of Science
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Bachelor of Science
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Doctor of Psychology
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Doctor of Science
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Carlos Mario Aragon Sampayo
Master of Science
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Maritza Ramos Cerezo
Post-Doctorate of Science
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Mordecai Ilunga Chibwe
Bachelor of Science
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Clifford Zulu
Doctor of Business Administration
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Charles Tafadzwa Ndari
Bachelor of Arts
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Gladys Claris Gowo
Doctor of Theology
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Elizabeth Dziva
Bachelor of Arts
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Lucia Nkomo
Master of Business Administration
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Find More Graduates

Gallery: aiu.edu/Graduation/grids/currentgallery.html
Interviews: www.aiu.edu/Graduation/grids/interviews.html
This month we have graduates from: Argentina · Bahamas · Bolivia · British Virgin Islands · Cameroon · Cape Verde · Chile · Congo · Dominican Republic · Ecuador · El Salvador Fiji · Ghana · Guatemala · Guinea · Honduras · Jamaica · Jordan · Kenya · Mauritius · Mexico · Mozambique · Nicaragua · Nigeria · Panama · Papua New Guinea · Peru · Republic of Benin · Saint Lucia · South Africa · South Sudan · Spain · Swaziland · Tanzania · Timor-Leste · Türkiye · Uganda · United Kingdom · Uruguay · USA · Zambia · Zimbabwe


Universities and their contribution to peace

By Dr. Rosa Hilda Lora M. Advisor at AIU | rosa@aiu.edu


Universities as such arise from the cathedral and monastic schools of the 12th and 13th centuries. The word university comes from the Latin Universitas Magistrorum et Scholarium whose meaning is “Community of Professors and Academics”. The first University is considered to be that of Bologna —1088, Italy— because it’s the first to use the name Universitas at its creation; It’s also the first to issue highlevel academic qualifications. Nowadays Universities have the function of maintaining Culture, Teaching and Research. Regarding Research, independently of universities, there are countries that have Research Institutes: Universities the Broad Institute of MIT - Massachusetts Institute of Technology, and Harvard University, both in the United States; about institutes: the Max Planck in Germany and the French National Center for Scientific Research in France. Universities nowadays have extended all the functions already mentioned. In Teaching they have looked for ways for students to finish their programs because in today society Education is very important to acquire the skills and knowledge to be part of a globalized society. They can be titled by: Professional Exam - Research work – Thesis.

Professional experience. Continuing to a higher grade level with which they completed the Program. Working for a certain time in companies determined by the government of the country to which they belong, On Average. Thesis in teams that can be international. Taking exams at State Research Institutes. When the student finishes his program, the payment factor of all the fees that the Universities in turn must have pay to the States is added to it and therefore the students must cover the cost. Students at any University are struggling to reach a level of knowledge and skills that they don’t yet have to offer to the job market and money is not what many have plenty of. This cost of finishing the studies becomes difficult for the students and in turn for the Universities because then their performance is affected by something that is not academic. Universities need to have the service they offer in the results, therefore in the graduates.

The tension is added to the completion of studies because in many Universities the process of preparing any research work was not what they did during their program. A research paper is necessarily a logical scheme and logic has been removed from almost all study programs. Science remains a logical scheme. At Universities they give students a scheme with how to do an investigation where the possible methods to use and the techniques to present what has been done are distinguished step by step but given the little practice in the procedure the student feels that he is lost, hence the anguish to finish his program. At Atlantic International University —AIU— where you are doing your studies, in whatever program, from the beginning you work with a scheme that, although they don’t tell you, is a logical scheme and they ask you to do your work following that scheme so for your final project, whatever it may be, you have no problems executing it. Let’s now see how from the Universities we can contribute to the peace.

On September 21, 2023, the UN celebrated the International Day of Peace and within the Conference of its Secretary General Antonio Guterres, the central points were the Sustainable Development Goals in relation to Peace Education and Disinformation. “The promotion of peace contributes to the achievement of the Sustainable Development Goals (SDGs) and achieving these goals will create a culture of peace”. UN- International Day of Peace, September 21. https:// www.unrg/es/observances/international- day-peace#:~:text=El%20 a%C3%B1o%202023%20marca%20 el,que%20supone%20un%20paso%20 intermedio The purpose of creating a day of peace is to avoid wars given what happened with the two world wars. The United Nations Security Council is the one that establishes the provisions to follow to achieve peace in situations where it has been broken. “In accordance with the provisions of its ‘Union for Peace’ resolution of November 1950 (resolution 377(V), the General Assembly may also adopt measures if the Security Council fails to do so, due to the vote against a permanent member, unless a permanent member votes against, in situations where there appears to be a threat to the peace, a breach of peace or an act of aggression.” UN - Peace, Dignity and Equality on a Healthy Planet. https://www.un.org/es/global-issues/ peace-and-security From the above it follows that in conflicts that threaten peace the UN will try to generate solutions to find peace between countries.

Universities can contribute to Peace by generating publications that, as they belong to the sciences, they present the truth. One of the problems in the society in which we live and discussed on the International Day of Democracy on September 15, 2023, was misinformation. The world we are living in is full of misinformation through platforms whose purpose seems to be to obtain money regardless of what they publish. Nowadays we already have countries that have created laws to prevent the damage they do. At Atlantic International University, where you do your program, your work is published as long as you make a well-prepared document following the guidelines they give you, where you solve a problem in your community, national or international. With the publication of your works, you are introducing yourself into the society that today’s world needs. For peace we can work in the environment in which we operate. Living in peace must be possible!

BIBLIOGRAPHY. ONU- Día Internacional de la Paz, 21 de septiembre https://www.unrg/es/observances/international-day-peace#:~:text=El%20 a%C3%B1o%202023%20marca%20el,que%20supone%20un%20paso%20intermedio | ONU - Contrarrestar la desinformación. https://www.un.org/ es/countering-disinformation | ONU- Paz, Dignidad e Igualdad en un planeta Sano https://www.un.org/es/global-issues/peace-and-security

Successful communication and communicative competence in language teaching/learning

William Nzitubundi Sendihe | Doctor of Education in Applied Linguistics | Part 2/2


6. Reference According to Lyons (1977), reference is like the orientation or the connection that grips between utterances and things: words refer to things, between language and the world, in the absence of language users. In another statement, the same writer explains the nature of reference by declaring that it is the speaker who refers (by using some appropriate expression) to the act, he invests the expression with reference by the act of referring. Referring is not something an expression does; it is something that someone can use an expression to do.

7. Presupposition Presupposition is the concept of practical and realistic assumption. It is defined in terms of expectations the speaker makes about what the listener/ hearer will possibly agree on without contest or resistance. Linguistics professionals consider presupposition as what is taken by the speaker to be common ground of the conversation members/ participants.

8. Implicatures The term ‘implicature’ is used to explain what the speaker implies, suggests, or means, as distinct from what he/she exactly says. There are conventional implicatures; which are determined by the conventional meaning of the words used. Of much greater interest is the notion of conversational implicature; resulting from an overall belief of conversation plus a number of popular sayings, adages or proverbs that speakers will normally conform to. The general principle is called the Cooperative Principle; as presented by Grice, H.P (1975), in the following terms: Make your conversational contribution the way it is required, from the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged. The following are conversational conventions or maxims that support Grice’s Cooperative principle: Maxim of Quantity: Make your support or contribution as instructive as is required (for the actual purpose of the exchange), and do not give more contribution than needed. Maxim of Quality: Only say what you believe is true, and avoid saying what you know is false or something for which you do not have adequate evidence. Maxim of Relation: Be pertinent; i.e. relevant. Maxim of Manner: Be perspicuous and clear enough, avoid obscurity of expression, avoid ambiguity, be brief, (avoid unnecessary prolixity), and be orderly. Grice makes it possible to describe what types of meaning a speaker can convey by ‘flouting’ one of these maxims. This ‘flouting’ of a maxim results in the speaker conveying, in addition to the literal meaning of this utterance, an additional meaning; which is a conversational implicature.

Let us consider the following exchange as an example: A: I am out of fuel. B. There is a garage round the corner. In this exchange, the implicature, derived from the assumption that speaker B is adhering to the Cooperative Principle is that the garage is not only round the corner, but also will be open and selling petrol. We might also note that, in order to arrive at the implicature, we have to know certain facts about the world, that garages sell petrol, and that ‘round the corner’ is not a long distance away. We also have to interpret A’s remark not only as a description of a particular state of affairs, but also as a request for help. When the study of the intended meaning goes beyond the exact meaning of the ‘‘sentence-on-thepage’’, a vast number of related issues have to be considered. Implicatures are partially derived from the conventional or literal meaning of an utterance, produced in a specific context which is shared by the speaker and the hearer, and depends on an acknowledgment by the speaker and the hearer of the Cooperative Principle and its maxims. Implicatures have to be considered as integrally indefinite because since they originate from a supposition that the speaker has the intention of conveying the meaning and conforming to the Cooperative Principle. Since the hearer has only limited access to what the speaker intended, or how sincerely he was behaving in the production of a discourse fragment, any claims regarding the implicatures identified will have the status of interpretation.

9. Inference Since the hearer has no direct access to a speaker’s intended meaning in producing an utterance, he/she often has to rely on a process of inference to arrive at an interpretation of utterances or of the connection between utterances. It may be the case that we are capable of deriving a specific conclusion from specific premises via deductive inference: (a) if it is sunny, it is warm (b) It is sunny (c) So, it is warm. Let us consider the following statement: In the kitchen there was a huge dresser and when anyone went in you would see the hats and coats were all dumped on this dresser. We are more probably operating with a rather loose form of inference; which leads us to believe that the hats and coats mentioned in the above statement belong to visitors to the house which has the dresser in its kitchen! The main task is to determine what we can know about the meaning and the context of an utterance given only the knowledge that the utterance has occurred. Whenever we find some sentence in context, we should ask ourselves what the effect would have been if the context had been slightly different.

Conclusion A retrospective glance through the content if this article, shows that a good usage of the language is what leads to successful communication. By “good usage”, here we mean the communicative practice of a language with logical coherence of words in order to be understood by our interlocutor, i.e. the hearer, or the reader. Foreign language learners need to be encouraged by getting good models and encouragements from teachers/ facilitators, toward language practice through interactions between the two parties in communication, that is, the speaker and the hearer, the writer and the reader, or between those using sign language. This is what we understand by “communicative approach” that leads to “communicative competence”. When we achieve these two, we achieve successful communication. THE END

BIBLIOGRAPHY. Auwera, J. V. D. (1981). What Do We Talk about when We Talk? Speculative Grammar and the Semantics and Pragmatics of Focus. Amsterdam: John Benjamins | Bloomfield, Leonard (1983) [1914]. An Introduction to the Study of Language: New edition. Amsterdam: John Benjamins Publishing. ISBN 978-90-272-8047-3. | Giglioli P.P. (1972). Language and Social Context. London: Penguin Books Ltd | Green, G. (1989). Pragmatics and Natural Language Understanding. Hillsdale, NJ: Lawrence Erlbaum Associates. | Grice, H.P. (1975). Logic and Conversation in Cole, P. and Morgan, J.L. Syntax and Semantics Vol. 3, Harvard University Press. | Kambale, M.B. (1996). Applied Linguistics lecture notes, ISP Bukavu, DRC | Leech, G. (1983). The Principles of Pragmatics. London and New York: Longman | Lyon, J. (1977). Semantics. Cambridge: Cambridge University Press | Martinich, A. P. (1996). The Philosophy of Language, (Syntax, Semantics and Pragmatics), Third Edition. Oxford: OUP. | Sadock, J.M. (1974). Towards a Linguistic Theory of Speech Acts. New York: Academic Press | Savignon, J. (1973). Communicative Competence: An Experiment in Foreign Language Teachin. Philadelphia: The Centre for Curriculum Development. | Steve, H. (1996, update in 2006). Educational Linguistics: The Acquisition of Literacy | Stubbs, M. (1983). Discourse Analysis: The Socio-Linguistic Analysis of National Languages. Oxford: Basil Blackwell | Trudgill, Peter (1995): Sociolinguistics: An introduction to language and society, London, Penguin Books. | Wright, T. (1988). Roles of Teachers and Learners, OUP, London. | Internet sources: www.brusov.am • www.modlinguistics. com • www.dialogweb.org • www.criticism.com

Publications by students: https://www.aiu.edu/student-publications/

Learning

Gaelic Scrabble

...launched to help keep language alive in Scotland.

The language of Gaelic has been spoken in Scotland since at least the 10th century and was at one time the country’s main language, widespread in towns and cities across the nation. ... Since the union of Scotland and England in the early 18th century, though, it has been in decline. These days you are most likely to find native Gaelic speakers in the Highlands and Islands of Scotland, with concerns having been raised about the future of the language. Now, a new initiative from community cafe and Gaelic cultural centre An Taigh Cèilidh —known to locals in Stornoway on the isle of Lewis as “the Gaelic Cafe”— seeks to turn the tide with the release of the first Gaelic edition of the board game Scrabble, arriving just in time for Christmas. Produced in collaboration with London-based Tinderbox Games, who manufacture and distribute a range of Scrabble editions, the Gaelic version will contain only the 18 letters found in the Gaelic alphabet (J, K, Q, V, W, X, Y and Z do not feature), and includes the grave accent on vowels À È Ì Ò and Ù. The frequency with which each letter appears has been reconsidered to reflect its usage in Gaelic, and scoring has been reformulated to reflect the respective ease and difficulty of using different letters in the language. ... Tinderbox Games already produce language versions including Welsh, Irish, Latin, Icelandic and Faroese, said CEO Jim Harrison, who pointed out that no two versions are the same, due to linguistic differences. ... Read full text:

Reservation Dogs

Community is about acknowledging even the connections you can’t see.

Perhaps the most significant of this year’s miraculous occurrences is that FX’s Reservation Dogs —a series that has featured an entirely Indigenous cast with no previously known stars of any kind, and is at least partially narrated by the ghost of a warrior named William Knife-man who died at the Battle of Little Big-Horn— is ending, triumphantly, on its own terms after three seasons. The show premiered in 2021 partly thanks to the efforts of Taika Waititi who co-created the series with filmmaker Sterlin Harjo and then ceded creative control to Harjo and his (again, entirely Indigenous) writers’ room full of improv comedians and poets. Reservation Dogs is a show about the tragicomic exploits of all the people (and spirits) living on a reservation in Okern, Oklahoma, told from the point of view of four kids who are absolutely desperate to leave. Our heroes begin the series bored and depressed, and rather than invent ways to divert them, the show hones in on their boredom and depression, giving it gentle, granular attention. ... Numerous characters throughout this final season repeat the same maxim: “Everything is connected.” And that’s a fine explanation for the presence of all the stargazers and spirits that wander across our screen. Everything might be connected, but that doesn’t mean that it will snap into place. This final season is in some sense about what the show’s sometimes frustrating, sometimes sublime structural choice —to be a show about a community, not a clique within it— really means. Read full text:


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Caenorhabditis elegans

First wireless map of its nervous system has been revealed.

Researchers have made a huge step forward in understanding how neurons communicate through extremely short proteins called neuropeptides. The map of the C elegans, which details 31,479 neuropeptide interactions between the worm’s 302 neurons, shows where each neuropeptide and its receptor acts in the animal’s nervous system. It will help scientists better understand how widespread neuropsychiatric conditions like eating disorders, obsessive compulsive disorder and post-traumatic stress disorder originate. Neuropeptides are signalling molecules produced by neurons that allow them to communicate ‘wirelessly’ with each other, even if the neurons are not immediately next to each other. As well as generating the first comprehensive map of neuropeptide signalling in a whole animal, the researchers found that the wireless neuropeptide network in C. elegans has a different structure from wired connections. They are denser, more decentralised, and have different key neurons, or hubs. The wireless network also connects parts of the nervous system that are isolated from the wired connectome. ... The researchers built the map by combining biochemical, anatomical and gene expression datasets, using them to determine which neurons can communicate with each other using specific neuropeptide signals. ...
Read full text:

Breathing on Mars

AI chemist brings us one step closer to achieving it.

NASA has successfully demonstrated that it is possible to produce oxygen on Mars with the experiment MOXIE, brought over by the Perseverance rover. Now, a Chinese team has shown that it might be possible to produce oxygen on Mars using only material present on the Red Planet. Since the AI was here on Earth, it did not use actual Martian soil, but meteorites from Mars. The algorithm worked out what molecules could be used to create oxygen evolution reaction (OER) catalysts. These catalysts would be used to turn water into oxygen using solar power. Water is not an abundant resource on Mars, but there are deposits. The AI chemist analyzed the composition of five types of Martian meteorites by shooting lasers at them. ... The resulting catalyst was excellent. Researchers report that it could operate steadily for over 550,000 seconds (almost 6 days and 9 hours) with an electric current density of 10 milliamps per square centimeter and an overpotential of 445.1 millivolts. The team also tested it at below-freezing temperatures, consistent with temperatures that are found on Mars, with no apparent degradation. ... The AI found 3,764,376 possible formulas. For a single human, finding the optimal formula from those would require 2,000 years of labor. The AI chemist was able to do it in two months. ... The team is now looking at applying the AI chemist to more terrestrial challenges in chemical discovery. Read full text


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Abi Loader FX

Automated wheelchair delivery and storage to the driver or passenger

Abiliquip designed and made the Abi Loader for 13 years, and it is their flagship international product that has been sold to 11 countries and loved by thousands. The Abi Loader is a simple solution to driving mobility for disabled drivers with some very clever engineering. The Abi Loader, at the push of the drivers’ button, opens the boot and delivers a wheelchair right up next to the driver door. Total driving independence and class-leading ease of use make this the premium option for manual wheelchair users. For rigid chair users, there is no other device that comes close. Read full text:

Wixárika people

A digital exhibition at The British Museum

‘The Coloniality of Gender and Sexuality: How the Intimate Lives of Wixárika People were Changed Forever’ is a digital exhibition supported by The Santo Domingo Centre of Excellence for Latin American Research (SD CELAR) at the British Museum. The digital display addresses the impact of colonialism on gender and sexuality among the Wixárika (Huichol) people in Mexico and it’s based on a community-based research project led by Dr Jennie Gamlin. The white European and Christian Man became the standard by which all of humanity was ranked and his position was reinforced by controlling nations and communities of people that were colonised. Many of the nations that were colonised in America had a more equal gender structure before colonialism: some had women leaders and parallel or complementarity gender systems, meaning that although women and men held different roles, these were equal in status. That is the case of the Wixárika or Huichol peoples, an Indigenous group of approximately 48,000 inhabiting the southern Sierra Madre Occidental, in North-Western Mexico. Wixárika is one of 69 Mexican Indigenous languages and belongs to the large Uto-Aztecan linguistic family. The Wixaritari’s outstanding heritage is sustained by their collective dedication to complying with ancestral traditions. These revolve around maintaining good relations with their ancestors and deities who control nature, intimately linked to the agricultural cycle. ... Read full text

Motocompacto

Foldable scooter

Motocompacto redefines affordable all-electric personal transportation with sleek and simple styling, an innovative, ultra-compact foldable design, a maximum speed of 15 mph and zero-emissions range of up to 12 miles. Inspired by the Honda Motocompo of the early 1980s, every Motocompacto comes with a standard compact charger that can be stowed on-board. This scooter is perfect for getting around cityscapes or college campuses and for use as a first-mile/last-mile vehicle. ... Read full text

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Pupil size

It appears to be a marker of intelligence.

It has been said that “the eyes are the window to the soul,” but new research suggests that they may be a window to the brain as well. Our pupils respond to more than just the light. They indicate arousal, interest or mental exhaustion. Pupil dilation is even used by the FBI to detect deception. Now work conducted in our laboratory at the Georgia Institute of Technology suggests that baseline pupil size is closely related to individual differences in intelligence. The larger the pupils, the higher the intelligence, as measured by tests of reasoning, attention and memory. In fact, across three studies, we found that the difference in baseline pupil size between people who scored the highest on the cognitive tests and those who scored the lowest was large enough to be detected by the unaided eye. ... Pupil size refers to the diameter of the black circular aperture in the center of the eye. It can range from around two to eight millimeters. The pupil is surrounded by the colorful area known as the iris, which is responsible for controlling the size of the pupil. Pupils constrict in response to bright light, among other things ... We found that a larger baseline pupil size was correlated with greater fluid intelligence, attention control and, to a lesser degree, working memory capacity— indicating a fascinating relationship between the brain and eye. Interestingly, pupil size was negatively correlated with age ... Read full text:

Weighted blankets

...can help with sleep problems.

The interior of a weighted blanket is lined with a heavy material of some kind (tiny spheres made of glass, plastic or metal, or natural fillers such as rice, grain, beans or sand). These fillers are sewn into pockets or channels and arranged so that their weight is distributed evenly throughout the blanket. Someone lying under a weighted blanket feels a sensation of gentle pressure evenly distributed across their entire body. Occupational therapists refer to this as deep touch pressure. Research has found that this type of compression activates the centers of the brain that oversee involuntary processes such as heart rate, blood pressure, respiration and digestion. It has long been used, often to beneficial effect, on individuals with a wide range of sensory disorders. Studies looking into weighted blankets over the years have observed a range of potential benefits. These include easing insomnia in adults living with depression, anxiety and attention deficit disorder; lowering anxiety in some children with mental health disorders; and improving sleep in older adults living in a nursing home. The researchers noted that while using a weighted blanket, the participants in their studies were able to fall asleep more easily, woke less frequently during the night and felt an increased sense of calm during the day. A new study in Sweden has potentially linked the use of weighted blankets to increased melatonin production. ... Read full text:


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Is it possible to live in a zero-waste society?

Is it possible to live in a zero-waste society?

Malcolm Wood, co-founder and group managing director of Maximal Concepts, goes head-to-head with Heidi Spurrell, CEO and founder of Future Green, in this debate: Is it possible to live in a zero-waste society? Heidi Spurrell: YES. “It is possible with the right mindset and action. This involves reducing the amount of waste generated by making conscious choices every day. This includes choosing reusable items instead of single use plastics —for example, buying toothpaste that comes in a glass jar, instead of toothpaste tubes; composting food waste; buying food from markets instead of stores; and repurposing materials. Minimalism also plays a key role in reducing waste when individuals opt to have fewer possessions and focus instead on buying high-quality, long-lasting products.” ... Malcolm Wood: NO. “There is waste created at every level of our existence, and even in a circular economy, there will always be waste. Everything we use to live, move, work and travel has a cost to the environment. Even growing vegetables uses up nutrients in the soil. We are designed to consume, but this doesn’t mean that we shouldn’t strive for [zero-waste]. We must learn to live with the lowest impact on the environment and figure out where we can replenish or reduce our impact. ... When it comes to luxury goods, if you can’t afford to offset [the purchase] with carbon offsets, you shouldn’t be buying it.” Read full text:

Protests in Panama

A Canadian mining company may have to suspend operations there.

The Canadian mining company whose contract with Panama’s government has triggered weeks of protests said Monday that it has reduced operations and soon may have to suspend them due to a blockade of its mine’s power plant. Minera Panama, the local subsidiary of First Quantum Minerals, said in a statement that small boats had blocked its port in Colon province, preventing supplies from reaching the copper mine. “If the illegal actions continue impeding the necessary supplies to operate the power plant, the company will reduce the remaining processing train this week and will temporarily suspend production,” the statement said. Last week, naval police reported that a ship carrying coal decided to turn back rather than dock in the mine’s port due to “hostility from a group of protesters who from their boats threw rocks and blunt homemade objects” before being dispersed by authorities. Panama has been roiled by weeks of massive street protests and highway blockades as citizens worried about the impact on the environment pressure the government to revoke the contract. The protesters, a broad coalition of Panamanians, fear the mine’s impact on nature and especially on the water supply. ... In March, Panama’s legislature reached an agreement with First Quantum allowing Minera Panama to continue operating a huge open-pit copper mine in central Panama for at least 20 more years. ... Read full text:

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Corruption and rights abuses

...are flourishing in lithium mining across Africa.

On a Sunday afternoon in March 2023, Darlington Vito was shot in the head outside an industrial lithium mine in Masvingo Province, Zimbabwe. A subsistence miner, he had been searching for chunks of ore in a rubble pile when a security guard at the mine site fired his weapon without warning, family members and local human rights activists said in interviews. Vito died a week later from his injuries. For Vito and other locals living near the mine, the global lithium boom brought the promise of economic opportunity to the poverty-stricken region. Global demand for lithium, a lightweight metal used in electric vehicles, mobile phones and energy storage systems, is expected to increase fortyfold from 2020 to 2040, as the world moves away from fossil fuels and toward renewable sources of energy to mitigate climate change. Some Zimbabweans have found formal employment at the country’s seven industrial-scale lithium mines, but thousands of others have flocked to informal mining sites where they use basic tools like picks and shovels to dig up chunks of lithium ore, which they then sell to traders who truck the ore across the border to South Africa for export and processing abroad. While Zimbabwe’s president has said the lithium industry will buoy the nation’s flailing economy, watchdog groups and local communities say Zimbabweans have heard similar promises made about diamonds, gold and other resources, only to see the benefits accrue to wealthy elites while locals’ labor and ecosystems are exploited. ...
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“Sensory-friendly”

...store hours are catching on.

Walmart has joined the growing list of stores, theaters and attractions that offer “sensory-friendly” hours for people with autism spectrum disorder or other neurodivergent conditions. Why it matters: Disabilities are often invisible, and by setting aside time during the business day when the lights are lower, sounds are softer and the pace is more relaxed, companies allow patrons with sensory issues to participate more fully in normal life routines ... The big picture: Sensory-friendly hours were spearheaded more than a decade ago by museums and other cultural institutions that cater to children, and have been moving into the mainstream ever since. Of note: This year, the White House held its first-ever sensory-friendly Easter Egg Roll. Where it stands: A growing number of websites offer directories of stores and attractions catering to people with disabilities in this way. By the numbers: 1 in 6 children in the United States have sensory processing difficulties, per a 2018 article in JAMA Pediatrics. What they’re saying: “Noise and light, along with social and language expectations, can induce stress for children on the spectrum, who are less able to self-regulate,” Smithsonian Magazine reported. Case study: Austin-Bergstrom International Airport lets passengers with non-visible disabilities order a sunflower lanyard to wear around their neck while at the airport, reports Asher Price of Axios Austin. ...
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Smarter dogs

Their information processing is more similar to ours.

When we point at an object, the toddler focuses on the object, while the dog usually takes the gesture as a directional cue. In a recent study, researchers from Eötvös Loránd University find explanations for this phenomenon. It appears that the discrepancy is not only due to how dogs see, but may, in fact, reflect how they think. For ‘smarter’ dogs, the appearance of an object matters as much as its location, suggesting that their information processing is more similar to that of humans. Spatial bias is the phenomenon of interpreting information in relation to space, location or distance when the same information could easily apply to an object. “This is manifested, for example, in the way dogs and children react to gestures when we show them the position of an object. ...regardless of the intention of the person giving the cue, the meaning for children and dogs is different. This phenomenon has previously been observed in dogs using a variety of behavioural tests, ranging from simple associative learning to imitation, but it had never been studied per se,” explains Ivaylo Iotchev, first author of the study, which appears in the journal Ethology. ... The study found that spatial bias is smaller in dogs with better visual acuity and who are ‘smarter’. “Spatial bias in dogs is not simply a sensory problem but also a mindset. We also found that ‘smarter’ dogs are resilient in difficult learning situations and can overcome their biases,” concludes Iotchev. ...
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Invisibility cloak

Meet the sea creatures with real powers to go unseen.

Despite mythologizing and coveting it and seeking technological solutions beyond a magic ring or potion, humans have not mastered invisibility to become transparent. But transparency has not gone undiscovered by natural selection, having evolved independently in unrelated animals including octopuses, arthropods, and fishes. Despite the animals’ differences, they have followed similar transparency “recipes” to reap the benefits of being unseen, predators and prey alike, particularly in aquatic environments. Superficial camouflage employs mimicry, disguise, and concealing or disruptive coloration to avoid being seen. It is a common tactic that has evolved among many animals, from insects to octopuses to large mammals. In essence, camouflage tricks the viewer into misperceiving the hidden animal. Not to cast aspersions on camouflage—it can be a highly effective survival strategy and, unlike transparency, can be used by large animals—but it only scratches the surface of deception. Transparency veils an animal from view but is also a deeper ploy. The entire body —surface and inner tissues alike— must work together to become clear. Perfect transparency is not necessary; viewed from a distance underwater, even a translucent octopus becomes invisible, and that can make all the difference in survival. An animal must accomplish two primary feats to become transparent: First and most straightforward, it must minimize the light it absorbs. Second, it needs to reduce the amount of light it scatters. ...
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Campus

Sustainable food management

Global food waste is a crosscutting issue that starts during agricultural production and continues all of the way to the landfill. Over 30% of food is lost or wasted each year. This number is even more striking, given the large number of hungry people in the world. Wasted food is not only inefficient, it’s a social justice issue.

Global food waste has an enormous environmental impact, too. Food waste is a huge source of greenhouse gas (GHG) emissions and wasted natural resources, and therefore reducing food waste could help to reduce global greenhouse gas emissions, establish food security, and encourage healthy food systems. However, this is not to say people are ignoring the problem. Many large businesses, startups, and nonprofits see the issue of food waste as an opportunity. Billions of dollars and calories of food are wasted each year, and the benefits of this value can be recovered. When we talk about food waste, we may think of the food we throw away after cooking meals, or the uneaten food from our tables at fine dining establishments. However, the sources of food waste are far more varied than this. Food waste includes lost or discarded food at all stages of the food system. Here are some important definitions related to food waste.

Food waste The term “wasted food” refers to any food that is not used for its intended use and must be “managed.” “Wasted food” is the term used by the US EPA instead of “food waste” to express the value that can be recovered through alternative uses. To properly implement tactics for food waste prevention as an effort to cutting global food waste, alternative uses for the food must be identified. Wasted food comes from a wide variety of sources: • Unsold food from local markets or other retail outlets such as produce food • Plate waste from restaurants • Prepared, perfectly edible food that has not been eaten • Trimmings like food scraps from food preparation in restaurants, cafeterias, or homes; and by-products of food and beverage processing

Food waste and food loss There are a few different categories under the umbrella of wasted food. “Food loss” refers to uneaten agricultural, forestry, and fishery products. It occurs during the food production and distribution stage. It is also caused by either a reduction in the quantity or quality of food. This may occur due to various reasons. For instance, there may be disruptions in the supply chain due to fluctuating supply and demand or spoilage due to adverse weather conditions. “Food waste,” on the other hand, refers to edible food that is intended for human consumption, but instead gets discarded or expires. This can occur in many different situations during preparation, sales, or food service. It includes plate waste, spoiled food, and discarded peels and rinds. Rich countries waste the most, as do industrialized countries. “Food loss and waste” is a term used to define the sum of both types of inefficiencies from unused food in the food system. This term helps researchers clearly explain the scope of their studies.

Is there inedible or unavoidable food waste? Some food byproducts are inedible such as bones, egg shells, or rough fruit and vegetable peels. However the conventions for using these different parts of food vary culture to culture. This makes it hard to quantify how much wasted food is indeed unavoidable if wasted food is not consumable. Researchers tend to include all types of food waste in their estimations, as it is better to find ways to prevent these materials from reaching the landfill. Sometimes the inedible byproducts of food can become feedstock for other products and help the supply chain of agriculture organization.

The share of food waste Over a third of all food produced (~2.5 billion tons) is lost or wasted each year. One third of this occurs in the food production stage. Boston Consulting Group (BCG) estimates this wasted food is worth $230 billion. Researchers estimate the lost food calories from food waste amount to roughly 24% of the total available food calories. To put this in perspective, the UN reports that about a third of the global population, mostly in developing countries and low income countries, didn’t have enough access to food in 2020 —an increase of 320 million people from the previous year. The trend is increasing, too. The level of food wasted globally is expected to rise by another third by 2030. Food waste in the US Similar to the global figures, USDA research from 2010 showed that a third of food produced was left uneaten. US EPA estimates suggest that food waste makes up the largest single category of waste reaching landfills in the US. It accounted for 24% of all landfilled and 22% of incinerated solid waste in 2018. In total, the US wasted 63 million tons of food in 2018. On the upside, about a third of this was managed using various strategies: animal feed, biobased material, anaerobic digestion, composting, donation, fertilizer, and to support environmental costs like wastewater treatment. Could the remaining twothirds be transformed into profitable or less damaging activities in order to prevent greenhouse gases? The problem with food waste Food waste may seem harmless as a biodegradable substance. Yet, when it rots, it releases methane emissions into the atmosphere without proper management. Understanding the consequences of food waste can help us better address the problem.

Carbon footprint In 2013, the Food and Agriculture Organization of the United Nations (FAO) estimated that 1.3 gigatons of edible food is wasted each year, and this releases 3.3 gigatons of CO2 equivalent. This estimate doesn’t include land use change, either, which would put the figure even higher. Research compiled by Our World In Data estimates that food waste accounts for about 6% of the world’s total emissions. Of this, about two thirds is from food losses, while the remaining third is from food waste. The main causes There are some unexpected causes for the food that gets wasted. It’s understandable that people don’t finish large portions of food at restaurants, on a retail and consumer level, but some of the less obvious reasons for food waste relate to agricultural processes, food safety standards, and consumer preferences. Perhaps you recall the reports of Kenyan farmers losing their crops to locusts in 2020. The last time they swarmed at such a level in 2003-2005, it resulted in crop damage of $2.5 billion. Locusts are mainly killed as pest infestations, so improving access to pesticides is one way to reduce food loss and help smallholder farmers. Apart from natural causes, personal preferences also contribute to wasted food. Research shows that produce buyers avoid “ugly produce.” A fifth of edible produce that has surface blemishes, grows in unfamiliar shapes, or has unique coloration gets discarded from grocery stores. This means that high income countries are contributing to food waste in earlier stages at a retail level, and that food and agriculture organization cannot mitigate this food loss. Climate change also contributes to food losses and lack of food security. It makes growing and harvesting cycles less predictable. Nonseasonal frost, early spring, and a range of other climatic shifts are significantly impacting both the prices farmers set for their crops as well as their ability to predict the right time to plant and harvest. These issues have a domino effect as they interact with supply and demand issues. Product may prematurely spoil due to delayed transport, orders, or poor storage facilities availability. Finally, sometimes well-intended regulations to protect people from food safety risks have the unintended consequence of taking edible food off the shelves too soon. These are just a few of many wide-ranging reasons food loss and waste occurs.

Sustainable food management Sustainable food management (SFM) reduces the unfortunate waste and losses in the food system. Careful planning and coordination between governments, food producers, sellers, and consumers can reduce the food waste dilemma. In fact, one of the biggest challenges is the United Nations Sustainable Development Goal to halve per capita global food waste at the retail and consumer levels by 2030. This will ultimately help low income countries, supply chains, chronic poverty, and reduce the amount of greenhouse gases in the atmosphere. SFM takes a bird’s eye view to avoid the knock on effects of waste in the food system. SFM considers the food waste problem from the systemic perspective. Think of the many steps when waste can occur in the life cycle of food: agriculture, harvesting, food production, sales, food preparation, consumption, and finally disposal. By managing each of these steps and considering how they interconnect, the sustainable management of food reduces inefficiencies. Food waste can occur at each stage, whether it’s from the overuse of natural resources or unsold produce. The sustainable management of food can reduce costs for food purchasers and consumers, while bridging the needs of food-poor communities and unused food resources. Even though governments are often key players in the sustainable management of food, businesses and consumers have an important role to play as well.

SFM importance Sustainable food management traces where discarded food goes and why it is discarded in the first place. It is important to recover the untapped value of wasted food. This preserves natural resources, prevents food access inefficiencies, and even provides businesses cost-savings advantages. 1. To save money. Here are some ways businesses can benefit from addressing the problem of food waste in their organizations. Buy less food. By minimizing unnecessary food expenditures, you can reduce your overall food budget. Commit to monitoring and track progress of the amount of food wasted each month is critical for trimming away excess spending and food inventory. Reduce waste collection fees. Sometimes waste management services charge more for food waste. By lowering the amount of food waste heading to the landfill, you can save on your overall landfill expense. Contact your waste management to see if this applies in your area. Contribute tax-deductible donations. Donating food to non-profit charities that benefit people with food insecurity can help reduce food waste, feed the poor, and lower your tax payment. All of these actions can be tracked and recorded in your corporate social responsibility (CSR) report each year, which communicates the non-financial value of your business. 2. To help people. It’s a bitter irony that so much food is wasted in spite of a serious need for access to fresh food in vulnerable communities. Numerous organizations are working to solve this issue. By partnering with nonprofits, your organization can reduce the level of edible food that goes to landfills. Who are these people? • They are children that can’t afford school lunches. There are programs such as a world food programme that collect donated food sometimes provide school lunches from donated food. • They are people in need of employment who could serve the community by composting, sorting salvageable food, and distributing excess food. Over 36,000 people work in the food recycling industry in the US. • They are under-employed veterans, elderly, sick, disabled, mentally ill, and other disadvantaged people who cannot afford to buy food and depend on donations.

3. To preserve resources. Rotting food in landfills is a huge source of methane pollution. Rather than cycle nutrients into the soil, as in the case of compost, landfills simply trap and contain waste. On the one hand, this prevents contamination of the water supply, but on the other, it creates potent GHG emissions. Some landfills are designed to trap methane and recycle it as biogas. However, not all are technically equipped to do so. In this case, the methane is released into the atmosphere. This is a serious problem for climate change, because methane is a greenhouse gas that heats the atmosphere up to 80 times faster than carbon dioxide. Compost facilities and operations can effectively avoid this issue and effectively transform food waste into nutrient-rich soil useful for top soil in gardening or landscaping. Some areas like San Francisco even have compost collection systems offered as part of their waste management system. By eliminating unnecessary food consumption, companies preserve natural resources used in food production, as well. This includes the water, gas, fertilizer, pesticides, and any other inputs used in food production.

What can you do as a company to fight against food waste? Creative solutions to food waste await your business. But first, it takes some planning. Businesses hoping to reduce food waste should make it a commitment. This means identifying the ways people waste food at your workplace and on a household level then setting goals to reduce the impact. After that, consider ways you can close the food waste loop and create value. Here are a few strategies: • Composting food waste into valuable topsoil. • Donating to local food banks. • Collecting the food waste and transforming it into biogas. • Partnering with a food waste start-up as a supplier is another great approach. Fruitleather in Rotterdam, for instance, makes vegan leather from unsold fruit. Rather than only troubleshooting the excess food in your wastestream, consider this problem from the demand side. Maximizing food purchasing by only ordering what will get consumed is another way to cut back on food waste. ...

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Lucas the spider.

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Flower cushion.

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Emily Stoddard.

“I’m looking for the language I spoke and wrote and dreamed in before I learned to translate myself to the world.”

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Victorinox Swiss Card.

Flat Multi Tool that fits in your wallet with credit cards. With a lifetime warranty against defects in material and workmanship. www.amazon.com

RAINDEK® ETX.

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Say what?

“As you get older, three things happen. The first is your memory goes... and I can’t remember the other two.” —Sir Norman Wisdom
Source: parade.com


BACHELOR’S DEGREE in Educational Technology

SCHOOL OF SCIENCE AND ENGINEERING

The Bachelor’s Degree Program in Technology for Education aims to develop the theoretical, methodological and practical conceptual aspects for the creation, elaboration, transmission and use of educational content related to technology. To guide, systematize and strengthen the training of professionals in general and teachers in particular, with respect to the capabilities of using and taking advantage of ICT and the resources provided by Educational Technology. Our program does not require every student to study the same subjects and use the same books and other learning materials as every other student. If you are a purpose-driven individual who wants to elevate their life and make a solid contribution to the world, then this program is for you..

Important:

Below is an example of the topics or areas you may develop and work on during your studies. By no means is it a complete or required list as AIU programs do not follow a standardized curriculum. It is meant solely as a reference point and example. Want to learn more about the curriculum design at AIU? Go ahead and visit our website, especially the Course and Curriculum section: https://www.aiu.edu/academic-freedom-andopen-curriculum/

Orientation Courses:

Communication & Investigation (Comprehensive Resume)
Organization Theory (Portfolio)
Experiential Learning (Autobiography)
Academic Evaluation (Questionnaire)
Fundament of Knowledge (Integration Chart)
Fundamental Principles I (Philosophy of Education)
Professional Evaluation (Self Evaluation Matrix)
Development of Graduate Study (Guarantee of an Academic Degree)

Core Courses and Topics

Quantitative research methods
Qualitative research methods
Instructional Design
Educational Informatics
Computer Engineering
Educational software development
Technology for Education
New media Technology
Virtual classroom
Virtual learning environments
Assessment of learning
through computer
Management educational
Informatics
Project Management for distance education
Educational research and innovation
Distance learning through telematics means
Research Design and educational policy
Politics of Education
Educational Technology I
Educational Technology II
Technology and Development
Educational Technology III
Methodology of technological research
Educational project planning
Methods and techniques of Social Research
Social Psychology
Curricular theory and practice

Research Project

Bachelor Thesis Project
MBM300 Thesis Proposal
MBM302 Bachelor Thesis (5,000 words)

Publication

Each graduate is encouraged to publish their research papers either online in the public domain or through professional journals and periodicals worldwide.

Contact us to get started

Submit your Online Application, paste your resume and any additional comments/ questions in the area provided.

aiu.edu/apply-online.html

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About Us

Accreditation

Atlantic International University offers distance learning degree programs for adult learners at bachelors, masters, and doctoral level. With self paced program taken online, AIU lifts the obstacles that keep professional adults from completing their educational goals. Programs are available throughout a wide range of majors and areas of study. All of this with a philosophically holistic approach towards education fitting within the balance of your life and acknowledging the key role each individual can play in their community, country, and the world. 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.

Our founding principles are based on the United Nations Universal Declaration of Human Rights; per article 26, AIU believes that Higher Education is a Human Right. The University has implemented a paradigm shifting educational model for its academic programs that have allowed it to move closer to this goal through the self-empowerment of its students, decentralization of the learning process, personalized open curriculum design, a sustainable learning model, developing 11 core elements of the Human Condition within MYAIU, and utilizing the quasi-infinite knowledge through the use of information technology combined with our own capacity to find solutions to all types of global issues, dynamic problems, and those of individuals and multidisciplinary teams. Due to these differentiations and the university’s mission, only a reputable accrediting agency with the vision and plasticity to integrate and adapt its processes around AIU’s proven and successful innovative programs could be selected. Unfortunately, the vast majority of accrediting agencies adhere to and follow obsolete processes and requirements that have outlived their usefulness and are in direct conflict with the university’s mission of offering a unique, dynamic, affordable, quality higher education to the nontraditional student (one who must work, study what he really needs for professional advancement, attend family issues, etc.). We believe that adopting outdated requirements and processes would impose increased financial burdens on students while severely limiting their opportunities to earn their degree and advance in all aspects. Thus, in selecting the ASIC as its accrediting agency, AIU ensured that its unique programs would not be transformed into a copy or clone of those offered by the 10,000+ colleges and universities around the world. Since ASIC is an international accrediting agency based outside the United States, we are required by statute HRS446E to place the following disclaimer: ATLANTIC INTERNATIONAL UNIVERSITY IS NOT ACCREDITED BY AN ACCREDITING AGENCY RECOGNIZED BY THE UNITED STATES SECRETARY OF EDUCATION. Note: In the United States and abroad, many licensing authorities require accredited degrees as the basis for eligibility for licensing.

In some cases, accredited colleges may not accept for transfer courses and degrees completed at unaccredited colleges, and some employers may require an accredited degree as a basis for eligibility for employment. 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 AIU Difference

It is acknowledged that the act of learning is endogenous, (from within), rather than exogenous.

This fact is the underlying rationale for “Distance Learning”, in all of the programs offered by AIU. The combination of the underlying principles of student “self instruction”, (with guidance), collaborative development of curriculum unique to each student, and flexibility of time and place of study, provides the ideal learning environment to satisfy individual needs.

AIU is an institution of experiential learning and nontraditional education at a distance. There are no classrooms and attendance is not required.

Mission & Vision

MISSION:

To be a higher learning institution concerned about generating cultural development alternatives likely to be sustained in order to lead to a more efficient administration of the world village and its environment; exerting human and community rights through diversity with the ultimate goal of the satisfaction and evolution of the world.

VISION:

The empowerment of the individual towards the convergence of the world through a sustainable educational design based on andragogy and omniology.

Organizational Structure

Dr. Franklin Valcin
Presi den t/Academic Dean
Dr. José Mercado
Chief Executive Officer
Chairman of the Board of Trustees
Ricardo González, PhD
Provost
     
Dr. Ricardo Gonzalez
Chief Operation Officer
and MKT Director
Linda Collazo
Logistics Coordinator

AIU Tutors Coordinators:

Deborah Rodriguez
Amiakhor Ejaeta
Amanda Gutierrez
William Mora
Miriam James



Admissions Coordinators:
Amalia Aldrett
Sandra Garcia
Junko Shimizu
Veronica Amuz
Alba Ochoa
Jenis Garcia
Judith Brown
Chris Soto
René Cordón
Dr. Anderas Rissler



Academic Coordinators:
Dr. Adesida Oluwafemi
Dr. Emmanuel Gbagu
Dr. Lucia Gorea
Dr. Edgar Colon
Dr. Mario Rios
Freddy Frejus
Dr. Nilani Ljunggren
De Silva
Dr. Scott Wilson
Dr. Mohammad Shaidul Islam
   
Dr. Miriam Garibaldi
Vice provost for Research
Carolina Valdes
Human Resource Coordinator
   
Dr. Ofelia Miller
Director of AIU
Carlos Aponte
Teleco mmunications Coordinator
   
Clara Margalef
Director of Special Projects
of AIU
David Jung
Corporate/Legal Counsel
   
Juan Pablo Moreno
Director of Operations
Bruce Kim
Advisor/Consultant
   
Paula Viera
Director of Intelligence Systems
Thomas Kim
Corporate/
Accounting Counsel
   
Felipe Gomez
Design Director / IT Supervisor
Maricela Esparza
Administrative Coordinator
   
Kevin Moll
Web Designer
Chris Benjamin
IT and Hosting Support
   
Daritza Ysla
IT Coordinator
Maria Pastrana
Accounting Coordinator
   
Daritza Ysla
IT Coordinator
Roberto Aldrett
Communications Coordinator
   
Nadeem Awan
Chief Programming Officer
Giovanni Castillo
IT Support
   
Dr. Edward Lambert
Academic Director
Antonella Fonseca
Quality Control & Data Analysis
   
Dr. Ariadna Romero
Advisor Coordinator
Adrián Varela
Graphic Design
   
Jhanzaib Awan
Senior Programmer
Vanesa D’Angelo
Content Writer
   
Leonardo Salas
Human Resource Manager
Jaime Rotlewicz
Dean of Admissions
   
Benjamin Joseph
IT and Technology Support
Michael Phillips
Registrar’s Office
   
Rosie Perez
Finance Coordinator
 
     

FACULTY AND STAFF PAGE: www.aiu.edu/FacultyStaff.html


School of Business and Economics

The School of Business and Economics allows aspiring and practicing professionals, managers, and entrepreneurs in the private and public sectors to complete a self paced distance learning degree program of the highest academic standard. The ultimate goal is to empower learners and help them take advantage of the enormous array of resources from the world environment in order to eliminate the current continuum of poverty and limitations. Degree programs are designed for those students whose professional experience has been in business, marketing, administration, economics, finance and management.

Areas of Study:

Accounting, Advertising, Banking, Business Administration, Communications, Ecommerce, Finance, Foreign Affairs, Home Economics, Human Resources, International Business, International Finance, Investing, Globalization, Marketing, Management, Macroeconomics, Microeconomics, Public Administrations, Sustainable Development, Public Relations, Telecommunications, Tourism, Trade.

School of Social and Human Studies

The School of Social and Human Studies is focused on to the development of studies which instill a core commitment to building a society based on social and economic justice and enhancing opportunities for human well being. The founding principles lie on the basic right of education as outlined in the Declaration of Human Rights. We instill in our students a sense of confidence and self reliance in their ability to access the vast opportunities available through information channels, the world wide web, private, public, nonprofit, and nongovernmental organizations in an ever expanding global community. Degree programs are aimed towards those whose professional life has been related to social and human behavior, with the arts, or with cultural studies.

Areas of Study:

Psychology, International Affairs, Sociology, Political Sciences, Architecture, Legal Studies, Public Administration, Literature and languages, Art History, Ministry, African Studies, Middle Eastern Studies, Asian Studies, European Studies, Islamic Studies, Religious Studies.

School of Science and Engineering

The School of Science and Engineering seeks to provide dynamic, integrated, and challenging degree programs designed for those whose experience is in industrial research, scientific production, engineering and the general sciences. Our system for research and education will keep us apace with the twenty-first century reach scientific advance in an environmentally and ecologically responsible manner to allow for the sustainability of the human population. We will foster among our students a demand for ethical behavior, an appreciation for diversity, an understanding of scientific investigation, knowledge of design innovation, a critical appreciation for the importance of technology and technological change for the advancement of humanity.

Areas of Study:

Mechanical Engineering, Industrial Engineering, Chemical Engineering, Civil Engineering, Electrical Engineering, Computer Engineering, Physics, Chemistry, Biology, Mathematics, Communications, Petroleum Science, Information Technology, Telecommunications, Nutrition Science, Agricultural Science, Computer Science, Sports Science, Renewable Energy, Geology, Urban Planning.

Online Library Resources

With access to a global catalog created and maintained collectively by more than 9,000 participating institutions, AIU students have secured excellent research tools for their study programs.

The AIU online library contains over 2 billion records and over 300 million bibliographic records that are increasing day by day. The sources spanning thousands of years and virtually all forms of human expression. There are files of all kinds, from antique inscribed stones to e-books, form wax engravings to MP3s, DVDs and websites. In addition to the archives, the library AIU Online offers electronic access to more than 149,000 e-books, dozens of databases and more than 13 million full-text articles with pictures included. Being able to access 60 databases and 2393 periodicals with more than 18 million items, guarantees the information required to perform the assigned research project. Users will find that many files are enriched with artistic creations on the covers, indexes, reviews, summaries and other information.

The records usually have information attached from important libraries. The user can quickly assess the relevance of the information and decide if it is the right source.

Education on the 21st century

AIU is striving to regain the significance of the concept of education, which is rooted into the Latin “educare”, meaning “to pull out”, breaking loose from the paradigm of most 21st century universities with their focus on “digging and placing information” into students’ heads rather than teaching them to think. For AIU, the generation of “clones” that some traditional universities are spreading throughout the real world is one of the most salient reasons for today’s ills. In fact, students trained at those educational institutions never feel a desire to “change the world” or the current status quo; instead, they adjust to the environment, believe everything is fine, and are proud of it all.

IN A WORLD where knowledge and mostly information expire just like milk, we must reinvent university as a whole in which each student, as the key player, is UNIQUE within an intertwined environment. This century’s university must generate new knowledge bits although this may entail its separation from both the administrative bureaucracy and the faculty that evolve there as well. AIU thinks that a university should be increasingly integrated into the “real world”, society, the economy, and the holistic human being. As such, it should concentrate on its ultimate goal, which is the student, and get him/her deeply immersed into a daily praxis of paradigm shifts, along with the Internet and research, all these being presently accessible only to a small minority of the world community. AIU students must accomplish their self-learning mission while conceptualizing it as the core of daily life values through the type of experiences that lead to a human being’s progress when information is converted into education. The entire AIU family must think of the university as a setting that values diversity and talent in a way that trains mankind not only for the present but above all for a future that calls everyday for professionals who empower themselves in academic and professional areas highly in demand in our modern society. We shall not forget that, at AIU, students are responsible for discovering their own talents and potential, which they must auto-develop in such a way that the whole finish product opens up as a flower that blossoms every year more openly.

THE AIU STANCE is against the idea of the campus as a getaway from day-to-day pressure since we believe reality is the best potential-enhancer ever; one truly learns through thinking, brainstorming ideas, which leads to new solutions, and ultimately the rebirth of a human being fully integrated in a sustainable world environment. Self-learning is actualized more from within than a top-down vantage point, that is to say, to influence instead of requesting, ideas more than power. We need to create a society where solidarity, culture, life, not political or economic rationalism and more than techno structures, are prioritized. In short, the characteristics of AIU students and alumni remain independence, creativity, self-confidence, and ability to take risk towards new endeavors. This is about people’s worth based not on what they know but on what they do with what they know.

Read more at: www.aiu.edu

AIU Service

AIU offers educational opportunities in the USA to adults from around the world so that they can use their own potential to manage their personal, global cultural development. The foundational axis of our philosophy lies upon self-actualized knowledge and information, with no room for obsoleteness, which is embedded into a DISTANCE LEARNING SYSTEM based on ANDRAGOGY and OMNIOLOGY. The ultimate goal of this paradigm is to empower learners and help them take advantage of the enormous array of resources from the world environment in order to eliminate the current continuum of poverty and limitations.

This will become a crude reality with respect for, and practice of, human and community rights through experiences, investigations, practicum work, and/ or examinations. Everything takes place in a setting that fosters diversity; with advisors and consultants with doctorate degrees and specializations in Human Development monitor learning processes, in addition to a worldwide web of colleagues and associations, so that they can reach the satisfaction and the progress of humanity with peace and harmony.

Contact us to get started

Now, it’s possible to earn your degree in the comfort of your own home. For additional information or to see if you qualify for admissions please contact us.

Pioneer Plaza / 900 Fort Street Mall 410 Honolulu, HI 96813
800-993-0066 (Toll Free in US) info@aiu.edu
808-924-9567 (Internationally) www.aiu.edu

Online application:

https://www.aiu.edu/apply3_phone.aspx