s

Abstract accepted

October 26, 2021. Dr. Dennis Nyameca Onyama’s abstract —Societal tolerance, social adaptability, and social decontamination: their roles and alignment in rebuilding social cohesion— has been accepted for the oral presentation during the International Symposium on Rebuilding Communities after forced Displacement 13–14 December 2021 (Virtual). The Abstract, among other high-quality submissions, will be published in the book of abstracts, and considered for publication in a Special Issue of the International Journal of Disaster Resilience in the Built Environment. The symposium is organized by four top universities across Europe and the University of Colombo in Sri Lanka. The symposium is co-funded by Erasmus + Programme of the European Union. Dennis Onyama completed a Doctorate program in Business Administration at Atlantic International University.

Thesis defense

November 2, 2021. Atlantic International University is delighted to share the Thesis Defense of one of our students, Adebayo Solomon Femi. Adebayo recently presented his thesis defense which was graded with an A. The thesis was titled, “Influence of information technology on economic growth and development in Nigeria”. Abstract: The use of information and communication technologies in Nigeria plays an important role in poverty reduction by creating new sources of income and new jobs, but also by reducing the cost of access to health and education services for the poor. The application of information and communication technologies (ICT) in small and medium-sized enterprises (SMEs) is vital for the socioeconomic development of an economy, especially in developing countries. Adebayo completed a Doctoral program in Information Technology at Atlantic International University.

Thesis defense

October 22, 2021. Atlantic International University is delighted to share the Thesis Defense of one of our students, Mauricio Morales. Mauricio recently presented his thesis defense which was graded with an A. The thesis was titled, “Individuals behaviors as generators of collective behaviors from the concept of public health”. Abstract: The concept of public health must go beyond a set of activities or strategies based on the study of health and disease in communities aimed at protecting the health of the population and promoting healthy lifestyles, understanding that the above is encapsulated in only one definition and that although it stimulates practice it is far from generating a collective behavior. Mauricio completed a Doctoral program in Public Health at AIU.

Seminar on Persuasion
and Negotiation

Atlantic International University has a working collaboration with Cambridge International Consulting, CIC. CIC will offer a Seminar on Persuasion and Negotiation together with Harvard Faculty Club from December 6 to 10, 2021. This program has been designed by CIC specifically for entrepreneurs, executives and public leaders in Latin America and the world and has the following outstanding exhibitors · Gary Orren of the J. F. Kennedy School of Harvard University. · James Sebenius from the school of Business, from Harvard University. · Michael Wheeler also from the school of Business at Harvard University. · Sara Del Nido Budish, Instructor of the Clinical Negotiation and Mediation Program at Harvard University. · Dan Shapiro, Director of the International Negotiation Program at Harvard University. · Gustavo Velásquez, President of Cambridge International Consulting. Cambridge International Consulting offers a special price for Atlantic International University students and, upon completion of this program, the AIU student will be able to earn academic credits that will be transferred to their current program at AIU. For any information, consult Cambridge International Consulting directly at the following email: [email protected]

11TH INTERNATIONAL CONFERENCE ON Food Studies

Call for Papers This Conference will be held 22–23 October 2022 at Marymount Manhattan College, New York, USA. We invite proposals for paper presentations, workshops/ interactive sessions, posters/ exhibits, colloquia, focused discussions, innovation showcases, virtual posters, or virtual lightning talks. 2022 Special Focus: “Imagining the Edible: Food, Creativity, and the Arts” Theme 1: Food production and sustainability.

Theme 2: Food, nutrition, and health
Theme 3: Food politics, policies, and cultures Become a Presenter: 1. Submit a proposal
2. Review timeline
3. Register
Advance proposal deadline December 22, 2021 Advance registration deadline January 22, 2022 Visit the website: https://food-studies.com

Graduated with Distinction

November, 2021. These graduate students completed their program with a high cumulative grade point average, which reflects the quality of performance within their respective major. Congratulations

DISTINCTION
Leonardo Gangas Vicentt
Doctor of International Business International Business

DISTINCTION
Abraham Asmare Bogale
Doctor of Civil Engineering
Sustainable Development DISTINCTION
Henry Isabirye Kawesa
Doctor of Science
Legal Studi es

Graduated with Honors

November, 2021. These graduate students completed the majority of the requirements to obtain honors, which included a 4.0 GPA, published works, recommendation from their respective advisors, patent a product, etc. Congratulations!

CUM LAUDE
Nelson S. Otaño Encarnación Bachelor of Social Communication
Journalism CUM LAUDE
Amoin M. G. Porognon Amani-Fridrich
Doctor of Philosophy
Sociology




Ilda de Jesus Nassenda Chiyo
Master of Project Management
Project Manageme nt
Angola
Milcah Kagiri
Doctor of Philosophy
Health Science
Australia
Eloy Flores Aguilar
Doctor of Education
Education
Bolivia
Arturo Jose Maria Carvajal Rada
Bachelor of Science
Psychology
Bolivia
Tracy Jagdeo
Bachelor of Science
Business Manageme nt
British Virgin Islands
Teresa Isabel Vasquez Espino
Bachelor of Education
Education
Canada
           
Leonardo Gangas Vicentt
Doctor of International Business
International Business
Chile
Danilo Leal Moraga
Doctor of Philosophy
Statistics
Chile
Benito Adolfo Andres Rubio Biancardi
Bachelor of Science
Industrial Enginee ring
Chile
Israel Cristóbal González Orellana
Bachelor of Science
Architecture
Chile
Zoltan Szigeti
Bachelor of Music
Music Performance
China
Rodolfo Enrique Silvera Escudero
Doctor of Business Administration
Business Administration
Colombi a
           
Mauricio Morales Gomez
Doctor of Philosophy
Public Health
Colombi a
Javier Zorrilla Figueroa
Master of Economics
Economics
Colombi a
Patrice Musampa Kabongo
Master of Science
Extractive Metallurgy
Congo
Julio César Quezada Gutiérrez
Master of Science
Nutrition
Dominican Republic
Daniel Ramiro Duarte Rodríguez
Bachelor of Science
Civil Enginee ring
Dominican Republic
Eduardo Enrique Yanes Tejeda
Bachelor of Business Administration
Business Administration
Dominican Republic
           
Ignacio Aníbal Santamaría Almonte
Bachelor of Science
Web Developme nt
Dominican Republic
Rafael Evangelista Martínez Hernández
Doctor of Science
Statistics
Dominican Republic
Geralda Ingrid García Peña
Doctor of Education
App lied Linguistics for Language Teaching
Dominican Republic
Nelson Sotero Otaño Encarnacion
Bachelor of Social Communication
Journalism
Dominican Republic
Luis Marcelo Angulo Taipe
Bachelor of Science
Industrial Enginee ring
Ecuador
Samuel Francisco Quizhpe Obando
Master of Literature
Language and Literature
Ecuador
           
Wilson Fabian Vega Parra
Bachelor of Business Administration
Business Administration
Ecuador
Milagrosa Mangue Ondo Oyana
Bachelor of International Relations
International Relations
Equatorial Guinea
Abraham Asmare Bogale
Doctor of Civil Engineering
Sustainable Developme nt
Ethiopia
Humberto E. Guevara A.
Bachelor of Science
Petroleum Enginee ring
France
Omar Saidykhan
Bachelor of Science
Civil Enginee ring
Gambi a
B. Sanneh Landing
Bachelor of Science
Electrical and Electronics Enginee ring
Gambi a
           
Amoin M. G. Porognon Amani-Fridrich
Doctor of Philosophy
Sociology
Germany
Richard Andrews Koomson
Master of Science
Comp uter Networking
Ghana
Carlos Francisco Mejía Ceballos
Doctor of Science
Psychology
Guatemala
Elena Mack de Choy
Master of Science
Psychology
Guatemala
Gerardo Lizandro Letrán González
Bachelor of Science
Information Systems
Guatemala
Aliyah Cort
Master of Science
Psychology
Guyana
           
Eon Kenneth Stephens
Doctor of Philosophy
Comm unity Developme nt
Guyana
Lorenzo Vibert Carr
Bachelor of Science
Electrical Enginee ring
Guyana
Yesenia Carolia Peraza Morales
Bachelor of Education
Education
Honduras
Karina Patricia Chávez Durón
Doctor of Management
Social Sector Planning and Manageme nt
Honduras
Rosalba Margarita Arteaga Banegas
Bachelor of Business Administration
Administration
Honduras
Luz Amparo Escobar Vargas
Bachelor of Human Resources
Human Res ources
Jamaica
           
Kimemia Nancy Njeri
Certificate of Psychology
Social Psychology
Kenya
Ernest Lehlohonolo Ramochele
Doctor of Science
Psychology
Lesotho
Marco Antonio Pérez Escudero
Doctor of Philosophy
Finance and Accounting
Mexico
Bernardo Sierra Martínez
Bachelor of Science
Petroleum Enginee ring
Mexico
Marco Antonio Perez Valtier
Doctor of Philosophy
Economics
Mexico
Lewis Malama
Master of Business Administration
Human Res ource Manageme nt
Namibi a
           
Shivajee Sapkota
Doctor of Business Administration
Human Res ource Manageme nt
Nepal
Ndubuisi Freeman Franklyn
Bachelor of Science
Human Res ource Manageme nt
Nigeria
David-Mary Oluwatoyin Odunsi
Master of Arts
Anthropology
Nigeria
Ibrahim Mohammed Yabani
Doctor of Communication
Mass Comm unication
Nigeria
Festus C. Nwokafor
Doctor of Philosophy
Sustainable Comm unity Developme nt
Nigeria
Ayeni, Olakunle Temitope
Doctor of Marketing
Marketing
Nigeria
           
Funmilayo Oyefusi
Doctor of Philosophy
Organizational and Human Developme nt
Nigeria
Lar Nandam
Certificate of Management
Entrep reneursh ip and Business Manageme nt
Nigeria
Felix Orlando Dormoi Rios
Bachelor of Science
Mechanical Enginee ring
Panama
Jonnathan Ezequiel Santana Gómez
Bachelor of Science
Civil Enginee ring
Panama
Idania Marcela Perigault
Bachelor of International Relations
International Relations
Panama
Moisés Luis Mieses Valencia
Doctor of Philosophy
Business Administration
Peru
           
Renné Wilfredo Pérez Villafuerte
Doctor of Philosophy
Philosoph y
Peru
Luís Miguel Silva Marques
Bachelor of Engineering
Information Systems and Technologies
Portugal
Carmen A. Vazquez Martinez
Doctor of Philosophy
Clinical Psychology
Puerto Rico
Madeline Vargas Landró
Doctor of Education
Educational Leadersh ip and Curriculum
Puerto Rico
Tan Kwan Hong
Doctor of Business Administration
Organizational Developme nt
Singapore
Mark Adams
Doctor of Science
Nutritional Science
Somalia
           
Natasha Coetzee
Bachelor of Science
Urban Planning
South Africa
Test Malunga
Bachelor of Science
Ecology
South Africa
Vusumuzi Reuben Sinky Ngobe Nkosi
Doctor of Legal Studi es
Human Rights
South Africa
Segomotso Maczimah Ntlhaile
Doctor of Science
Public Health
South Africa
Bruno Jean Bresson
Bachelor of Science
Psychology
Spain
Emily Flemming
Master of Science
Psychology
Trinid ad & Tobago
           
Emily Flemming
Bachelor of Science
Child Psychology
Trinid ad & Tobago
Orhan Güngörür
Bachelor of Arts
Business Administration
Turkey
Henry Isabirye Kawesa
Doctor of Science
Legal Studies
Uganda
Nakigozi Harriet
Doctor of Public Health
Public Health Policy and Global Health
Uganda
Sandra Elizabeth Solís de González
Master of International Relations
International Relations
Uruguay
Samuel Jesus Muriel Frias
Bachelor of Business and Economics
Business and Economics
USA
           
Gabriel Adolphus Akpan
Bachelor of Engineering
Chem ical Enginee ring
USA
Nancy Nohemí Castillo Calderón
Bachelor of Business Administration
Business Administration
USA
Janera Echevarria Rosa
Doctor of Psychology
Clinical Psychology
USA
Martin Abigail Vargas Duran
Bachelor of Science
Environme ntal and Sanitary Enginee ring
USA
Satish Poojari
Doctor of Philosophy
Project Manageme nt
USA
Lizzie María Díaz Reyes
Bachelor of Science
Psychology
USA
           
Carlos Alberto Marques
Bachelor of Science
Systems Enginee ring
Venezuela
Brian Mulenga
Bachelor of Marketing
Business Economics
Zambi a
Alick Siame
Doctor of Philosophy
Business Administration
Zambi a
Precious Chinhamo
Bachelor of Science
Public Health
Zimbabwe
Pontiano Mulenga
Master of Science
Economics
Zimbabwe
 

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 · Bangui · Botswana · Brazil · Colombia · Croatia · Dominican Republic · East Timor · Ecuador · Egypt · Equatorial Guinea · Eswatini · Ethiopia · Ghana · Guatemala · Guyana · Honduras · Italy · Jamaica · Kenya · Malawi · Mexico · Mozambique · Nigeria · Paraguay · Saint Lucia · South Africa · Swaziland · Tanzania · Thailand · Turkey · UAE · UK · USA · Zambia · Zimbabwe


TESTIMONIALS

FIND MORE TESTIMONIALS FROM A I U STUDENTS HERE: www.aiu.edu/Testimonials.aspx



Robert Mark Burnaford Davey
Doctor of Psychology
September 17, 2021 “My experience at AIU has been a positive one. There are a number of reasons why, which I will outline below: 1. The course was laid out in a way that I could fit in my studies around my schedule and therefore allowed me to set the pace of my study. 2. The course structure required me to assess the most necessary modules to fit my study needs, which of course had to be verified by the University. I was then able to really focus the study according to my career experience and future direction. 3. When I had administrative challenges, the tutor was available and responded with understanding in a timely manner. Some feedback on the challenges I experienced with AIU: 1. At the beginning of my study, not all costs were clearly laid out in a logical format or easily accessible, such as graduation fees and academic transcript and administration fees, where I had believed that these would be covered in the study fees. This is usually the case in other tertiary institutions. 2. At times, there was insufficient feedback on the details of my course work, which did not provide me the opportunity to work on gray areas. 3. There was not always a particular understanding of the issues that I experienced when accessing the online platform and there were times when responses were either delayed or misunderstood. Having said that, these challenges were overcome. ... Read full text: https://www.aiu.edu/Testimonialdetail. html?ItemID=1762&rcid=73&pcid=63&cid=73

Evans Maendeh
Bacheolor of Project Management
September 24, 2021

“I would like to first express my gratitude for the opportunity accorded to me by Atlantic International University to be able to advance my studies and thus improve my understanding in both academic and contemporary world. I must say the eighteen (18) months spent during my studies and AIU has been one of the most educative times of my life. I had the opportunity to interrogate circumstances surrounding today’s world not only to realize my academic advancement but also the exposure to different subjects given by my tutors through assignments gave me the room to research in many aspects both on project management, effects of poverty, climate change, SDGs and other aspects of our life today. The method used in AIU’s Andragogy education model has potential to help many people realize their academic goals while working and even taking care of families. I feel like a successful example of the model. Even with challenges I have been able to finish my degree program as I also find time to work and take care of my family. During my study at AIU I was also privileged to interact with a number of academic personnel presenting different subjects through videos lectures and in the process learnt a lot from them. I also must say that through a number of books recommended by my academic supervisor and tutors I was able to learn from some of the authors the practicability of some of the projects that has always sounded more like theories in the past. I draw such case study learnt form the book by Muhammad Yunus -‘Building Social Business’. Through this book I projected myself living through the experience of the author, relating the experiences of the people his ideologies was directed to uplift and pull out of poverty with my own community. Indeed the leaning process has given me many dimensions to problem solving in today’s world. In conclusion, I would like to say that I believe the knowledge acquired during my Project Management ... Read full text: https://www.aiu.edu/Testimonialdetail. html?ItemID=1764&rcid=73&pcid=63&cid=73

Baboucarr Ngum
Bachelor of Public Health
October 1, 2021
“In March 2020, i was admitted at Atlantic International University (AIU) at the School of Social and Human studies to pursued bachelor’s degree in Public Health. During the two years program I have learned a lot specific to my program area which actually gave me a vast experience in Public Health dormain. The two years program was divided into four phases namely; phase 1, 2, 3 and 4. The first year comprises of phase 1 and 2 and the finally second year was phase 3 and 4. During the course of the two years program, assignments were send to me to work on before the actual date line for submission. A link was always send following any assignment to access the student library through the student section to search for books for a particular assignment. Phase 3 of my studies was the most interesting part of the program because it was directly dealing with health and health related activities such as family hygiene and health, primary and community based health services, disease ... Read full text: https://www.aiu.edu/Testimonialdetail. html?ItemID=1766&rcid=73&pcid=63&cid=73

An african best optimistic magical recovery approach to COVID-19

Odhiambo Swa Makaduol | Bachelor's with a major in Sociology | Part 1/2


Key to COVID-19 recovery approach in Africa by Africans and partners, the most optimistic fundamental agenda must evolve from African indigenous communities emanating from the villages upwards in order to realize this serious battle with COVID-19 socio-economic challenges where serious inclusive coalitions or partnership involving governments, artists organizations, civil society organizations, faithbased organizations, elders organizations, workers unions, health workers, private sectors federations, academic institutions, youth and women groups, students organizations or clubs, and leading health and research institutions, helping in curbing problems of under-development, underinvestments, and inadequate health, and health related factors solutions for Africa within Amref Health Africa Initiative’s mission powered by bridging gaps between communities, mobilizing advocacy for health systems reform and solutions to an improved business plans among disadvantaged people in the communities for an improved socio-economic services delivery and a well-informed investments mobilization. And to cause this agenda happen with ease for both short and long term solutions, primary key factors like geographical factors, forest and water source factors, cultural factors, and religion factors must be considered and home-grown to aid the process maximally to create and inspire a new Real Africa Now from COVID-19 attack implications.

Then, how can this work promptly with Amref Health Africa, Africa governments, international community and all partners under the agenda -theme: Real Africa Now. About Real Africa Now, “From Community-Nothing to Empire-Be your Own Empire,’’ will aid Village Council for Informed Engagements, and develop skills needed for work and collaboration with both local and international partners creating different social-economic for knowledge gain as the first key step and it is believed that through establishing a Village Council for Informed Engagement teams around the country’s villages, a true community-collaborative instruments to prepare local leaders and citizens in all communities through the experience of addressing the basic needs of local communities, build capacity, inform local decision makers, involve locals to offer logistics, share information, keep community members up to date, host community workshops, schedule face to face meetings, deliver presentations, newsletters, easy to read publications, local languages publications and formal and informal community meetings, gatherings and more fundamental, community events will provide greater opportunities held most frequently and spread over the country as an industry. From here a new branded community is created for being present in a community for developing ways to communicate with a community, listening to community members and understanding, and respecting inventions, discoveries and new techs within the local culture and history, a practice which has never been tested in Africa countries since struggle for africas’ nations independence ended.

This trend will help the African countries easily realize the long lasting need to recover from COVID-19 pandemic impacts on socio-economic lives in Africa by making organizations, companies and governments spent their time with people in these ways which will demonstrate sincere interests and inspire in working with communities, and not just in them as had been a long time case. Definitely, it will help to build trust, earn courage, respect and commitment and establish tangible relationships that are long term commitments with people of Africa and Africa as a continent under the sub-theme: “From Community- Nothing to Empire-Be your Own Empire”. COVID-19 is a big opportunity to a re-branded African continent, an opportunity of its own time which we must accept his challenges and rebrand our future. This will involve a number of elements for consideration locally. Thus, many elements eg. ongoing communication, understand diversity of local culture, are important to develop a highly impactful futuris COVID-19 recovery, and strong health investments in the community and investments of time before, during and after engaging the communities is very much essential and is encouraged to be the protocol for a success story of to be the most transformed Africa. From the pandemic we have learned that an extended presence in a community will bridge the devastated social burden gaps and help to develop communication pathways, create wide opportunities to listen, and help the Village Council for Informed Engagement on behalf, the governments learn, understand and appreciate the diversity of an African culture helpful in fighting the escalation and threat of COVID-19 impacts to the life of African people in our communities.

Session participants will identify physical presence in a community as central to nurturing meaningful socio-economic transformation unique to the past Africa before and during COVID-19 attack. Actually, majority readers and listeners will agree with me that spending most of the time or at time in the community and beginning and end of every event or trip or engagement can provide opportunities to attend community meetings and cultural events, medical camps, learn about issues important to the community away from results of handling meetings, events or conferences in Lillian towers, engage in open and honest dialogue about improving business or investments plans among women and youths, find solution against COVID-19 challenges to local communities and mobilizing community-based or community-focused policies and legislation-making among local leaders and local institutions that will create a Real African continent Smart Living –Smart Life –Smart People living a “Free COVID-19 Life” after experiencing a global COVID-19 threat to lives. Why must Amref Health Africa and partners go the Real Africa Now way under the principle concept of resolve challenging issues by ourselves in the community, country, state, nation and continent. For this idea to change Africa completely and with ease, we call for villagedom Resources Centers establishment under devolved system to be created in all counties in Kenya with enough resource allocation directly supervise from the central government through digital governance system and definitely socio-economic imbalances will ease in Africa within 10 years to come.

Activities at Villagedom Resource Centres • Free Global Digital Interconnections • Cultural and Artistic Activities • Publications both local and international • Discovery Talents • County and State Activities • Local Cultural Events and Promotions • Backbones School of Culture and Traditions • Internship and Fellowship Centers • Activities with International Focus • Evaluating and Remodeling African Culture • Promoting Grant Future Activities N/B: This will give rise to the establishment of the Arts and Science Innovative Council for Informed Engagement Platforms/ Authority at national level to bridge the general activities. Real Africa Now missions about a free AfroCOVID-19 life acceptance through partners, calls us to teach, preach, innovate, pursue research and serve with full awareness the needs and interests to serve humanity, humility and humanocracy at all times. This is because over 75% of Africans have deep economic needs, and some are much disadvantaged and marginalized. I believe, Real Africa Now as a precipitated new idea for Africans, global partners must address the common problems bedeviling the lives of the indigenous communities through evidence-based, Solutionsfocused, and capacity-building to ease socio-economic burdens and resolve the many fundamental inequalities paving ways to COVID-19 to become a big threat to all of us today. This can be easily achieved through churches, CSOs, NGOs, artists organizations, FBOs, workers unions, Private sectors, Social welfare groups/CBOs, Elders groups, as well as devolve enough bulky resources to these organizations which has never taken place in African countries since the struggle for independence erupted in African nations. Through the themes of Amref Health Africa’s advocacy mobilizations and communities bridging gaps, frequent innovative events including Arts and heritage cultural festivals be more emphasized to cause more reaching out to our communities through a reach, array of cultural opportunities of arts and communities education awareness about challenges and opportunities caused by the epidemic to African culture and development agenda since 2020.

All members from the community will be inspired to connect their culture, tradition, believe and a renewed life learning to act physical learning opportunities that reflect a completely new and future life that will promote meaningful reflections and actions among African people. Indeed such social interaction opportunities will transform African today’s generation to be developed into leaders who can help boost the Village Council for Informed Engagements to realize a complete COVID-19 recovery and development agenda for African countries. Indeed, learning local history, culture, beliefs and traditions and try to operate respectively within the African diversified community cultural norms are considered the best way and means of going an African home-grown initiatives to make Africa own the process and the means and also fundamental building blocks among African communities and nations or governments for designing developing and implementing policy-based or legislationbased decision through engaging communities. Through this process, the Village Council for Informed Engagement will be a cornerstone success foundation to an African COVID-19 transformation and the governments, NGOs and corporate sectors will maximally depend on them to realize the COVID- 19 opportunities dream in Africa’s efforts to learn and practice the local cultural norms and skills collectively in Africa, is the most fundamental means to save Africa from being wiped out by the disease threat and other detrimental factors including poverty and underdevelopment and lack of trust among African leaders and people. Adequate funding environment must be created, opened and prevail to African countries free from any international negative barriers to enable Africa build a full capacity power to fight COVID-19. To be continued

Summits and Submits

By Dr. Rosa Hilda Lora M. Advisor at AIU | [email protected]


We listen and hear that a Summit for this and a Summit for the other. First of all: What is a Summit? A Summit is an international conference of Heads of State and Government with the aim of solving global problems. At the moment we are facing two global meetings: that of the Group of 20 (G-20), in Rome, Italy and that of the United Nations (UN), in Glasgow, Scotland, United Kingdom, with the objective of climate change. The goal of the G-20 conference is to combat the global financial crisis. Who make up the G-20? The G-20 is made up of industrialized countries and emerging countries. The conferences were always held with Ministers of Finance and Presidents of Central Banks. Heads of States were present at this meeting in October 2021. The G-20 was created in 1999 to solve the financial crisis of the 1990s; the first meeting was in Germany. The countries that make up the group are: United States, United Kingdom, Germany, Italy, France, Canada, Japan, Australia, Russia, China, India, Indonesia, Argentina, South Africa, Turkey, Saudi Arabia, South Korea, Mexico, Brazil and the European Union. The Italian Summit aims to create measures that boost the economy and avoid a depression like the one in the 1930s. The Italy Summit focused on the 1992 Climate Change and the 2015 Paris Agreement.

The agreements were: The roof maintenance of global warming at 1.5 Degrees The investment of 100,000 million dollars to help emerging countries invest in policies that respect the environmental commitments. Regarding the use of coal, there was no consensus to set it to 2050 according to the Paris Agreement; they were in that it will depend on the situation of each country. Regarding health: improve its conditions. Vaccinate against covid-19 to 40% of the world's population by the end of 2021 and to 70% by 2022. They agreed to the proposal of the organization for economic cooperation and development (oecd) to impose a minimum tax of 15% on international companies. The increase of biological diversity and the protection of cultural monuments. Let’s see what the United Nations Summit in Glasgow is. The united nations summit for climate change (COP26) to be held from October 31 to November 12, 2021. This is the twenty-sixth UN Summit called Conference Of The Parties and being the twenty-sixth it bears the initials of (COP26). In 1992 the UN organized the Earth Summit in Rio de Janeiro, Brazil. From this Summit emerged the UN Framework Convention on Climate Change (UNFCCC). Since 1994, the UN has brought countries together on the issue of climate change. The agreements reached must have a legal framework so that they can be executed. The Kyoto Protocol, in 1997 is a legal framework agreement and establishes the limit of greenhouse gas emissions for 2012. The 2015 Paris Agreement is another legal framework that establishes the global warming limit of 1.5 Celsius and the commitment to increase financial resources for what needs to be done to achieve it.

The UN is committed to maintaining the 1.5 Celsius for warming because if it is not done, the reports they have are that: 62% of areas will burn due to forest fires and a third of mammals will lose their habitat. It is also necessary to generate collaboration between civil society, companies and governments. Also create the regulation of the Paris Agreement. These two Summits have been considered very important for the survival of the human species and the planet. The life of living beings is not possible without the life of the planet. What have human beings made of life, of the resources of this planet? What the facts show is to seize all the resources for uncontrollable enrichment where some have more than they can consume and where existence has been impossible for others. With the coronavirus pandemic, covid-19, everything that life entails has brought a crisis. The world economy is heading towards a crisis of the 30s, health and its care are leaving millions of deaths that some count at 5 and others at 17 million. The confinement generated to avoid contamination has people in a special psychological situation. Food production is adversely affected because there are no conditions for cultivation and livestock because human beings are needed to carry out the work. The financial situation for everyone is critical: there are those who owe and cannot pay the monetary organizations and those who could have more resources and money that cannot be moved for investment. Health for all countries has been a crucial issue because there are not all the necessary resources for so many people demanding care. Education also has serious problems: you need peace of mind to study. There are many people who have lost relatives, friends and situations of this nature demand psychological accommodation.

The generation of the collaboration of civil society, companies and governments, it is seen that a strong work must be done for all the distorting factors of the truth, for the companies that work outside of sustainable development as well as the policies of many governments. There is also the world political situation: everywhere there is a new “coup d’etat”; the generation of sustainable development disappears. There are also the large emerging governments belonging to the G-20 whose growth policies are contrary to sustainable development. We have to work with great interest and enthusiasm to achieve the life that we all deserve and always think about the importance of everyone, remembering the phrase of Fernando Savater: “It is as if we had to wait 21 centuries and a plague to realize that the others are important.” (Savater, 2020, Reflections, Ethic)
BIBLIOGRAPHY. European Union. Retrieved from: https://ec.europa.eu/info/food-farming-fisheries/farming/ international-cooperation/international-organisations/g20_es | United Nations. Retrieved from: https://news.un.org/ es/story/2021/11/1499312 | United Nations. Retrieved from: https://www.un.org/es/food-systems-summit/about

Learning

The silent generation

How social media can give them a voice.

The “silent generation” (those born between 1928 and 1945), aren’t usually mentioned alongside the likes of Twitter, Facebook, and Instagram unless someone’s talking about these people not using the platforms or is discussing viral misinformation. A Pew Research Center study this year said that 45% of people over 65 use social media sites. Yet, for the majority of seniors, it is more about gathering information than sharing things about themselves. AARP has pointed out that Facebook’s largest function for older folks has been helping them keep in touch with their families, especially their grandchildren. But this doesn’t really reflect the digital connectivity many elders are experiencing. BJ does not own a computer, yet he’s one of the 4 out of 10 seniors with a smartphone, which never leaves his side. For him social media is purely social —no grandkids, just people from every stage of his eight decades. It has kept him youthful and connected. He has figured out how to make Facebook and Instagram work by asking his younger friends for help. ... BJ posts about life as he experiences it and loves the feedback social media provides. ... He and his son visited me to celebrate his 80th. ... There wouldn’t be a party. Yet this did not prevent him from commemorating his birthday with hundreds of pals scattered across the globe. ... Read full text:

The dark side of wellness

Spiritual thinking and far-right conspiracies.

It was the afternoon of 4 July 2020, and Melissa Rein Lively’s video was about to go viral. ... “Finally we meet the end of the road. This shit is over, we don’t want any of this any more!” she screams, holding the phone camera in one hand and tossing face masks with the other, in a video that swiftly became known as QAnon Karen. When two employees at the Scottsdale branch of Target confront her, she continues, “Why? I can’t do it cause I’m a blonde white woman? Wearing a fucking $40,000 Rolex? I don’t have the right to fuck shit up?” Rein Lively had always thought of herself as a spiritual person. Her interests were grounded in “wellness, natural health, organic food” ... When the pandemic hit she started spending more time online, on wellness sites that offered affirmations, recipes and ... the repeated message to “Do your research.” She’d click on a video of foods that boost immunity and she’d see a clip about the dangers of vaccines. “A significant number of influencers previously focused on wellness and spirituality,” she noticed, “seemed to become dominated with ... QAnon content.” QAnon is the conspiracy theory that Donald Trump is fighting a deep-state cabal of Satanic paedophiles. It originated on far-right message boards before entering online wellness communities, where it found a largely female ... Read full text:


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PTSD

MDMA may reawaken ‘critical period’ in brain to help treat it.

Johns Hopkins neuroscientists have found that the psychedelic drug MDMA reopens a kind of window, called a “critical period,” when the brain is sensitive to learning the reward value of social behaviors. The findings, reported April 3 [2019] in Nature, may explain why MDMA may be helpful in treating people with posttraumatic stress disorder (PTSD). There is evidence for critical periods that smooth the way for development of language, touch and vision. For the current study, neuroscientist Gül Dölen says, “We wanted to know if there was a critical period for learning social reward behaviors, and if so could we reopen it using MDMA, since this drug is well-known to have prosocial effects.” Dölen and her team studied groups of mice in enclosures with different bedding. They put several mice together in one enclosure with one type of bedding for 24 hours and, in the next 24 hours, put the same mice by themselves in another enclosure with a different type of bedding. The mice began to associate certain types of bedding with isolation or companionship. Then, they let the mice wander between enclosures with the two types of bedding and tracked how long the mice spent in each enclosure. The more time the mice spent in the bedding linked to their companions indicated more social reward learning. ...
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Holographic camera

Can see around corners –or inside your skull.

It sounds like something out of Star Trek: the doctor aims a camera at your chest, and a computer generates a hologram of your heart and blood vessels. She enlarges the image and takes a look at some of your smallest capillaries, each beautifully rendered in sub-millimeter detail. But thanks to a team at Northwestern’s McCormick School of Engineering, that may soon be a reality. They’ve created a prototype technology capable of seeing around corners and through everything from fog to the human skull. Their results are published in the journal Nature Communications. “It’s like we can plant a virtual computational camera on every remote surface to see the world from the surface’s perspective,” explained Florian Willomitzer, first author of the study. “This technique turns walls into mirrors.” This is the area of science known as non-line-of-sight (NLoS) imaging, and, in the era of self-driving cars and cutting-edge medical breakthroughs, it’s big news. They work –in extremely simplified terms– using a sort of visual sonar: they send out a pulse of light and measure how much it’s changed by the time it gets back. “If you can capture the entire light field of an object in a hologram, then you can reconstruct the object’s three-dimensional shape in its entirety,” Willomitzer ... Read full text


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Maria Kowroski

The reigning principal of New York City Ballet takes her final bow.

Maria Kowroski is a ballerina nearing the finish line. She is also a ballerina who laughs even when she’s in pain —and as her dancing days wind down, she is in pain. Her dazzling body —known for its tremendous length and flexibility— has graced much of New York City Ballet’s most challenging repertory for more than 25 years. But now, in her final season, it’s letting her down. She is dealing with an unstable ankle, her neck is acting up and her knees hurt. That’s new. Sometimes she feels like she’s crawling up a ladder. She is the last dancer to have worked with the choreographer Jerome Robbins, whose classical home, at the invitation of George Balanchine, was City Ballet. One reason she decided to dance Robbins’s “Glass Pieces” this season —with a crystalline brilliance— is because he complimented her after a performance. ... Much of the dance world was turned upside-down because of the pandemic; for Kowroski, it upended her plans to exit on her own terms. “I think what was hard is that I got injured right before the pandemic,” she said. “It was in December of 2019, so I was supposed to come back for the spring and then I was going to retire in the winter.” Read full text:

Meeting room

...in the Southern Carpathians.

As office culture evolves around the world, The Meeting Room provides an adaptable solution to changing work environments and comes in a Standard and a Pro model. The pod is fitted with soundproof walls made from over 1,000 plastic bottles and features a propriety ventilation system built to be ultra-quiet and replenish air every minute. Available in dark or light colour variants, The Meeting Room has minimal interiors with a wooden desktop and seating designed to fit a group of four. The Pro model features a built-in monitor and an 180-degree Jaba Pana- Cast camera for video-conferencing. Both models include overhead spotlights and a built-in powerbox with power outlets and charging stations. ... Read full text

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Salt intake

How the brain is affected by it.

A first-of-its-kind study led by researchers at Georgia State reveals surprising new information about the relationship between neuron activity and blood flow deep in the brain, as well as how the brain is affected by salt consumption. When neurons are activated, it typically produces a rapid increase of blood flow to the area. This relationship is known as neurovascular coupling, or functional hyperemia, and it occurs via dilation of blood vessels in the brain called arterioles. Functional magnetic resource imaging (fMRI) is based on the concept of neurovascular coupling: experts look for areas of weak blood flow to diagnose brain disorders. ... To study this relationship in deep brain regions, an interdisciplinary team of scientists led by Dr. Javier Stern ... developed a novel approach that combines surgical techniques and state-of-the-art neuroimaging. The team focused on the hypothalamus, a deep brain region involved in critical body functions including drinking, eating, body temperature regulation and reproduction. The study, published in the journal Cell Reports, examined how blood flow to the hypothalamus changed in response to salt intake. ... Read full text:

Psychosomatics

The Neurologist who diagnoses that kind of illnesses.

Our brains can play the worst tricks on us. They are always looking to explain and categorize incoming stimuli, sometimes perceiving threats out of the flimsiest bits of information gleaned from our bodies and our environment. Every so often they go into overdrive, inducing the worst kinds of illnesses —hallucinations, seizures, paralysis, coma— even when there’s no underlying physical problem. This is the territory that the Irish neurologist Suzanne O’Sullivan has been exploring for years. Based in London, she sees hard-to-diagnose cases, often patients suffering from seizures which may or may not be caused by epilepsy. She’s on a mission to debunk our misconceptions about psychosomatic illnesses. Think they’re not serious? Not real illnesses? People are faking it? O’Sullivan will set you straight with hair-raising stories about people who’ve been permanently disabled by dissociative disorders. Like Oliver Sacks, O’Sullivan is a gifted writer whose compassion for patients bursts through her case studies. In her new book, The Sleeping Beauties: And Other Stories of Mystery Illness, she travels the world to investigate a series of bizarre and fascinating disorders. What’s new in these illnesses is their high degree of contagion. A girl in Sweden becomes listless and hundreds of other kids fall into similar ... Read full text:


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Electric cars

What happens to the used batteries?

Automakers are pouring billions into electrification with the promise that this generation of cars will be cleaner than their gas-powered predecessors. By the end of the decade, the International Energy Agency estimates there will be between 148 million and 230 million battery-powered vehicles on the road worldwide, accounting for up to 12 % of the global automotive fleet. The last thing anyone wants is for those batteries to become waste. Lithium-ion batteries, like other electronics, are toxic, and can cause destructive fires that spread quickly —a danger that runs especially high when they are stored together. A recent EPA report found that lithium-ion batteries caused at least 65 fires at municipal waste facilities last year, though most were ignited by smaller batteries, like those made for cell phones and laptops. In SNT’s warehouse, bright red emergency water lines snake across the ceilings, a safeguard against calamity. But seen another way, those old batteries are an opportunity for an even greener automotive future. EVs are more eco-friendly than their gas-burning counterparts, but they still come with environmental costs. Batteries contain valuable minerals like cobalt and lithium, which are primarily extracted and processed overseas, where they cost local communities dearly in labor abuses and vital resources like water and contribute to global carbon emissions. ...
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Forget about pastries

Save the planet, and your health.

Cut back on sweets, pastries, fried foods and processed meat. According to a new study published this month, reducing these foods in our diet is not only better for our health but also the planet. ... The Australian Dietary Guidelines recommends daily servings of ‘core’ foods: fruit, vegetables, grains, lean meats, fish, eggs, nuts, seeds, legumes, milk, cheese, yoghurt. ... Noncore foods include sugar-sweetened drinks, alcohol, confectionary and processed meats, accounting for between 27-33% of food-related GHGe. ... “Noncore foods have a higher cropland, water scarcity and Ecological Footprint. Meat also emits greenhouse gases, although its water scarcity footprint is lower compared to dairy products, cereals, grains, fruit and vegetables,” Forbes says. “It is time we better acknowledged the environmental impacts of the type and amount of food we eat, considering the planet as well as our health. By 2050, the world’s population is projected to reach 10 billion people. There is no way we can feed that amount of people unless we change the way we eat and produce food.” Worldwide, food consumption and production account for one quarter of total global emissions. Half of the world’s habitable land is used for agriculture which has led to a 60% biodiversity loss. ... an estimated two thirds of the world’s freshwater is used for irrigation. ... Read full text:

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India Logan-Riley:

“World’s climate crisis has its roots in colonialism.”

A young Māori activist has told delegates at a massive UN summit in Scotland the world’s climate crisis has its roots in colonialism and that the solution lies in abandoning modernday forms of it. India Logan-Riley was asked at the last minute to speak at the opening session of the COP26 summit in Scotland. They said indigenous resistance to resource exploitation, corporate greed and the promotion of justice had led the way in offering real solutions to climate chaos. The young activist fearlessly linked imperialism’s lust for resources and its destruction of indigenous cultures centuries ago, to modern- day enablement by governments of corporate giants seeking profit from fossil fuels at any cost. Logan-Riley said the roots of the climate crisis began with imperialist expansion by Western nations and reminded Britain’s leader Boris Johnson of the colonial crimes committed against subject peoples, including those in Aotearoa (New Zealand). Māori and other peoples had been forced off the land so resources could be extracted, Logan-Riley said. “252 years ago invading forces sent by the ancestors of this presidency arrived at my ancestors’ territories, heralding an age of violence, murder and destruction enabled by documents, like the Document of Discovery, formulated in Europe. ...
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Modern ho

Ancient DNA reveals their long-sought homeland.

About 4200 years ago, a few herders on the western Eurasian steppe got a brand-new mount. They were experienced at herding wild horses for food, but their new steeds had a calmer disposition and a stronger back, making the horses easier to train and ride, perhaps for the first time. The new model galloped across Eurasia within a few centuries, triggering major shifts in Bronze Age human cultures. “Once we domesticated this new kind of horse, suddenly they were everywhere,” says molecular archaeologist Ludovic Orlando of the French national research agency CNRS and Paul Sabatier University. Orlando is lead author of a landmark study that pinpoints where the new horse first appeared and how it replaced earlier equids to become the ancestor of modern horses, from Shetland ponies to massive Clydesdales and sleek thoroughbreds. He and a giant interdisciplinary team analyzed 300 ancient horse genomes from 121 archaeological sites in Eurasia. In a paper in this week’s issue of Nature, they conclude that the ancestor of all modern horses made its first appearance by 4200 years ago in the western Eurasian steppe. ... Read full text:
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Campus

Fawn: the easiest to miss trauma respon

Fawning is taking care of others by suppressing my own emotions

Fawning is taking care of others by suppressing my own emotions, needs, or identity. It’s something I’ve done since I was a very small child, and it’s something that I observe people doing around me almost every day. Fawning is a trauma response, and it’s also an expected social behavior in western cultures. We are conditioned to perform prosocial behaviors* in almost every social setting regardless of our internal state. Standards of professionalism in most workplaces require fawning. Customer service jobs require fawning. Many social events require fawning. Schools, from daycares to high schools to universities, require fawning to navigate social interactions and classroom etiquette. It is common for parents to think that entraining a fawn response will benefit their child in the world (although they would never use the word fawn to describe sacrificing their own needs for the sake of others).

We don’t usually recognize fawning in these circumstances. It’s easier to recognize fawning when danger is obvious, particularly as a response to violence or abuse. But giving up our Selves a little at a time to earn approval is also a kind of fawning, and if we fail to recognize this as a trauma response, we may mistake codependence for connection.

Fawn & the Polyvagal framework In terms of polyvagal theory, when we neurocept (subconsciously perceive) a certain level of danger, the fawn response is one of the possible trauma responses that our body uses for survival purposes. The fawn response involves both Fight/Flight and Freeze activation at the same time. This is like pushing the gas pedal on a car while the emergency brake is engaged —and why fawning as a habitual long-term protective strategy causes major health problems. The Fight/Flight (sympathetic) system provides the power or fuel for movement and micro-movements that meet the needs of others. The Freeze (dorsal vagus) circuit causes dissociation and disconnection to suppress any expression that does not meet others needs and to protect our psyche from the loss of autonomy involved in the survival performance. Fawning behaviors can use the facial and cranial nerves that we typically might associate with the Safe state (ventral vagus). Movement of our vocal chords, eyes, cheek muscles, mouths, etc without the Safe state doesn’t have the same innate flow or rhythm to it, so sometimes it is very obvious when someone is in a fawn response. However, with practice (typically in early childhood) these movements can become smooth enough that others might not realize we are fawning, and even we might not realize we are fawning.

Fawn vs tend-and-befriend The concept of the tendand- befriend response was originally developed by Dr. Shelley E. Taylor on the observation that human beings “affiliate” in response to stress. We soothe our stress through friendships and community care. Studies have shown this stress response is more common in women than in men (due to socialization, not any innate difference). Here are a few examples: a woman who feels unsafe at work calls her office friend over to chat, a child who is bullied at school asks an adult for help, a parent responds to their baby’s cries, a person who was just in a car wreck calls their partner. Unlike fawning, tend-andbefriend is a function of the Safe state (ventral vagus social engagement) in response to neuroception of danger. Tend-and-befriend is not a draining stress response ... It is easy to confuse the two stress responses. Both fawn and tend-and-befriend involve a social response to a threat. In tend-and-befriend responses, we use socialization and connection to face a threat together, to come alongside people and support them as we face shared danger or to ask them to help us cope with something. In the fawn response, people are the danger, and disconnection from ourselves is what allows us to seem social. If my body is in a Safe state while responding to a stressor, I observe feeling connected to my True Self, an easy ability to set boundaries, the freedom to choose to play a role temporarily, and motivation to communicate from the heart. My HRV stays high, and my breathing stays deep. If I am fawning while responding to a stressor, I lose connection with my True Self and operate on autopilot. Deb Dana mentions one dorsal vagus cue that feels very aligned with fawn for me —a sense of disappearing. ... My fawn response is a very believable mimic of the Safe state. Most healthcare professionals fail to recognize when I am in a fawn response, and it’s even difficult for my therapist to catch when I am fawning. But if I get quiet and listen to my heart rate, breathing, and subtle inner felt senses, then I can know for sure if I am in a Safe state or a fawn response.

How social power in the clinical environment changes the perception of the fawn response Fawning is a type of appeasement. Appeasement is an umbrella term for “any relational behavior designed to pacify interpersonal threat.” (All fawning is appeasement, but not all appeasement is fawning.) The following quote from Rae Johnson and Nkem Ndefo illuminates why fawning is not as easily recognized by clinicians as other trauma responses. “Members of dominant social groups may fail to recognize appeasement from others for what it is (an attempt to defuse anticipated aggression) and instead mistake it as sincere and unforced consent. Because the appeasing behavior is not genuine agreement but false agreeableness, not voluntary respect but expected deference, the authenticity of relationships between members of dominant and subordinated social groups is compromised. Research also suggests that social power can result in a diminished capacity to read the nonverbal cues of dissent or discomfort in those with less power” —Agreement is not Consent https://medium. com/rae-x-nkem/when-agreementis- not-consent-118e8d2f279e The nature of privilege is that “you don’t know what you don’t know,” so those with more social power (including researchers) don’t always see and understand appeasement enough to even acknowledge it. Porges himself makes some inaccurate claims about fawn responses. ... The literature almost universally correlates external social behaviors with the Safe state without considering internal feelings, so I think most people have assumed that is correct. It is falling to the more marginalized people to educate researchers about what they don’t know, which is very slow progress in part because we aren’t credentialed like they are so they are less likely to listen. But also because our own trauma stories create our perception of appeasement/fawning, working with this topic requires significant resourcing and support. ... When we consider the power imbalance between doctor and patient, between researcher and research participant, between neurotypical able-bodied professionals and neurodivergent disabled clients, we can begin to see why fawning isn’t recognized as much as the other trauma responses. When this trauma response is active in the clinical environment, part of its biological function is to not be noticeable. The greater the imbalance of social power, the easier it is for a fawn response to go unnoticed. On the other hand, people with a significant lack of social power tend to share the ability to recognize fawning more easily. When viewing videos of domestic conflicts, encounters with police, or reality tv shows, marginalized people can often spot signs of fawning that are missed by those with more social power.

How the mis-reading of fawn responses & neurodivergent Safe states influences care Autistic and other neurodivergent people are greatly impacted by biased cultural assumptions about what Safe states look like and what trauma responses look like. Our fawn responses are often misread as Safe states, and our Safe states are often misread as trauma responses. This leads to ineffective and potentially traumatizing “care” that is aimed at “healing” our supposed trauma responses so that we will appear to be in a Safe state more often. The cultural emphasis on prosocial behaviors over internal coherence led Porges to the false hypothesis that social engagement dysfunction is the defining characteristic of autism. (In reality, autistic inability to access the Safe state is a reflection of lack of support and real dangers in our world.) ... The final idea I want to leave you with is a simple request. Please don’t judge how people are feeling based on how they are acting externally. If you really want to know if someone is in a Safe state, whether its a patient or a loved one or yourself, get quiet and listen to the heart beat and breathing. Read full text:

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Ellen Goodman (1941-).

“Normal is getting dressed in clothes that you buy for work, driving through traffic in a car that you are still paying for, in order to get to a job that you need so you can pay for the clothes, car and the house that you leave empty all day in order to afford to live in it.”
Ellen Goodman (1941-). American journalist and syndicated columnist. She won a Pulitzer Prize in 1980.

Good Advice

18. DO WHAT IS RIGHT, NOT WHAT IS EASY.

Strength of character leads us to do the right thing, even when there are easier options. Source: www.inc.com


Bachelor's of Human Development

SCHOOL OF SOCIAL AND HUMAN STUDIES

The Bachelor of Human Development (BA, BHD) objective is to provide the right tools and knowledge for life. The students can choose to do academic research or teach in their chosen field. This program is designed to advance the professional development of experienced graduates and professionals in the Humanities area by extending their knowledge and equipping them with broad research and process skills, enabling them to make a key leadership contribution to their chosen fields. AIU’s Bachelor of Human Development goes one step further by allowing students to study and research multiple key areas to develop a unique foundation of practical knowledge and computer science theory. Your Distance Learning Bachelor of Human Development will be a custom-made program, designed just for you by you and your advisor. This flexibility to meet your needs is seldom found in other distance learning programs. 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. Instead, our online programs are designed just for you, to meet your needs and help you to reach your professional and personal goals.

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: http://aiu.edu/course-curriculum.html

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

Fundamentals of human development
Philosophical Anthropology
Being human: origin and evolution
Being human: life cycle and transcendence
Being social, groups and institutions
Being human: political actor in sociocultural systems
World citizen
Culture and development
Education, values and citizenship
Structural violence
Community and development
Family structures
Development of human sustainability
Technoculture and global context
Spirituality and religion
Public health
Epistemology
Qualitative research methodology
Quantitative research methodology
Design of the investigation
Investigation instrumentation
Analysis of the information

Research Project

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

Skills for Success

Each Bachelor 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

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

aiu.edu/apply-online.html

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Honolulu, HI 96813
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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
President/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
Dr. Silvia Restorff
Academic Advisor
     
Dr. Miriam Garibaldi
Viceprovost for Research
Irina Ivashuk
Alumni Association
Coordinator
Dr. Prakash Menon
Academic Advisor
     
Dr. Ofelia Miller
Director of AIU
Clara Margalef
Director of Special Projects
of AIU
Carlos Aponte
Telecommunications
Coordinator
     
Juan Pablo Moreno
Director of Operations
David Jung
Corporate/Legal Counsel
Dr. Nilani Ljunggren De Silva
Academic Advisor
     
Paula Viera
Director of
Intelligence Systems
Bruce Kim
Advisor/Consultant
Dr. Scott Wilson
Academic Advisor
     
Felipe Gomez
Design Director / IT Supervisor
Thomas Kim
Corporate/
Accounting Counsel
Dr. Mohammad Shaidul Islam
Academic Advisor
     
Daritza Ysla
IT Coordinator
Camila Correa
Quality Assurance Coordinator
Dr. Edgar Colon
Academic Advisor
     
Nadeem Awan
Chief Programming Officer
Maricela Esparza
Administrative Coordinator
Deborah Rodriguez
Academic Tutor Coordinator
     
Dr. Jack Rosenzweig
Dean of Academic Affairs
Chris Benjamin
IT and Hosting Support
Cyndy Dominguez
Academic Tutor Coordinator
     
Dr. Edward Lambert
Academic Director
Mayra Bolivar
Accounting Coordinator
Kinmberly Diaz
Admissions Support Tutor
     
Dr. Ariadna Romero
Advisor Coordinator
Roberto Aldrett
Communications Coordinator
Amalia Aldrett
Admissions Coordinator
     
Nadia Gabaldon
Academic Coordinator
Giovanni Castillo
IT Support
Sandra Garcia
Admissions Coordinator
     
Jhanzaib Awan
Senior Programmer
Jaime Rotlewicz
Dean of Admissions
Jose Neuhaus
Admissions Support
     
Leonardo Salas
Human Resource Manager
Dr. Mario Rios
Academic Advisor
Junko Shimizu
Admissions Coordinator
     
Benjamin Joseph
IT and Technology Support
Michael Phillips
Registrar’s Office
Veronica Amuz
Admissions Coordinator
     
Rosie Perez
Finance Coordinator
Rene Cordon
Admissions Support
Alba Ochoa
Admissions Coordinator
     
Chris Soto
Admissions Counselor
Jenis Garcia
Admissions Counselor
 
     

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) [email protected]
808-924-9567 (Internationally) www.aiu.edu

Online application:

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