AIU celebrated its 2013 Graduation Ceremony on November 7th, in Miami, Florida. It is our pleasure to invite you to relive this great event which you can watch online through the following link:
At AIU we are very proud of our graduated students from more than 50 countries who have shown great effort, talent and dedication.
|António S. dos Santos Pereira
|Melquisedec Guerra Moreno
|Anthony Kwaku Sarpong
|Roli Mittal Jalan
|João Maria Funzi Chimpolo
|Desiderio Mora Bustos
|Bernice Anowa Welbeck
|Velda Mary Helen James
|José Cláudio Zeferino
|Gerard Kakala Kisimba
|John Parker Yanney
|Yanai Valdes Lopez
|Francisco Antonio Almonte
|Jany Mary Jarquín Mejía
|Marcial Figuereo Rosado
Health Care Administration
|Godwin Ununotovo Adolor
|Gail C. Evans Seed
|Guillermo E. Matta Ovalle
|Nwakoby C. Namchukwuma
|Jaime Ruiz Nicolalde
|José Enrique Porras Rottmann
|Samuel Olubode Akintayo
|Dennis Nyameca Onyama
|Jóse V. Chang Goméz
|Roberto A. Caicedo Solis
|Yayok Paul Kanwai
|Ndengbe Martin Flaubert
|Maria M. Arguello Arteaga
|Maria del Pilar Reyes Arguijo
|Omale Joseph Amedu
|Jania R. Valdivia Henríquez
|Pablo G Páez
|Victor Abel Escobar
I T C
|Eunice E. Mason
|Federico Orjuela Moreno
|Mario A. Mejía Cáceres
|Faraj Mohamed Omeish
Papua New Guinea
|Jahir Sandoval Jaramillo
|Ricardo A. Velásquez Zepeda
H R M
|Hernan Picon Chaves
|Jorge Alirio Ochoa Lancheros
|Kibaalya William George Nali
|Francisco Orduña Correa
|Marcos I. Gomez Huaman
|José Ma. Gutiérrez Londoño
|José Manuel Elija Guamba
|Roberto Cumpen Vidaurre
|Antonio Joaquim Mieze Vita
|Rajeev R. Raman A.
|Rolffi Román Rivas
|Erving R. Garcia Rodriguez
|Karla Alejandra Castro Alvarez
|Alberto Hernández Mora
|Nooraddin S. Wasman K.
|Alejandro Sánchez Vallejo
|Mabel K. Domínguez Kisiel
|Esperanza Ortega de Cubillos
|Oscar Orlando Zarta Forero
Banking and Finance
|Mari Yuri Morales Vera
|Andrés F. Arenas Ramírez
|Paulo C. Cedeno Navas
|Sandra Milena Rodríguez Roa
|Paul Ishmael Kwami Sallah
|Guillermo José Acacio
|Samuel Oppong Boampong
|Luis Alfonso Dávila Rondón
|Digna M. Galindo Maldonado
|André Joaquim Ramiro
|Jaime L. Sotomayor V.
|Balu Teka Mona Goncalves
|Paula Patricia Garcia Bonilla
|Ernesto Marques De Sousa
|Roberto N. Ramírez Ramírez
|José Guillermo Cardoso
|André Joaquim Ramiro
|Andrés Stoltze Brzovic
|Alexander Fonseca Ordoñez
|Mayllin I. Palacios Mauricio
|Nancy Adriana Vega Roberto
I B L
|Juan Francisco Vasquez
|Eduardo M. Yanes Cadenas
|Ludwin R. Hernández López
|Juan Antonio Guillén Liranzo
|Wilson Maziko Banda
|Aurelio Rene Flores Rón
|Alvaro Erramuspe Espinosa
|Celso Bolívar Cobos Díaz
|Fernando Miranda García
Before any definition can be
formulated there is always an
underlying mystery concerning
the connotation of any particular
word or phrase. The understanding
for the comprehension of the meaning
of interpersonal skills is no different.
What does interpersonal skills mean?
Or how do we as individuals apply it
to our every day life? Through out this
paper I will explore the fundamental
uses and the impact of this particular
skill and emphasize on its importance
in our daily activities.
Wikipedia, an online dictionary,
explains: Interpersonal skills “refer
to mental and communicative algorithms
applied during social communications
and interactions in order
to reach certain effects or results. The
term ‘interpersonal skills’ is used often
in business contexts to refer to the
measure of a person’s ability to operate
within business organizations through
social communication and interactions.
As an illustration, it is generally understood
that communicating respect for
other people or professionals within
the workplace will enable one to reduce
conflict and increase participation or
assistance in obtaining information or
“For instance, in order to interrupt someone that is currently preoccupied with a task in order to obtain information needed immediately, it is recommended that a professional utilize a deferential approach with language such as, “Excuse me, are you busy? I have an urgent matter to discuss with you if you have the time at the moment.” This allows the receiving professional to make their own judgment regarding the importance of their current task versus entering into a discussion with their colleague. While it is generally understood that interrupting someone with an “urgent” request will often take priority, allowing the receiver of the message to independently judges the request and agrees to further interaction will likely result in a higher quality interaction. Following these kinds of heuristics to achieve better professional results generally results in a professional in being ranked as one with ‘Good Interpersonal Skills’. Often these evaluations occur in formal and informal settings.”
Individuals interacting with each other basically sum up the whole aspect of interpersonal skills as one on one communication. As time goes by we tend to improve our interpersonal skills and the manner in which we interact with our peers. Certain individuals in our social circle have somehow managed to master the art of communication. These individuals tend to connect with other people effortlessly while some of us struggle to form a complete sentence. The truth is some individuals are simply blessed with natural “people skills”, and the gift of gab. They never seem to feel out of place.
One of the articles that I read from
Impact Factory (Interpersonal Skills
Training) which allows me to gain more
insight into interpersonal skills states as
follows: “Strangely interpersonal skills
are one of those things that you’ll only
really notice when someone doesn’t
have them! And you’ll certainly notice
it when yours have deserted you. That’ll
be the moments when you get wrongfooted,
tongue-tied, or embarrassed.
When you’re in new or awkward situations
or when you imagine that there
are rules of behavior that everyone else
seems to know but you. It is quite possible,
with a little effort, for everyone to
develop really effective interpersonal
skills. You can learn how to deal with
the feelings that arise in difficult situations
instead of being overwhelmed by
them. Nobody lives a feeling free life.
Everyone has moments where they feel
less than capable.”
There are different methods by
which one can develop his/her interpersonal skills some of which includes
the elements shown in figure 1.
One of the most important elements
in any leadership position is having
the ability to communicate with your
employees and subordinates. An effective
manager would posses all the
necessary skills required to manage
properly, some of which would include
interpersonal skills, technical skills
and communication skills among
many others. Most companies or business
organizations have realized the
high tech methods of communication
and they are aware that with technology
rapidly influencing their work place
interaction among employees seems
to be non-existent. The question is
why would you reach over to talk to
Becky when you can simply send her
an email? Every aspect of business is
becoming electronic and lines of communication
Having Interpersonal Skills is a fundamental part of any business establishment. Many establishments try their best to improve their employee’s communication skills some of them are tremendously successful while other attempts failed miserable. This article quoted in the next few lines were taken form Impact Factory and it describes certain sceneries in Interpersonal skills and the whole aspect of communication and Miss-communication: “Any work that tries to help people become better communicators, has to start from the view that miscommunication is normal. Just using the spoken word, look at the process that we go through to pass a simple idea from one person to another. First I have a thought, which I frame using my view of the world. I translate that thought into language; I then translate that language into a series of sound waves using my vocal cords. These sound waves travel through the air until they hit your eardrum, you then translate those sounds into recognizable symbols (words) which you interpret using a similar, but not identical language into an idea which you frame using your view of the world. That it happens at all is a miracle. That it often happens so poorly is hardly surprising. So you see if we start with the idea that miss-communication is normal, and then we stand a far greater chance of making communication work. The usual case is that most people assume that they make themselves clear and are easy to understand so if there’s a problem, it’s with the other guy, not us. Sort of like driving a car: we’re always the good, safe, careful driver; it’s the other guy who’s at fault. Given the fact that the act of communicating is such a complex procedure with all sorts of hidden traps to get you into trouble, it’s rather a miracle that communication happens at all! Think of how many times you’ve said, or heard others say: “But I thought you meant...” or “I assumed you were talking about...” or “No, you’ve completely misunderstood what I was saying.” These little phrases come out of our mouths daily. We’re so used to saying them we don’t think about the wider implications: that it sometimes requires really hard work to make ourselves clear and to get ourselves understood by others. Communicating when it really matters –with colleagues, at meetings, during disagreements, at negotiations– requires skill, thoughtfulness and an ability to take responsibility for others’ understanding. Communication is not something that should be left to chance.” Miss Communication can be damaging to any organization or any conversation held between two individuals. It’s always wise to ask questions and be informed of the conversation being held around you as the listener and also the one who on most occasions is required to give a feedback.
It has occurred to me that effective communication takes a lot of time and concentration. It is easy for anyone to carry on a conversation, but in the end it comes down to the person towhom they are addressing to channel the information in a proper manner so that the conversation makes sense to their ear. Lately I have found myself hearing bits and pieces of information. There was a time when nothing would get past me, but lately I have been having problems in listening to what others have to say. I also find myself unable to have a constructive conversation with anyone; I would stutter or mumble things that I never caught myself doing before. I am aware that the less I communicate with my peers the less my interpersonal skills develop, and to be quite honest I need interpersonal skills in my particular line of work. Being a recruiter takes a lot of work, being on the phone on a continuous basis is just part of my job. The main aspect of my job is explaining to potential students the benefits that my institution offers and why it would be beneficial for them to enroll at my college. However, with the absence of interpersonal skills I would have a difficult time in engaging my potential students in conversation and keep them interested in what we have to offer. Communication takes hard work and dedication and when executed correctly it could make a whole lot of difference in the sense of pass or fail or win or lose. In an article written by Dennis Rivers (The Seven Challenges) he indicated, “Because conversations are the bringing together of both persons contributions, when you initiate a positive change in your way of talking and listening, you can single-handedly begin to change the quality of all your conversations. The actions described in this work-book are seven examples of being the change you want to see.”
Had Sir Isaac Newton been alive today, he
would have been a Harry Potter fan. He
was fascinated by alchemy and the existence
of a philosopher’s stone that could turn any
metal into gold.
Despite being grounded in the pure sciences and
best known for devising the law of gravitation, Newton
devoted a great deal of his time to alchemy and
theology. His genius is unquestionable and his influence
vast, but at school he was initially a poor student.
Newton was introverted, insecure, depressive and as
an adult became embroiled in vicious quarrels with several
of his scientific peers. Could he have had a mental
illness, and could this have contributed to his genius?
Genius comes in all shapes and forms, from those
with a creative bent in the arts –writers, painters and
musicians– to those grounded in the sciences – physicists,
mathematicians and philosophers.
Geniuses are defined as individuals of high intellect
who possess exceptional creativity and are capable
of original thought. But they are also often obsessive,
depressive, compulsive, introverted or manic.
And are these behaviours within the normal spectrum
–albeit occasionally at the extreme end– or do
they indicate an underlying neurological malfunction
that might be a factor in their genius?
THE PERCEIVED LINK between genius and mental illness isn’t just coincidence: it extends from observations made centuries ago. The ancient Greek philosopher Aristotle asked, “Why is it that all men who are outstanding in philosophy, poetry or the arts are melancholic?” More recently, 19th century Italian psychiatrist Cesare Lombroso theorised that a man of genius was essentially a degenerate whose madness was a form of evolutionary compensation for excessive intellectual development. Mental illness, by the very phrasing of the term, has long had negative connotations, and can be very destructive for the sufferer and for those around them. But things are not always black and white: having a mental illness can actually prove a boon. Affective disorders, including bipolar disorder –also known as manic depressive illness– are believed to have contributed to the creation of some of history’s most lauded poems, novels, artworks, discoveries and original ideas. More recently, a number of history’s most brilliant minds
have been retrospectively diagnosed with Asperger’s syndrome –a high functioning form of autism characterised by narrow interests and ‘workaholism’. In fact, some researchers believe that these two types of mental illness might confer traits that are conducive to genius Academics and historians have trawled through diaries and biographies written about geniuses looking for ‘red flags’ –traits that allow them to diagnose a mental illness according to current criteria outlined in the psychiatrist’s bible, the Diagnostic and Statistical Manual of Mental Disorders. But diagnosing someone who is no longer alive is difficult since the evidence for one disorder or another may not be clear-cut. To augment their data, researchers look for biographical information about family members. On occasion this can reveal patterns of inherited traits or disorders that helps with the diagnosis.
NINETEENTH CENTURY BRITISH poets Lord Byron and Lord Alfred Tennyson both produced works of timeless genius –and both have a clear family history of mental health problems. Tennyson suffered from recurrent depression, as did four of his siblings.
A particularly bad time for Tennyson occurred in his early twenties, when the sudden and unexpected death of a good friend sent him into a deep depression.
The condition profoundly influenced his work; for the next nine years he didn’t publish, but wrote a number of poems expressing his grief. Tennyson also had a brother who spent most of his life in an asylum and it was this inherited madness he feared the most. Several of Byron’s relatives had violent tempers and mood swings, and some committed suicide –a tragically common outcome in those who suffer from bipolar disorder.
Byron first wrote about his melancholy as a schoolboy and as an adult spoke about suicide often enough to worry his wife and friends. He also experienced periods of frenzied behaviour during which he would spend money compulsively. Byron’s mathematically talented daughter, Ada Lovelace (best remembered for her descriptions of Charles Babbage’s analytical engine, one of the first mechanical computers, and for being the first to write a computer programme) appears to have inherited his ‘genius genes’, but also behavioural extremes. Convinced she had a sure-fire way of choosing the winners in a horse race, she once lost so much money that she had to pawn the family jewels.
BORN IN WARSAW in 1867 as Maria Sklodowska, Marie Curie is the only woman ever to have received two Nobel prizes. The first, in 1903, was jointly awarded to her husband for their work on radiation; the second was awarded in 1911 for her discovery of the elements radium and polonium, and for her isolation and study of radium. In 1935 Curie’s eldest daughter Irène, was also jointly awarded a Nobel Prize with her husband, in recognition of their “synthesis of new radioactive elements”. The elder Curie first suffered from a “nervous illness” at the age of 15, after graduating with honours, and as Valedictorian of her class, from high school. The illness left her feeling extremely lethargic and she spent a year recuperating in the Polish countryside. Some believe this bout of tiredness was the first sign of a depressive illness that was to re-emerge in adulthood. Russian authorities of the time did not allow women to attend university, so Curie was unable to pursue tertiary education in Warsaw. But by the age of 23, she had saved enough money to move to Paris to attend Sorbonne University. Marie’s single-minded determination to succeed meant she became completely absorbed in her studies and had little time for anything else. Three years later she not only had Masters degrees in both physics and maths, but she had graduated first and second respectively in her class of almost 2,000 students. A physics research scholarship enabled her to pursue a research career, and she moved to the Paris Municipal School of Industrial Physics and Chemistry to join the lab of Pierre Curie, whom she subsequently married.
Michael Fitzgerald, an eminent psychiatrist at Trinity College in Dublin, Ireland, believes Curie’s personality traits could also be indicative of Asperger’s syndrome. He says Curie’s excessive drive and obsession with her research, as well as her aversion to socialising, are key signs of the disorder. ALBERT EINSTEIN HAS also been subject to scrutiny. Einstein was a loner as a child and didn’t speak until he was three, then he repeated sentences obsessively for several years. In adulthood he lacked grooming (note the wild crop of hair) and was reportedly lax about hygiene. These characteristics, among others, lead Fitzgerald to believe that Einstein had Asperger’s –a diagnosis also suggested by Oxford University’s Ioan James and the director of Cambridge University’s Autism Research Centre, Simon Baron-Cohen. However, others have suggested that Einstein had schizophrenia or dyslexia. Isaac Newton may also have suffered from Asperger’s. In his latest book, Genius Genes, Fitzgerald discusses Newton’s genius and “definitive” autistic characteristics, alluding to the autistic aggression Newton exhibited when he worked at the Royal Mint. Newton was in charge of sending counterfeiters to their death by hanging, which he apparently relished. Another sign of his Asperger’s, says Fitzgerald, was Newton’s belief in alchemy: his inability to separate fact from fiction. This contrasts sharply with his single-minded pursuit of mathematical proofs, at which he would work continuously, without eating, for several days.
Total immersion in one’s work is another key sign of Asperger’s, but again the case is not straightforward: other researchers think Newton’s symptoms were more indicative of bipolar disorder. The intense focus and desire for routine associated with Asperger’s doesn’t only suit academic or scientific professions, however. Fitzgerald also names a number of writers, philosophers, musicians and painters (including Beethoven and van Gogh) as probable Asperger’s sufferers. But again, things get complicated. Vincent van Gogh suffered from bouts of depression, a wild temper, spasms (possibly brought on by overindulging in absinthe) and psychotic episodes before committing suicide at the age of 37. Widely thought to have had bipolar, it has also been suggested he had schizophrenia or epilepsy. Similarly, Beethoven meets the diagnostic criteria for Asperger’s, but his traits are also compatible with a schizoid personality disorder or depression.
Using data extracted from their biographies, he assessed the mental health of scientists and inventors, thinkers and scholars, statesmen and national leaders, painters and sculptors, composers, novelists and playwrights. Among the 45 male scientists included in the study (women were “regretfully” excluded because of a dearth of data and knowledge that disease prevalence varies between the sexes), were such eminent names as Charles Darwin, Albert Einstein, Ernest Rutherford, Erwin Schrödinger, and Gregor Mendel –all of whom were found to have mild, marked or severe psychopathology.
WHILE MENTAL ILLNESS can be devastatingly destructive, the questions remain: would cancer radiotherapy have existed if not for the Curies’ obsessive research habits, would some of the most oft quoted prose of our time have been written if great poets like Tennyson and Byron were not affected by extreme moods, and would our current understanding of motion and gravity exist if not for Newton’s neurotic drive to understand the universe around us? How is mental illness linked with genius? Could it be the X-factor? Many suspect it is. Socrates believed a mental illness gave an already talented individual an edge. In Plato’s Phaedrus, Socrates’ second speech contains the phrase: “If a man comes to the door of poetry untouched by the madness of the muses, believing that technique alone will make him a good poet, he and his sane compositions never reach perfection, but are utterly eclipsed by the inspired madman”. And 19th century American poet Edgar Allan Poe, who is said to have had bipolar disorder, certainly believed his condition had a positive effect on his art: “Men have called me mad, but the question is not yet settled, whether madness is or is not the loftiest intelligence… [and] whether all that is profound, does not spring from disease of thought” Neil Cole of the Alfred Psychiatric Research Centre in Melbourne says that having a mental illness –in particular bipolar– affects creativity as well as the speed of work.> A bipolar sufferer himself, Cole has found that: “the word associations, puns, flight of ideas, that are an intrinsic part of bipolar disorder in its manic phase, and the reflective thoughts, ruminations and the stripping of life away to the bare essentials that are experienced during the depressive phase, in my view, considerably enhance the artist’s armoury of ideas.” In fact, Cole believes that genius hinges on eccentricity –that mental illness is the X-factor.
He’s reluctant to totally dismiss the argument, however: “Mental health is a continuum –everyone lies somewhere within the spectrum– and there is a loose association between the capacity for original thought and mental health”. People at the extreme end are unlikely to produce work that is accepted as of genius nature, he explains. No doubt Sylvia Plath, who is believed to have had bipolar, would agree with him. She said: “When you are insane, you are busy being insane –all the time…When I was crazy, that’s all I was”. So, do you have to be nuts to be a genius? The answer is no, but it could help. As the late Harvard University psychologist William James noted, “When a superior intellect and a psychopathic temperament coalesce –as in the endless permutations and combinations of the human faculty, they are bound to coalesce often enough– in the same individual, we have the best possible condition for the kind of effective genius that gets into the biographical dictionaries.”
Education in Greece
Parents could choose a school offering the subjects they wanted their children to learn, at a monthly fee they could afford. Most parents, even the poor, sent their sons to schools for at least a few years, and if they could afford it from around the age of seven until fourteen, learning gymnastics (including athletics, sport and wrestling), music (including poetry, drama and history) and literacy. Girls rarely received formal education. At writing school, the youngest students learned the alphabet by song, then later by copying the shapes of letters with a stylus on a waxed wooden tablet. After some schooling, the sons of poor or middle-class families often learnt a trade by apprenticeship, whether with their father or another tradesman. By around 350 BC, it was common for children at schools in Athens to also study various arts such as drawing, painting, and sculpture. The richest students continued their education by studying with sophists, from whom they could learn subjects such as rhetoric, mathematics, geography, natural history, politics, and logic. Some of Athens’ greatest schools of higher education included the Lyceum (the so-called Peripatetic school founded by Aristotle of Stageira) and the Platonic Academy (founded by Plato of Athens). The education system of the wealthy ancient Greeks is also called Paideia.
Of all the teachers that history has known,
Socrates was (in the words of his contemporaries)
“the wisest, the most courageous and the most
upright.” To him are traced back the diverse schools
of philosophy, such as Platonism, Scepticism,
Stoicism, Epicureanism, Cynicism. Very aptly, he is
called the philosophers’ philosopher. Socrates was a
brave soldier, a stone-cutter, sculptor; but above all
he was a great teacher.
Over four hundred years before Christ, Socrates
roamed the streets of Athens with a shabby robe over
his broad shoulders, conversing animatedly with
young men, asking them one question after another.
Intellectual giants of the time, such as Plato, Xenophon
too were drawn by his charisma into fascinating
arguments. Socrates was a born teacher with the
knack of arousing an insatiable curiosity, and at the
same time serving as a gadfly to the powers that be.
His teaching method of asking questions rankled many. One, Hippias, raged at Socrates’ elusiveness on the subject of justice: “By Zeus, you shall not hear my reply until you yourself declare what you think justice to be; for it is not enough that you laugh at others, question others, while you yourself are unwilling to give a reason to anybody and declare your opinion on any subject.” To such outbursts, Socrates replied simply: “The reproach which is often made against me that I ask questions of others and have not the wit to answer them myself is very just. The reason is that God compels me to be a midwife, but forbids me to bring forth.” This is the dialectical approach to teaching of which Socrates was the supreme master. It consists in asking questions, in finding the contradictions in the answers, in further questions to pinpoint the knowledge about the problem or theory or concept under discussion.
One may say that simply asking questions is not a difficult job. Indeed, it is. To ask relevant questions is more difficult than answering them. You cannot ask questions, unless you have mastered the subject. It is only then that you can direct the torrent of questions to the goal that you have in mind. But be prepared to not only ask questions but to face questions from the students. Regrettably, teaching in our country is vitiated by authoritarianism which discourages questioning and initiative, and innovation. This must change. Socrates described his dialectic as the art of careful distinctions. Once a student develops a flair for subtle nuances under the barrage of questions, he is on the way to mastering the subject himself. To Socrates, knowledge is the highest virtue and all vice is ignorance. Without proper knowledge right action is impossible; with proper knowledge right action is inevitable. He argues that good is not good because the gods approve it; but the gods approve of it because it is good. By this shift in the emphasis, Socrates brought a revolution in ethics. Socrates’ concept of goodness is human and earthy. It is not general and abstract, but specific and concrete. Socrates did not just preach. He lived his ethics. The most powerful element of his charisma and influence among the Athenians was the example of his life and character. At one battle (at Potidea), he exhibited exemplary courage and saved the life of a young combatant. He gave up the laurels in favor of his young friend. He is said to have sculpted the three Graces that stood at the entrance to the Acropolis. He wore simply; refused to take remuneration for his service. He felt himself rich in his poverty, though he was no ascetic. He liked good company; allowed the rich to entertain him, but refused the gifts of magnates and kings. Nothing human was alien to him. Yet, he said, an unexamined life is not worth living.
In the Socratic scheme of things, a teacher preaches by the example of his life and conduct. He is not the candle-bearer; he is the candle itself, which burns for the students. He does not command; he persuades. He does not impose discipline from above; he inculcates discipline from within. He is a strict disciplinarian, but he begins by disciplining himself. He lives and dies for his principles. In case he has to drink hemlock for his views, he drinks it gladly as Socrates did (because he was condemned to death by poisoning by the authorities for worshipping new gods and corrupting the youth of Athens). To the greedy, selfish, opportunist and orthodox, Socrates was a challenge and will remain a challenge. A teacher, in the final analysis, is a gadfly to the establishment whether represented by orthodoxy or bureaucracy. He is a standing challenge to the society reveling in a cesspool of corruption and normalness.
Occupations that lose presence in today’s world
A job that has lost its luster dramatically over the past five years is expected to plummet even further by 2020. Paul Gillin says, “the print model is not sustainable. It will probably be gone within the next 10 years.”
The inherent danger of working with heavy machinery in remote locations, coupled with low pay and poor job prospects, ranks lumberjack as one ofthe worst jobs of 2013.
Enlisted military personnel is the most stressful job of 2013, as the men and women who volunteer in the Armed Forces are routinely placed in dangerous situations. And as the military draws down, fewer soldiers will be needed.
Earning a full-time wage as an actor is one of the most difficult career paths one can pursue. Competition is fierce and earnings are typically paltry unless you are one of the lucky fractionof- a-few to break into the big time. The Screen Actors Guilde-American Federation of Trad and Radio Artists [SAG-AFTRA] has membership in excess of 160,000 –many of these are bit players at best. BLS estimates just 66,500 work in the field full-time.
Working on an oil rig is risky. Few jobs are as isolated, requiring long hours spent on rigs often located at sea or in fields far from major cities. And while fracking is providing new opportunities in the field, sustainable energy’s growth will pose long-term sustainability challenges to the oil rig worker’s job market. Solar panel installation, for example, skyrocketed by 76% in 2012.
A dairy farmer provides a necessary service to food consumers, but the work is especially challenging. Larger farms streamline production, which forces smaller farms out of business and results in an anticipated 8% decline in the profession by 2020. Those remaining in the field are tasked with caring for dozens, hundreds, even thousands of animals. All those cows can make for a physically unpleasant and possibly dangerous work environment.
An isolated and often thankless career, meter reader is also one of the fastest declining professions due to advancements in remote reading.
What people used to convey in a greeting card, they now express in a Facebook wall post. What was once penned on paper and sent through the mail is now transmitted instantaneously over the Internet. Technology is making a large portion of the mail carrier’s job obsolete.
The construction market is taking a positive turn as the American economy improves, and as such roofers will have more job prospects in the coming years. But the work certainly isn’t for everyone. Long hours spent in the heat and cold of the elements tests ones mettle, and pay is often low.
High stress, low pay and a shrinking job market all contribute to flight attendant’s inclusion among the worst jobs of 2013. The BLS projects virtually no change in job prospects, as airlines continue to consolidate and reduce staff.
School of social and human studies
The Bachelor of Psychology (BS, BPsy) program objective is to help students develop an understanding of psychological theory, research skills, and psychological techniques necessary to be successful in the field. The Bachelor of Psychology (BS, BPsy) program is offered online via distance learning. After evaluating both academic record and life experience, AIU staff working in conjunction with Faculty and Academic Advisors will assist students in setting up a custom-made program, designed on an individual basis. This flexibility to meet student needs is seldom found in other distance learning programs. Our online program does not require all students to take the same subjects/courses, use the same books, or learning materials. Instead, the online Bachelor of Psychology (BS, BPsy) curriculum is designed individually by the student and academic advisor. It specifically addresses strengths and weaknesses with respect to market opportunities in the student’s major and intended field of work. Understanding that industry and geographic factors should influence the content of the curriculum instead of a standardized one-fits-all design is the hallmark of AIU’s unique approach to adult education. This philosophy addresses the dynamic and constantly changing environment of working professionals by helping adult students in reaching their professional and personal goals within the scope of the degree program.
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:
Core Courses and Topics
Psychology of Childhood and Adolescence
Adult Development & Aging
Methods of Experimental Psychology
History and Systems of Psychology
Psychology of Personality
Psychology of Learning
• Communication & Investigation
• Organization Theory (Portfolio)
• Experiential Learning (Autobiography)
• Academic Evaluation (Questionnaire)
• 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
Bachelor Thesis Project MBM300 Thesis Proposal MBM302 Bachelor Thesis (5,000 words)
Each Bachelor of Psychology graduate is encouraged to publish their research papers either online in the public domain or through professional journals and periodicals worldwide.
Psychologists study the human mind and human behavior. Research psychologists investigate the physical, cognitive, emotional, or social aspects of human behavior. Psychologists in health service fields provide mental health care in hospitals, clinics, schools, or private settings. Psychologists employed in applied settings, such as business, industry, government, or nonprofit organizations, provide training, conduct research, design organizational systems, and act as advocates for psychology.
Skills for Success
Interested in people and human behavior • Able to solve problems • An inquisitive mind • Patience and perceptiveness • Good oral and written communication skills.
Contact us to get started
Submit your Online Application, paste your resume and any additional comments/ questions in the area provided. www.aiu.edu/requestinfo.html?Request +Information=Request+Information
While National Accreditation is common for traditional
U.S. institutions of higher learning utilizing
standard teaching methods, every country has
its own standards and accrediting organizations.
Accreditation is a voluntary process and does not
guarantee a worthy education. Rather, it means an
institution has submitted its courses, programs,
budget, and educational objectives for review. AIU’s
Distance Learning Programs are unique, non-traditional
and not accredited by the U.S. Department
of Education. This may be a determining factor for
those individuals interested in pursuing certain
disciplines requiring State licensing, (such as law,
teaching, or medicine). It is recommended that you
consider the importance of National Accreditation
for your specific field or profession.
Although Atlantic International University’s
individualized Distance Learning Degree Programs,
are distinct from traditional educational
institutions, we are convinced of their value and
acceptance worldwide. Non-traditional programs
are important because they recognize knowledge
gained outside the classroom and incorporate a
broader more comprehensive view of the learning
experience. Many great institutions are unaccredited.
We invite you to compare our programs
and philosophy with traditional classroom-based
programs to determine which is best suited to your
needs and budget.
AIU has chosen private accreditation through
the Accrediting Commission International (ACI),
obtained in 1999. ACI is not regulated or approved
by the US Department of Education. ATLANTIC INTERNATIONAL
UNIVERSITY IS NOT ACCREDITED
BY AN ACCREDITING AGENCY RECOGNIZED BY
THE UNITED STATES SECRETARY OF EDUCATION.
Note: In the U.S., 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.
AIU is incorporated in the state of Hawaii. As a
University based in the U.S., AIU meets all state and
federal laws of
the United States. There is no distinction between the programs offered through AIU and those of traditional campus based programs with regards to the following: your degree, transcript and other graduation documents from AIU follow the same standard used by all U.S. colleges and universities. AIU graduation documents can include an apostille and authentication from the U.S. Department of State to facilitate their use internationally. Authentication from the U.S. Department of State is a process that will ultimately bind a letter signed by the U.S. Secretary of State (permanently with a metal ring) to your graduation documents.
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.
Dr. Franklin Valcin
President Academic Dean
Dr. Jose Mercado
Chief Executive Officer
Dr. Ricardo Gonzalez
| Ricardo Gonzlez
Chief Operation Officer
| Rosie Pérez
| Sandra García
Dean of Admissions
Student Services Coordinator
Director of AIU
Director of AIU Hawaii
|Juan Pablo Moreno
Student Services Assistant
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
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
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
The AIU Online Library gives users instant access to more than 275 million records
in 470 languages from 112 counties. The Library Resources include 130,000 books
in e-format and over 15.9 million full text journals, articles, and periodicals. A new
record is added very 10 seconds ensuring the research material available is at the
cutting edge and keeping up our rapidly changing world.
With access to a worldwide union catalog created and maintained collectively by more than 9,000 member institutions, students are assured an excellent research tool for their study programs. The AIU Online Library contains 108 million quality records, over 29,000 e-books, dozens of databases and more than 15.9 million fulltext and full-image articles. Accessing over 60 databases and 2393 periodicals in full text you will be sure to find the information you need for your research project or assignment. Records exist for everything from stone tablets to electronic books, wax recordings to MP3s, DVDs and Web sites. Users will discover that many records are enriched with cover art, tables of contents, reviews, excerpts and other descriptive information. Records typically have library holdings information attached. Users can quickly evaluate relevance and decide if it’s the correct resource.
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.