New job in IITA

September 23, 2019. One of our graduates, Onasanya Emmanuel Oludayo, got a new job with the International Institute of Tropical Agriculture (IITA), in Ibadan, Nigeria. He was offered the position of Monitoring and Evaluation, Communication and Data Management Officer. Onasanya Emmanuel Oludayo has completed a Master’s program in Communications at Atlantic International University


October 3, 2019. Dr. Judith Richter has been awarded by the Institute for Medical Engineering and Science at MIT in deserved recognition of educating ambassadors in health and La Paz areas, simultaneously building bridges between different communities. Dr. Richter, an Israeli, a prominent disciple of Professor Itamar Rogovsky of AIU, founded the NIR School, an original educational model. The 20th anniversary was celebrated at the headquarters of the Organization of American States on October 16. Find more info here:

Article published by graduate

September 30, 2019. One of our graduates, Obispo Martes Javier, has published an article titled, “Códigos deontológicos en la sociedad” (Deontological Codes in Society), in the Listin Diario, a newspaper in Santo Domingo, Dominican Republic. This is an excerpt of the article: “Deontology is the branch of applied ethics, and its purpose is to establish the duties of those who practice a profession. Deontology does not impose legal or regulatory sanctions. However, professional ethics may, in a way, be in the legal codes governing a professional activity. Deontology is also part of what is known as normative ethics and presents a number of principles and rules of mandatory compliance. The word deontology is a neologism that means treaty of duties and rights.” Find the rest of article here: Obispo Martes Javier has completed a Doctoral Program in Finance at Atlantic International University.

Graduated with Honors

October, 2019. 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 to all of them!

Rosendo E. Huerta Mendoza
Doctor of Project Management
Project Management

Efraín O. Aguilar Zelaya
Bachelor of Human Resources
Human Resources

Guillermo A. Díaz León
Doctor of Physical Activity
Physical Ed., Health and Physical Activity

THIRTEENTH Global Studies Conference

Call for Papers This Conference will be held 4–5 June 2020 at Concordia University in Montreal, Canada. We invite proposals for paper presentations, workshops/ interactive sessions, posters/ exhibits, colloquia, focused discussions, innovation showcases, virtual posters, or virtual lightning talks. 2020 Special Focus: “Globalization and Social Movements: Familiar Patterns, New Constellations?” Theme 1: Economy and Trade Theme 2: Politics, Power, and Institutions Theme 3: Society and Culture Theme 4: Resources and Environment Become a Presenter: 1. Submit a proposal 2. Review timeline 3. Register Early Registration Deadline 4 December 2019 Regular Registration Deadline 4 May 2019 Visit the website:

Student accepted for internship

October 17, 2019. One of our students, Abdoulie Sowe, was recently accepted into an internship on Kanifing General Hospital in Gambia. Abdoulie Sowe is currently completing a Bachelor’s program with us at AIU in Healthcare Management. We are very proud of your achievements Abdoulie, and we hope that you continue with your success.


Call for Papers This Conference will be held 3–4 September 2020 at the Université de la Sorbonne Nouvelle Paris 3 in Paris, France. We invite proposals for paper presentations, workshops/ interactive sessions, posters/ exhibits, colloquia, focused discussions, innovation showcases, virtual posters, or virtual lightning talks. 2020 Special Focus: “Advancing Health and Equity: Best Practices in an International Perspective”

Theme 1: The Physiology, Kinesiology, and Psychology of Wellness in its Social Context Theme 2: Interdisciplinary Health Sciences Theme 3: Public Health Policies and Practices Theme 4: Health Promotion and Education Become a Presenter:
1. Submit a proposal
2. Review timeline
3. Register
Advance Registration Deadline 3 December 2019 Visit the website:

Latest News:
News Archive:

António Unza
Master of Science Industrial Engineering
Nelson Fernando Alberto
Master of Business Administration Business Management
Dawn Michelle Thomas
Doctor of Business Administration Business Administration
Antigua and Barbuda
Mbaiornom Rohity Israel
Doctor of Philosophy Public Health and Nutrition
Guillermo Andrés Díaz León
Doctor of Physical Activity PhysicalEd., Health and Physical Activity
Elizabeth Lorena Durán Araneda
Doctor of Philosophy Education
Gabriel Arturo Flores Rozas
Bachelor of Economics Economics
Sebastián del Carmen Baeza Baeza
Bachelor of Science Psychology
Carlos Miguel Quintero Sánchez
Bachelor of Business Administration Business Administration
Erik Nicolas Orjuela Sierra
Bachelor of Science Systems Engineering
Leonela del Pilar Garcia Lobo
Bachelor of Business Administration Business Administration
Sandra Elena Garcia Tirado
Bachelor of Business Administration Business Administration
Carlos Moises Jaramillo Robles
Bachelor of Business Administration Commerce
Alvaro Antonio Colunge Benavides
Doctor of Business Administration Business Management
Arístides Ramón Peralta
Doctor of Mathematics Mathematics
Dominican Republic
Karina Almonte Inoa
Bachelor of Social Communication Journalism
Dominican Republic
Alina María Ramírez Martínez
Bachelor of Legal Studies Contemporary Legal Systems
Dominican Republic
Lucila M. Del Rosario Romero
Doctor of Psychology Human DevelopmentPsychology
Dominican Republic
Efren Alvarado
Bachelor of Business Administration Economics
Jeann Oswaldo Paladines Tobar
Bachelor of Science Political Science
Gonzalo Fernando Cevallos Piloso
Bachelor of Science Systems Engineering
José Israel Ábrego De Paz
Bachelor of Marketing Marketing
El Salvador
Raharivelo Lydia Razafinasandratra
Master of Business Administration Business Administration Equatorial
Angus Sebastian Modeste
Master of Science Public Health
Cecilia Jeaneth Cano García
Bachelor of Business Administration Management
René Eduardo Cordón Ramírez
Bachelor of Education Teaching English as a Second Language
Douglas Jonatan Ibarra Chacon
Bachelor of Science Information Technology
Ana Beatriz Flores Herrarte
Bachelor of Science Psychology
Maricarmen Anguiano Araujo
Bachelor of Business Administration Management
Roshan Khan
Bachelor of Arts Human Development
Issis Arleth Gómez Echeverría
Bachelor of Management Human Resources Management
Efraín Orlando Aguilar Zelaya
Bachelor of Human Resources Human Resources
Naomi Alethia Pottinger
Doctor of Philosophy Educational Leadership and Administration
B. Dennis Saah
Bachelor of Science Nutrition
François Wangraoua
Doctor of Philosophy Healthcare Administration
Marie Rachëlle Cheryle Astruc
Master of Literature French Literature
Jorge Andrés Bdil Kanas
Bachelor of Security Risk Management Crime and Terrorism Prevention
Norma Suárez García
Master of Psychotherapy Couple Therapy
Makanja Brito Simango
Bachelor of Science Computer Science
Anzaku, Peter Joseph
Bachelor of Science Public Health
Zakka Ledkwi Yakubu
Doctor of Science Accounting
Anzaku, Peter Joseph
Post-Doctorate of Science Public Health
Enalebor Wisdom Onuwahagbe
Bachelor of Science Business Administration and Management
Obadoyin, Sola Joseph
Doctor of Science Construction Management Engineering
Fidelis Ikokwuadim Agwulonu
Doctor of Science Information Systems
Guillermo Antonio Sánchez
Doctor of Education Information Systems
Elsida Barreto Santacruz
Doctor of Business Administration Business Administration
Reyna Vilma Alca Mendoza
Bachelor of Science Political Sciences
Elvis Tani Chuquimango López
Bachelor of Science Civil Engineering
Ely Janitza Ivette Santiago Toledo
Bachelor of Social Work Social Work
Puerto Rico
Syed Mukith Ur Rahaman
Certificate of Education Quality Management in Higher Education
Saudi Arabia
Santigie Bangura
Bachelor of Science Accounting
Sierra Leone
Amir Singh
Doctor of Science Psychology
Mohamed Omar Samatar
Master of Public Administration Project Management
Sheila Mandinde
Bachelor of Education Education
South Africa
Alfred Juma Michael Jombo
Bachelor of Science Electrical Engineering
South Sudan
Alex David Mhagama
Doctor of Philosophy Computer Science and Information Security
Ahmet Koyunoglu
Bachelor of Science Business Administration
Abdulhakim Dündar
Bachelor of Arts Business Administration
Gürol Mumcu
Bachelor of Arts Business Administration
Melikhan Arslan
Bachelor of Science Electronics and Communication Engineering
Nurettin Doğanay
Bachelor of Arts Business Administration
Florence Grace Adongo
Doctor of Business Administration Business Management
Julio Cesar Piña Sanchez
Bachelor of Science Electrical Engineering
Fanfan Joseph
Doctor of Philosophy Education
Angélica Susana Traubeck
Bachelor of Business Administration Business Administration
Pedro A. De Leon Rivera
Bachelor of Science Psychology
William Scott Wilson Doctor of Philosophy InternationalRelations USA Jamaldeen Ibrahim Issah
Master of Science Accounting and Finance
Lenid Clark
Bachelor of Business Management Business Management
Rita C. Barreto Ramos
Doctor of Philosophy Education
Kasongo Chalwe
Bachelor of Science Civil Engineering
Dr. Norberto Delgado Colón
Doctor of Science Neuropsychology
Rosendo Enrique Huerta Mendoza
Doctor of Project Management Project Management
Mponela Elliot Michael
Master of Business Administration Finance
Norman Musengeraho
Bachelor of Business Administration Business Administration
William Ngoma
Bachelor of Business Administration Business Administration
Yvonne Kashangura
Bachelor of Commerce Finance and Banking
Foster Nyasha
Master of Science Intelligence Services

Find More Graduates

This month we have graduates from : Angola · Antiguaand Barbuda · Chad · Chile · Colombia · Dominican Republic · Ecuador · El Salvador · Equatorial Guinea · Grenada · Guatemala · Guyana · Honduras · Jamaica · Liberia · Madagascar · Mauritius · Mexico · Mozambique · Nigeria · Panama · Paraguay · Perú · Puerto Rico · Saudi Arabia · Sierra Leone · Singapore · Somalia · South Africa · South Sudan · Tanzania · Turkey · Uganda · USA · Zambia · Zimbabwe

Student Testimonials

Gulcin Sakcak
Bachelor of Psychology
August 28, 2019

“The opportunity to reach my big dreams was very valuable to me. Years later, university education was an exciting and happy experience for me. I found the opportunity to complete university education with AIU. AIU has given me the opportunity to achieve my great goal, I am forever grateful. Thanks to the quality education I received from AIU, I am confident and know that I will succeed in my professor. Thank you for your contribution. I am proud to be an AIU student and graduate from AIU I will represent AIU in the best way in my professional life. I would like to thank my advisor Prof. Andreas Rissler for his contribution to me, I wish you success in your lifelong work. Best wishes Atlantic International University
Christiana Temitope Aiyeyun
Master of Human Resources Mgmt.
September 4, 2019

“I have always wanted to sour higher in everything in life; especially in my academic endeavors. I began my search on finding a better institution in which I can get an advanced degree, aside from the one I was currently holding. Another concern of mine then; was that how do I find an institution whereby my personal schedules would not be affected. I started my research on the availability of institution –which offer my choice of program (course). I did come across a bunch of institutions offering my choice of course; but I didn’t get what I really wanted in terms of the schedule. Atlantic international University to me –runs a self paced academic program. Initially, I wanted to back out because of funds. But, luckily for me I got a part of my tuition fee off-due to a scholarship I got. Aside from this, the monthly installment payment was a thing of joy when I received my payment plan. Furthermore, I never regretted being a student in Atlantic International ... Read full text:
Fanfan Joseph
Doctor of Education
September 15, 2019

“Since 2009, I’m an employee of Emmaus University of Haiti. I work as Assistant Vice President of Academic Affairs. So, before I have worked as AVPAA, I had several activities in the University. Because of I work in an accredited university I had obligation to continue with my education. So, on January 2017 I have enrolled to Atlantic International University and I have done on January 2019. I was looking for a good online university where I can study without having to leave my country, my job, my wife, my children, my church, my friends, etc. I had a very good experience with Atlantic International University. It was for the first time I did an online study. AIU uses three methods that I really like:. 1- Self-learning: It is a method in which students learn and discover new ideas for themselves. The academic advisors and tutors of AIU are available to guide students during their studies, but not to discover new concepts for them. In traditional universities, teachers do much more work than students that ... Read full text:
Richard Nortey
Bachelor of Information Technology
September 23, 2019

“The AIU Open curriculum is definitely something to write home about, it helped me develop and study courses much more akin to my present career, all with the guide of my advisor. It has also helped me improve upon my creativity level and my approach to assigned tasks and work schedules. The user-friendly students’ portal cannot be left out. I got almost everything that I needed to facilitate my entire program at AIU. The audiovisuals and manuals explaining all about the student section were just on point. Periodic webinars which were later on introduced were just awesome. Although this was a distance education program, Tutors and Advisors made my journey much easier. They guided me through every step of the way. Thank you AIU for this opportunity

Find more testimonials from AIU s tudents here:

Challenges experienced by nursing students


Paulus Tangeni Egodhi | Master's Degree in Public Health and Nutrition | Part 2/2

3. Data analysis and results Data analysis entails categorizing, ordering manipulating, and summarizing the data, and describing them in meaningful terms (Brink et al, 2013) and therefore themes and sub themes were obtained by means of data analysis. The researcher follow the following steps during the focus group data analysis. Data were analysed by qualitative content analysis, after each focus group discussion, debriefing done immediately after each focus group discussion with the researcher assistant listening to the audio record and transcribing, and notes were taken about the process, non-verbal communication and gestures of the participates. Then three levels of coding were selected for coding of data. Level 1 coding, the researcher and his assistant examined the data line by line and made codes from the language of the participants. Level 2 coding, the researcher compared the coded data and categories were created after clustering the coded data resulted from condensing the level coding. Level 3 coding, a central theme was derived from the categories that emerged during coding. The participants consist of thirty nursing students in their third year of study, aged from 20 to 28 years. 18 (60%) were female between the age of 20–27 years of age and 12 (40%) were male between the age of 21–28 years of age. After qualitative analysis of the focus group discussion on the challenges experienced by the nursing students in clinical practice the main the five themes emerges: (See Table 1)

4. Discussion The study revealed that there are challenges experienced by the nursing students in clinical settings. This challenges negatively affects their clinical learning, lack of equipment, supplies, and shortages of nursing staff, lack of supervisions are among the top challenges in public health facilities in Kavango region. There are some similarities between the findings of this study and other reported studies in southern African countries such as Botswana and Malawi, and this confirmed that some of the challenges experienced by nursing students at RHTC is not only unique to our facility but general in nursing education.

3.1.1 Initial clinical practice experience
3.1.2 Clinical supervision
3.3.3 Theory and practice gap
3.3.4 Insufficient recourses and equipment’s
3.3.5 Lack of respect and understanding

SUB-THEMES Good and exciting learning experience Insufficient clinical supervision Inadequate prop

4.1 Initial clinical practice experience From Marian University (2013) one student wrote in a blog about her first clinical experience that it was a nerve wrecking, she indicated that to do vital signs and listening through stethoscope was not so difficult and she also specified that she met some nurses in practical area that are very kind and easy to work with, but some have poor communication skills. In the journal of clinical nursing (2014) indicated that nursing students with some knowledge of the work place normally adapt better and they don’t experience anxious much as the first timers. Hughes et al, (2013) stated that allocating students from different levels to work together encourage peer group support and learning. Paring student with one who have previous experience decreases the anxiety and discomfort from the learner at the same time provides opportunity to the more experienced student to compare and contrast the clinical settings.

4.2 Clinical supervision The students mostly mentioned that they were left alone without proper orientation and expected to carry out some procedures supposed to be done by qualified health professional, thewere left without anyone to supervise them especially at clinics and health centres. The literature advocates that clinical nurse supervisors should demonstrate role model to students by mentoring to facilitate nursing learning. Clinical instructor take a role of supervising and not only evaluating nursing students in clinical practice.

4.3 The theory and practice gap The literature indicated that there is indeed a gap between theory and practice (Akram et al., 2018) identified that, there is quite evidence that gap’s phenomenon does exist and has its strengths as well as are that can be improved. Scully (2010), suggested that teaching methods and the responsibility of the student underpin the development of competency in nursing and it play a role in bridging the theory and practice gap. Developing a sustainable approaches to enhance clinical learning environment experience for nursing students is an international concern, (Newton et al., 2012).

4.4 Inadequate recours- es and equipments Conducive environment and adequate recourses at clinical practice, have direct influence on the student learning and determine their opinion if the particular clinical area is appropriate for their clinical practice and teaching (Chaun, Barnett. 2012).

4.5 Lack of respect and understanding Lack of communication and understanding between nurse educator and the nursing students it affects negatively the clinical learning and make clinical practice less effective. (Chaun, Barnett 2012). In nursing profession a special level of knowledge, skills, and personal characteristics are the most necessity to prepare them to enter into working environment in different time intervals (Magnussen, Amundson. 2003)

5. Recommendation This study reveals challenges that nursing students in public health facilities in Kavango east region encounter during clinical practice. The research findings mainly show poor resource clinical setting, if clinical teaching role and airy attitudes which some nurses’ display toward nursing students are not taken care of, then negative attitudes of nursing staff toward patients and clients would not improve. There is a need for concerted efforts by education institution that train nurses and health care providers facilities and to come together in order to improve and harmonize clinical nursing education in Namibia. The research findings in this study support the critical role of clinical learning and the integration of the theory education to practice. If the enhancement of learning in clinical practice has to be realized, the following recommendation the researcher believes should be implemented; • Counselling and debriefing of nursing student should be considered on regular basis to students identified with anxiety during clinical placement. Preclinical orientation conference to prepare nursing students before initial allocation to clinical areas. • Lecturers and clinical instructors should update themselves on the latest practice in the clinical fields by allocated to clinical practice with particular procedures in log book and required hour to fulfil. • Teaching health facilities managements should compelled to provide necessary equipments and make resources available for nursing students to utilize. • Further research to be conducted on how to enhance professional socialization of nursing students and on how best the health educators can assist nursing student in clinical practice to achieve their gaols and potentials. Furthermore, the findings of this study would help nurse educators to come up with strategies and programmes to enhance efficiency in clinical teaching and guide policy makers to develop new structures for management and support nursing students.

Acknowledgements Special thanks to my wife Paulina Tashiya Shingelendu–Egodhi for the love, care encouragement and support throughout my study from the start and my entire family and friends for their unconditional support that I receive in many ways, thanks to you all. The End

1. Akram A S, Mohamad Al, & Akram S (2018) Gap between theory and practice in the Nursing education: the role of clinical setting. (PDF) JOJ Nursing and Health Care. Retrieved 24 September 2018. | 2. Brink, HC. & Van Resburg, G (2013) Fundamentals of Research Methodology for Healthcare Professionals. South Africa: Impressum Print Solutions | 3. Burns, N. & Grove, S. K. (2011). Understanding nursing research: Building an evidence- based practice. St. Louis: Sau ders Elsevier. | 4. Chaun O L, & Barnett T (2012 Student tutor and staff perceptions of the clinical learning environment. Nurse Education in practice, 12: 192-96. | 5. Hilla, B. (2012) Fundamentals of research methodology for health professionals. 3rd ed. Cape Town, South Africa: JUTA. | 6. Hughes, S J & Quinn, F M (2013) Quinn’s principles and practice of nurse education 6th ed. Andover: Cengage Learning | 7. Iipinge, S N & Venter E S (2003) Student nurses experience during rural community placement Program in Namibia. Curations. | 8. Jooste, K. (2011). The principles and practices of nursing and health care: Ethos and | 9. Juta, L (2012). Fundamentals of research methodology for healthcare professionals, 3rd edition, UK | 10. Kelly P. (2013) Nursing Leadership & Management. 3rd. Cengage Learning, Houston, Taxes US. | 11. Killam L A, & Heerschap C (2012) Challenges to student learning in the clinical setting. A qualitative descriptive study. Nurse Education, 33: 684-691. | 12. Kindersley L.K. Social teaching Theories 9th ed, Oxford University | 13. Lutz, David. (2014). African Ubuntu Philosophy and Global Management. Journal of Business Ethics. 84. 313- 328. | 14. Macner, C. & McCabe, S. (2008). Understanding Nursing Research: Using research in evidence based practice. Edinburg, UK: Northern-east University Press. | 15. Magnussen L, & Amundson M J. (2003) Undergraduate nursing student experience. Nursing Health Sci.; 5:261–6 | 16. McQuide, P, Kolehmainen-Aitken, R & Foster, N. 2013. Applying workload indicators for staffing need (WISN) method in Namibia: challenges and implications for human resources for health policy. 64 (11): [1-5]. (accessed on 11 April 2016). | 17. Mellish, J M, Brink,H & Paton, F (2009). Teaching and Learning the practice of Nursing. 4th ed. Heinemann. | 18. Melnyk B.M & Fineout E. (2015) Evidence-Based Practice in nursing & Healthcare. 3rd edition. Wolter Kluwer. New York. | 19. Ministry of Health and Social Services, Namibia. (2013) Registered nurses job profiles. | 20. Motiagh GF, Karimi M, & Hasanpour M (2012) Iranian nursing students' experiences of nursing. Iranian J Nursing Midwifery Res 17: S107-S114. | 21. Muyenga, M. 2014. Implementation of adolescence friendly health services, Otjozondjupa, Namibia. MPH dissertation. The University of Namibia. Windhoek | 22. Newton J M, Jolly B C, Ockerby & Cross W M (2012) Student centeredness in clinical learning: the influence of the clinical teacher. Blackwell Publishing Ltd. Retrieved 25 September 2018. | 23. Newton JM, Jolly BC, Ockerby CM & Cross WM (2010). A clinical Learning Environment Scale: a factor analysis. Journal Advanced 66, 1370-1481 | 24. Nieswadomy, R. M. (2002).Foundations of nursing research (4th edition). New Jersey: Prentice Hall | 25. Okoronkwo i., Onyia-pat J, Agbo M., Okpala P & Ndu A (2013) Student perception of effective clinical teaching and teacher behaviour. Journal of Nursing. 3, 63 -69. | 26. Polit, D. F. & Beck C.T. (2012). Nursing research generating and assessing evidence for nursing practice. 9th edition. Wolter Kluwer. New York. | 27. Scully N J (2010). The theory–practice gap and skill acquisition: An issue for nursing education. Elsevier Ltd; Australia. | 28. Searle, C H S, & Mogotlane, S, M. 2009. Professional Practice-A Southern African Nursing Perspective. 5th ed. Johannesburg: Heinemann. | 29. The government of the Republic of Namibia. 2014. Nursing Act No 8 of 2014. Windhoek: Government Printer. | 30. Waldock J. (2010) Facilitating student learning in clinical practice: may clinical nurse believe they are ill prepared and poorly supported to supervise students, hpp:// Accessed 20 September 2018. | 31. Wilson A. (2014) Are the demands of nurse mentoring underestimated? Nursing Times. http://www.nursing (Accessed September 2018)

I’m a college student

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

I ’m a College student. Beautiful statement! When I say this expression to you, it’s because I traveled a path: I examined my abilities, I saw myself in what I want to be in my life, I selected the university where I want to make my dream come true and now I must start the necessary activities to arrive to my goal To reach my goal I begin to think that I have to do research to show you that I’m acquiring the knowledge indicated and then apply them in what will be my daily life, either as an entrepreneur in my own company or as an employee in the company which I dream that I’ll work. I look for everything I need to study and it comes now: to start doing it.

What needs to be done to say that I study and even more to learn, to apply what I know? To study: what I have to do is –know how to read and know how to write. Is it that easy? Yes, it’s that easy. I realize that sometimes, or many times, I have to read more than once the document from which I want to extract the knowledge it expresses. How to make this task easier? We have good news for you. Every document has a structure, a way in which it was built; that structure is logical. The logical structure is the division by themes and subthemes.

When it comes to reading, most of the documents are structured: an easily identifiable numbering or presentation appears by integrating alphabetically related letters.In the case of the essays the structure may not appear visually. The structure of a document is the division by themes and sub-themes; there are also the main ideas within the subtopics. The main ideas can be at the beginning, center or end of the document and are identified as follows: what is explained is the main idea; the secondary ideas are the ones that complement. It happens that when reading is not understood because there are concepts within the text that we don’t know its meaning. The situation is resolved by looking for explanations of the concept in a dictionary of the subject matter.

Underlining or marking the logical division, the division by themes and sub-themes and the main ideas we can understand the document that is what is called reading. The documents that are interdisciplinary, which may include mathematics, they need that knowledge independently.

When I read in the way we just explained, my work will be productive and I can write about my object, I can write my assignment applying any of the existing methodologies without having problems because I learned all the elements that my subject has, my object of study and I can present in any of the ways you tell me. The methodologies for a research can be: Holistic Methodology: Explain from any method and consider the application for the benefit of society Quantitative Methodology: Explain from the measurement. Dialectical Methodology: Explain why this is in this way and why the opposite can’t be. Below we exemplify what we have just explained so you can understand how to read in science successfully.

“Fortunately, today it is no longer necessary to insist on the interest offered by the historical study of science, nor is it necessary —after the masterful works of a Duhem, an Emile Meyerson, and those of Cassirer and Brunschvicg— to insist on interest and rich knowledge that this study provides from the philosophical point of view. Indeed, the analysis of the evolution (and revolutions) of scientific ideas —the only story that (along with that of the technique) gives a meaning to the concept of progress, as exalted as detracted— reveals the disputes waged for the human mind with reality; it reveals to us its defeats, its victories; it shows what superhuman effort each step on the path of understanding the real has cost, an effort that sometimes led to a true “mutation” in the human intellect; transformation thanks to which some notions laboriously “invented” by the greatest geniuses become not only accessible, but even easy and obvious to schoolchildren.” (Koyré, 2005. p. I)

The structure of the document Document structure. These are the themes and subthemes: I have a text in which no numbering or division appears but I have to know what it says; I have to read it successfully. Main ideas. They can be at the beginning, center or end of the document. The main idea of this text is at the beginning of the document and is: “The analysis of the evolution (and revolutions) of scientific ideas” The ideas that explain the main idea are as follow: “Concept of progress” “The disputes waged by the human mind with reality” “Superhuman effort on the path of under- standing the real” If I don’t know the meaning of the main idea and those that explain it, I already have a precise way to look for these concepts and take the readings I need and I will always obtain successful results to conclude my research. I can search the dictionary for the names of the people mentioned in the text and I already have my reading done successfully. When I read the way we have just explained, they can tell me to do a job with this or the other method and I’ll be able to do it because I understood the subject I’m reading through a well-done reading. Passing the letters of a document in front my eyes doesn’t give me the knowledge I need and that is why the difficulties to do the university work that I must present. In my research work I will have: the Cover, the Introduction. The theory that I’ll apply, the case to which I want to apply it, what I learned by doing the work and the bibliography that will indicate the scientists on which I relied.

There is another situation to consider in terms of being a university student. Being a College student also leaves me a lifelong commitment. I was able to go to a university because the society in which I live is organized and could have the institutions that allowed me to be a college student. I have a commitment for life because I must contribute to the development of the country where I live because the efforts of my fellow citizens gave me the opportunity to be a College student. I must contribute so that other human beings have, like me, the opportunity to live their lives according to what they think will make them happy. I’m a college student and I have the commitment that others can be. I’m a college student and I have the commitment to teach others to be true college students.
BIBLIOGRAPHY. Koyré, Alexander. (2005). Estudios Galileanos. España: Siglo XXI.


By Scott Wilson, PhD | Advisor at AIU

With a solid support system, perseverance, and a little luck, I recently completed my Final Thesis project in International Relations. Along the way I made a few observations that could help other students in their quest to complete their own final thesis research project. Although my own particular thesis project was in the field of International Relations, the lessons learned here may be applicable to other fields as well. Lesson #1: No matter what stage you are in your academic program, keep an updated and on-going list of potential final thesis topics.

Chances are that your academic interests and potential topics for your final thesis will evolve over the course of your academic studies. This is a normal part of the academic process where we discover new things about the world, and about ourselves. Personally, my final research project remotely resembled the topics that were on my early list. However, keeping a list of potential topics almost forces you into looking ahead during your studies. In addition, through the process of elimination, you’re moving closer to your eventual topic! So, whenever a topic enters your mind, write it down in your topics journal! Lesson #2: Let the topic come to you! My list of potential topics evolved; just as easily it was for one topic to join the list another was removed just as easy. Personally, I knew that I wanted to analyze Latin American politics, but I wasn’t quite sure how this would come about.

Would it be Latin America in general? Or, would it involve Colombia or Guatemala, two countries that I had personal connections in? In other words, I was lacking details. Then, I came across an article about a professor who, in the 1990’s, used public opinion surveys in Russia as a means to gauge how legitimate the Russian Government was at the time. There it was; it hit me like a slap in the face; I would use public opinion surveys in Guatemala to determine the strength and legitimacy of the Guatemalan Government! In short, it was only by reading and continually thinking about potential ideas that my topic suddenly became very clear to me.

Lesson #3: Don’t underestimate your own contacts! For the next three months I created a public opinion survey for Guatemalans, and it was a great survey! But, I had a problem... How would I administer this survey; I lived the U.S., after all. My first inquiry was with my professional contacts that I already had in Guatemala, but my contacts were unable to assist me. My second inquiry was with professional public opinion survey companies in Guatemala, but they were unwilling to take on this project as well. So, with nowhere else to turn, I contacted an acquaintance in LinkedIn; a Guatemalan that I communicated once with about four years ago. When asked if he knew of a survey company, he said, yes; his firm does public opinion surveys in Guatemala! So, just like that, the project was back-on! Lesson #4: Expect the unexpected, so be flexible and go with the flow!

My contact with the survey company in Guatemala was a gentleman named Sebastian and via email and WhatsApp we refined my original survey and it came out great! The next stage entailed a visit to Guatemala to finalize the project and conduct pilot tests. When I met Sebastian, though, we had a problem; he was only 18 and this was his first assignment! My initial reaction was to go to my contact and demand a new contact, or simply go with the flow and work with Sebastian. Being that communications between Sebastian and I went well up until that point, I opted to work with Sebastian. In the end, though, I was very pleased with this decision; the outcome was fantastic, and I’m not sure that another professional would have so eagerly incorporated the many revisions that we made as the project unfolded! In closing, I hope that these lessons learned will be useful to you as you embark on your own Final Thesis. Do you have lessons learned from your own Final Thesis that could help your colleagues? If so, please share; we’d love to hear about your experiences as well!
Mailbox: [email protected]


Education dumbs us down

We are born creative geniuses, according to NASA scientists.

At TEDxTucson, Dr. George Land told his audience about the result of a creativity test developed for NASA but later used to test school children. NASA had contacted Dr. George Land and Beth Jarman to develop a highly specialized test that would give them the means to effectively measure the creative potential of NASA’s rocket scientists and engineers. The test turned out to be very successful for NASA’s purposes, but the scientists were left with a few questions: where does creativity come from? Are some people born with it or is it learned? The scientists then gave the test to 1,600 children between the ages of 4 and 5. What they found shocked them. This is a test that looks at the ability to come up with new, different and innovative ideas to problems. What percentage of those children do you think fell in the genius category of imagination? A full 98%! ... The scientists were so astonished that they tested the children again five years later when they were ten years old. The result? Only 30% of them now fell in the genius category of imagination. When the kids were tested at 15 years the figure had dropped to 12%! What about us adults? How many of us are still in contact with our creative genius after years of schooling? Sadly, only 2 percent. ...
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Mental illness

The most neglected health problem in the developing world.

When we think of international aid, we usually picture packages of food, vaccines, and water sanitation systems. Evidently, these are all fundamental needs for a healthy society. However, there’s another, equally fundamental, component that is too often overlooked: mental health. Mental health is an underserved cause in international aid for the same reasons it is still a taboo topic in most countries. First off, it has a stigma attached to it. If you suffer from a mental illness, the common conception is that there’s something wrong with you, as a person, as a human being. While for more physical diseases, we separate the illness from the person, in case of mental disease it’s more difficult to do so. Since the disease affects the mind, this is understandable to a certain extent but, at the same time, it doesn’t make it less wrong. Secondly, mental health is perceived as a luxury good. If you suffer from depression, it means you’re just a whiny person with all their basic needs satisfied. Doesn’t it? Obviously, there’s nothing more false than this statement, yet it’s worryingly common. Moreover, in the case of international aid, mental health struggles to attract donations because of a marketing issue. Read full text and watch video:

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Human immune system

Scientists have sequenced a key part of this vast and mysterious system

For the first time ever, researchers are comprehensively sequencing the human immune system, which is billions of times larger than the human genome. In a new study published in Nature from the Human Vaccines Project, scientists have sequenced a key part of this vast and mysterious system —the genes encoding the circulating B cell receptor repertoire. Sequencing these receptors in both adults and infants, the scientists found surprising overlaps that could provide potential new antibody targets for vaccines and therapeutics that work across populations. As part of a large multi-year initiative, this work seeks to define the genetic underpinnings of people’s ability to respond and adapt to an immense range of disease. Led by scientists at Vanderbilt University Medical Center and the San Diego Supercomputer Center, this advancement is possible due to the merging of biological research with high-powered frontier supercomputing. While the Human Genome Project sequenced the human genome and led to the development of novel genomics tools, it did not tackle the size and complexity of the human immune system. “Prior to the current era, people assumed it would be impossible to do such a project because the immune system is theoretically so large, but this new paper shows it is possible to define a large portion, because the size of each person’s B cell receptor repertoire is unexpectedly small”
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Quantum superposition

2,000 atoms exist in two places at once in unprecedented experiment

Giant molecules can be in two places at once, thanks to quantum physics. That’s something that scientists have long known is theoretically true based on a few facts: Every particle or group of particles in the universe is also a wave —even large particles, even bacteria, even human beings, even planets and stars. And waves occupy multiple places in space at once. So any chunk of matter can also occupy two places at once. Physicists call this phenomenon “quantum superposition,” and for decades, they have demonstrated it using small particles. But in recent years, physicists have scaled up their experiments, demonstrating quantum superposition using larger and larger particles. Now, in a paper published Sept. 23 in the journal Nature Physics, an international team of researchers has caused molecule made up of up to 2,000 atoms to occupy two places at the same time. ... To pull off the double-slit experiment for big things, the researchers built a machine that could fire a beam of molecules (hulking things called “oligo-tetraphenylporphyrins enriched with fluoroalkylsulfanyl chains,” some more than 25,000 times the mass of a simple hydrogen atom) through a series of grates and sheets bearing multiple slits. The beam was about 6.5 feet (2 m) long. That’s big enough that the researchers had to account for factors like gravity and
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AIU makes a huge contribution to the world by giving new scient ifics the space for original investigations and research. Visit MyAIU Evolution


Manabu Ikeda's monumental masterpiece

From great pain often comes great artwork. Such is the case with Manabu Ikeda’s monumental Rebirth, a 13' x 10' masterpiece that the artist toiled over for 3.5 years, working 10 hours a day. It’s Ikeda’s largest work to date and is the Japanese artist’s response to the 2011 Tōhoku earthquake and tsunami that set off the Fukushima nuclear disaster. Started in July 2013, Ikeda worked out of the basement studio at the Chazen Museum of Art in Madison, Wisconsin —part of their artist in residence program. The finished piece, known as Rebirth, is a powerfully emotional drawing filled with details plucked from Ikeda’s imagination. It provides a visual representation of the struggle between man and nature —a theme historically at the core of Japanese art. ...
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Flying taxis

The future of commuting.

I t’s the dream of anyone stuck in an endless traffic jam during rush hour: Instead of looking at a wall of brake lights from behind the steering wheel, getting into a futuristic-looking machine and flying above it all. The commute could take minutes by flying machine instead of hours of wasted time on the ground in a car. Increasingly, that dream is becoming a reality. Starting this summer, Uber Copter began offering helicopter rides from lower Manhattan to JFK Airport for about $225 per person. Meanwhile, competitors like Blade and the Airbusowned Voom hope to give Uber a run for its money. Soon, however, there will be a new alternative as well: Urban Air Mobility vehicles, an airborne cross between a drone and driverless car.
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Want to live longer?

Get a dog

J ust having your favorite furball laying around the house doing nothing but demanding treats reduces your risk of dying by an impressive 24 percent, according to a new review of ten studies that examined data on 3.8 million people. “Dog ownership was associated with a 24% risk reduction for all-cause mortality as compared to non-ownership,” declare the authors. ... Your chance of dying after a heart attack, for instance, drops 65% if you own a dog. The chance of dying after a stroke is 27% less for dog owners. Why does owning a dog have such a protective effect on your health? The first and most obvious explanation is that your pet pooch probably requires walking and playing. And even a little more movement can keep your heart healthy or help it recover after an illness. Other aspects of the link between dog ownership and health are less expected. For instance, when you walk your dog, for obvious hygiene reasons, you do it outside. And being outside... has also been linked to big health benefits. The human body just seems to work a little better when it’s out in nature. Finally, as any pet owner can tell you, dogs help keep loneliness at bay and loneliness, science has shown, can actually harm your health as much as smoking 15 cigarettes a day (yes, that’s from a real fact from a reputable study). Read full text:

Nutritional psychiatry

The future of mental health treatment.

A lack of essential nutrients is known to contribute to the onset of poor mental health in people suffering from anxiety and depression, bipolar disorder, schizophrenia and ADHD. Nutritional psychiatry is a growing discipline that focuses on the use of food and supplements to provide these essential nutrients as part of an integrated or alternative treatment for mental health disorders. But nutritional approaches for these debilitating conditions are not widely accepted by mainstream medicine. ... The link between poor mental health and nutritional deficiencies has long been recognised by nutritionists working in the complementary health sector. However, psychiatrists are only now becoming increasingly aware of the benefits of using nutritional approaches to mental health, calling for their peers to support and research this new field of treatment. It is now known that many mental health conditions are caused by inflammation in the brain which ultimately causes our brain cells to die. This inflammatory response starts in our gut and is associated with a lack of nutrients such as magnesium, omega-3 fatty acids, probiotics, vitamins and minerals that are all essential for the optimum functioning of our bodies. ... Magnesium is one of most important minerals for optimal health, yet many people are lacking in it. Read full text:

Live a better life learning how to keep your body, mind and soul balanced. Visit regularly MyAIU Body / MyAIU Mind / MyAIU Spirit and MyAIU Energy.

Climate despair

Is making people give up on life.

Many people are suffering from what could be called “climate despair,” a sense that climate change is an unstoppable force that will render humanity extinct and renders life in the meantime futile. As David WallaceWells noted in his 2019 bestseller The Uninhabitable Earth, “For most who perceive an already unfolding climate crisis and intuit a more complete metamorphosis of the world to come, the vision is a bleak one, often pieced together from perennial eschatological imagery inherited from existing apocalyptic texts like the Book of Revelation, the inescapable sourcebook for Western anxiety about the end of the world.” “Climate despair” has been a phrase used at least as far back as Eric Pooley’s 2010 book, The Climate War: True Believers, Power Brokers, and the Fight to Save the Earth, but it’s been in wide circulation for perhaps as little as two years. In more progressive Sweden, the term klimatångest has been popular since at least 2011 (the year a Wikipedia article with that name was created). In The Uninhabitable Earth, Wallace-Wells notes that the philosopher Wendy Lynne Lee calls this phenomenon “eco-nihilism,” the Canadian politician and activist Stuart Parker prefers “climate nihilism,” and others have tried out terms like “human futilitarianism.” Whatever you call it, this is undeniably a real condition, if not one with a set of formal diagnostic criteria. Read full text:

Compostable plates

Peruvian group launch plates made of banana leaves.

A group of young Peruvians has launched a project called ‘Bio Plant’ in order to help the world use less plastic. They have created biodegradable dishes made of banana leaves to reduce environmental pollution caused by excessive disposal of plastic. This innovative product can decompose within 2 months –it’s completely degraded naturally before the 60 days are up. Those commonly used plates and containers made of polystyrene (styrofoam) on the other hand take up to 500 years, causing untold amounts of damage to the flora and fauna of the oceans and wildlife on land. With the co-financing of the Innóvate Peru Program (through the Bio Challenge contest aimed at supporting the development of innovative solutions focused on the sustainable use of the resources of our biodiversity), they were able to design and manufacture specialized machines –a presser, a shipper, and a die cutter– for the production of the biodegradable dishes. With the new equipment, they are able to manufacture 50,000 dishes monthly. Josué Soto, the leader of the project, explained how they are working directly with small producers in the Peruvian Amazon, who are provided with a fair price and technical training to take advantage of the losses of banana cultivation.
Read full interview:

Eco Tip: Simplify your life as much as possible. Only keep belongings that you use/enjoy. Change your life, get sustainable, visit MyAIU Knowledge

Rickshaw rides

Volunteers are taking seniors out into nature.

As we age, it’s harder and harder to get outside. And that’s a shame since getting out into nature has been linked to a significant increase in people’s health and happiness. On top of that, one in three seniors in the United States reports being lonely. Loneliness has been found to increase the risks of heart attacks, strokes, depression, anxiety, and early death. The benefits of getting out into nature and having someone to talk to can be numerous for the elderly. That’s why Ole Kassow from Denmark decided to start the Cycling Without Age project back in 2012. Kassow started taking some elderly members of his local community on rides in a rickshaw and quickly saw the benefits of doing that. “I saw an elderly gentleman sitting in front of a nursing home”, Kassow explained in an interview with Generations Working Together. “As usual, I was on my bike and came up with the idea that maybe he wanted to join me and we could get to know each other. I rented a rickshaw and it took off from there. The man became my friend, his name is Thorkild.” “Our modern fast-paced lifestyle means that we value youth and careers and sometimes forget to appreciate the older generation and their wisdom. That means many people become isolated and lonely as they grow old.” Read full text and watch video:

End the betrayal

Sign against lion farming & canned hunting in South Africa.

Canned hunting is the hunting of wild animals, mostly lions, in a confined area from which they cannot escape. In South Africa, it is not only legal, it is flourishing. 8,000 or more captive-bred lions and other predators languish in around 250 breeding facilities, where they are exploited for profit at every stage of their lives. Unwitting paying volunteers are recruited to help hand raise captive-bred lion cubs, on the false premise that they will be released into the wild as part of a lion conservation initiative. Tourists pay to take selfies while petting cute cubs or walking with lions. Ultimately many of the animals will be transferred to canned hunting facilities to be shot by paying trophy hunters, and their bones and other body parts will be sold into local and international trade. The animals involved are habituated to people from an early age, through being hand-reared and bottle-fed, so they are no longer fearful of people, making them easy targets for a rifle or bow when it comes to the hunt. ... Born Free believes that if South Africa is to be regarded as a responsible and ethical custodian of its wildlife, urgent action needs to be taken to bring an end, in an intelligent and humane way, to the captive breeding and canned hunting of lions, and the sale of their bones and skeletons into international markets. Watch video and sign petition:

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Escaping poverty requires almost 20 years

With nearly nothing going wrong.

A lot of factors have contributed to American inequality: slavery, economic policy, technological change, the power of lobbying, globalization, and so on. In their wake, what’s left? That’s the question at the heart of the book, The Vanishing Middle Class: Prejudice and Power in a Dual Economy, by Peter Temin, an economist from MIT. Temin argues that, following decades of growing inequality, America is now left with what is more or less a two-class system: One small, predominantly white upper class that wields a disproportionate share of money, power, and political influence and a much larger, minorityheavy (but still mostly white) lower class that is all too frequently subject to the first group’s whims.

Temin identifies two types of workers in what he calls “the dual economy.” The first are skilled, tech-savvy workers and managers with college degrees and high salaries who are concentrated heavily in fields such as finance, technology, and electronics — hence his labeling it the “FTE sector.” They make up about 20 percent of the roughly 320 million people who live in America. The other group is the low-skilled workers, which he simply calls the “low-wage sector.”

Temin then divides workers into groups that can trace their family line in the U.S. back to before 1970 (when productivity growth began to outpace wage growth) and groups that immigrated later, and notes that race plays a pretty big role in how both groups fare in the American economy. “In the group that has been here longer, white Americans dominate both the FTE sector and the low-wage sector, while African Americans are located almost entirely in the low-wage sector,” he writes. “In the group of recent immigrants, Asians predominantly entered the FTE sector, while Latino immigrants joined African Americans in the low-wage sector.”

After divvying up workers like this (and perhaps he does so with too broad of strokes), Temin explains why there are such stark divisions between them. He focuses on how the construction of class and race, and racial prejudice, have created a system that keeps members of the lower classes precisely where they are. He writes that the upper class of FTE workers, who make up just one-fifth of the population, has strategically pushed for policies —such as relatively low minimum wages and business-friendly deregulation— to bolster the economic success of some groups and not others, largely along racial lines. “The choices made in the U.S. include keeping the low-wage sector quiet by mass incarceration, housing segregation and disenfranchisement,” Temin writes. And how is one to move up from the lower group to the higher one? Education is key, Temin writes, but notes that this means plotting, starting in early childhood, a successful path to, and through, college. That’s a 16-year (or longer) plan that, as Temin compellingly observes, can be easily upended. For minorities especially, this means contending with the racially fraught trends Temin identifies earlier in his book, such as mass incarceration and institutional disinvestment in students, for example. Many cities, which house a disproportionate portion of the black (and increasingly, Latino) population, lack adequate funding for schools. And decrepit infrastructure and lackluster public transit can make it difficult for residents to get out of their communities to places with better educational or work opportunities. Temin argues that these impediments exist by design.

Despite the bleak portrait that he paints, he doesn’t believe that the U.S. necessarily has to be like this. He offers five proposals that he says might help the country return to more equal footing. ... Read full text by Gillian B. White:

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Food flask.

Inspired by a classic thermos, this compact, insulated stainless steel food flask is ideal for keeping soups hot for up to six hours or fruit salads cold for up to eight. 13.5 fluid ounce, dishwasher-safe.

Collapsible straw with case.

Inspired by the portable simplicity of a classic Zippo lighter. Easy to clean.

Cocca moka espresso pot.

Brews three cups of espresso in less than two minutes on any kind of induction cooking surface. The nonreactive aluminum interior ensures consistently clean-tasting coffee. 6.4 ounces.

1901–1976. A German theoretical physicist

“An expert is someone who knows some of the worst mistakes that can be made in his subject, and how to avoid them.”
—Werner Heisenberg.
1901–1976. A German theoretical physicist and one of the key pioneers of quantum mechanics.

A little big project

Make a list of things that make you happy. Make a list of things you do everyday. Compare the lists. Adjust accordingly

Bachelor of Technology Innovation


The Bachelor of Technology Innovation (BSc) objective is to produce high-quality scholars by preparing them for successful academic professions and to help them develop an understanding of the methods used in theoretical modeling and empirical testing. AIU’s Bachelor’s degree in Technology Innovation goes one step further by allowing students to study and research multiple key areas of computer science to develop a unique foundation of practical knowledge and computer science theory. Your AIU distance learning Bachelor program in Technology Innovation 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 Bachelor programs are designed just for you. They are individually designed to meet your needs and help you to reach your professional and personal goals.


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

Business creativity
Design of products
Management by competences
Business models
Competition analysis
Innovation Management
Technological projects
Cost management
Product development
Technological development
Technological innovation
Sources of innovation
Innovation Strategy
Mobile business
Professional skills of the 21st century
Innovative Organizational Structures
Flexibility and adaptability

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)

Research Project

Bachelor Thesis Project
MBM300 Thesis Proposal
MBM302 Bachelor Thesis (5000 words)

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

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


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

About Us


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


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.


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. Ricardo González
Executive Vice-President
Ofelia Hernandez
Director of AIU
Clara Margalef
Dir. of Special Projects of AIU
Juan Pablo Moreno
Director of Operations
Paul Applebaum
IT Director
Nadeem Awan
Chief Programing
Dr. Jack Rosenzweig
Dean of Academic Affairs
Paula Vieria
Admissions Manager
Dr. Edward Lambert
Academic Coordinator
Dr. Ariadna Romero
Academic Coordinator
Maricela Esparza
Administrative Coordinator
Jaime Rotlewicz
Admissions Coordinator
Carlos Aponte
Telecom. Coordinator
Rosie Perez
Finance Coordinator
Nadia Gabaldon
Student Services Supervisor
Dr. José Mercado
Chief Executive Officer

Felipe Gomez
Design Director
Kingsley Zelee
IT Coordinator
Linda Collazo
Student Services Coordinator
Giovanni Castillo
Operations assistant
Liliana Peñaranda
Logistics Coordinator
Amalia Aldrett
Admissions Coordinator
Alba Ochoa
Admissions Coordinator
Sandra Garcia
Admissions Coordinator
Veronica Amuz
Admissions Coordinator
Junko Shimizu
Admissions Coordinator
Roberto Aldrett
Communications Coordinator
Nazma Sultana
Assistant Programming
Jhanzaib Awan
Assistant Programming
Chris Benjamin
Hosting Server
Dr. Ricardo González

Paulina Garcia
Academic Assistant
Daritza Ysla
Accounting Coordinator
Patricia C. Domenech
Human Resources
Irina Ivashuk
Administrative Assistant
Kimberly Diaz
Academic Tutor
Renata Da Silva
Academic Tutor
Lourdes Puentes
Academic Tutor
Rina Lehnhoff
Academic Tutor
Renato Cifuentes
Academic Tutor
Arturo Vejar
Academic Tutor
Arhely Espinoza
Academic Tutor
Luisa Villar
Academic Tutor
Cyndy Dominguez
Academic Tutor
Vivian Calderon
Registrar Office

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.

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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)

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