Article published

June 18, 2021. One of our students, Idania Marcela Perigault, wrote the article titled, “A look at China’s strategy, its positioning in the region and Panama’s role as a hub in this new scenario,” (Spanish) in the USMA Academic Journal. Summary: The Republic of Panama has made various changes in its foreign policy with a view to comprehensive development in the region and globally. Faced with this, the positioning that the People’s Republic of China has achieved in the last decade is due to a carefully designed strategy that attends to respect for the sovereignty of the countries and seeks a consolidation based on cooperation and friendship. Based on this, a review of the general aspects that frame and condition the establishment of China-Panama relations that allows us to glimpse the development and benefits derived from this relationship for both countries, as well as the role of the Republic of Panama, either as a model to be replicated by its neighbors in terms of foreign policy decisions, or as an axis of regional development, as well as the implications and concerns of the United States as a result of the importance that the Republic of Panama... You can find the article at the following link: https://revistas. usma.ac.pa/ojs/index.php/IEP/ article/view/177/289 Idania Marcela Perigault is completing a Bachelor's degree program in International Relations at AIU.

Book published

June 30, 2021. One of our graduates, Ambrues Nebo, has published his book with Amazon titled, “Liberian Society In Focus: An Introduction To Sociology”. Similar to other textbooks, this primer it is a compendium of basic sociological concepts mainly confined to the Liberian society with clear learning objectives. As an introduction to the sociology of the Liberian society, it does not contain all of the sociological concepts applicable to the Liberian society. However, it provides basic sociological concepts undergraduate students reading sociology should comprehend and appreciate about the Liberian society. As a focus, this textbook meticulously examines the culture of Liberia, major social institutions, agents of social control, social stratification, contemporary social problems, collective behavior, and social movement in contemporary Liberian society. Interestingly, it highlights protest as emerging culture and its impacts on the Liberian society. You can find the physical Book Version (Paperback) here: https://www.amazon.com/ dp/1639024425 Ambrues Nebo has completed a Doctorate program in Sociology at Atlantic International University.

Father’s Day choir

June 21, 2021. One of our graduates, Walter Hernández, has shared his university choir with us for Father’s day. Walter said: We dedicate this new production to all fathers who, with their effort, responsibility, discipline and love, collaborate in the transformation of a better society. Find his choir here: https:// www.facebook.com/331329550250701/ posts/4329957953721154/ Walter Hernandez completed a PhD in Philosophy at Atlantic International University.

Thesis Defense

June 22, 2021. Atlantic International University is delighted once again to share the Thesis Defense of one of our students, Ngcebo Norman Mbuli. Ngcebo recently presented his thesis defense which was graded with an A. His thesis was titled, “COVID 19 Disruptions; Improving the Kingdom of Eswatini’s Healthcare Response Systems”. In his thesis, Ngcebo lets us know that the overall goal of this research has been to assess Eswatini’s medical health systems’ response to the COVID 19 pandemic and to establish recommendations of how the country can improve its medical healthcare for a better and efficient response in the future. Ngcebo completed a Doctorate program with a major in Project Management at Atlantic International University.

Article published

July 9, 2021. One of our graduates, Olubukola Ayokunmi Akanni, wrote the article titled, “Adolescents with Personality Disorders: A Systematic Review,” in the International Journal of Research and Innovation in Social Science (IJRISS). Abstract: Personality Disorder is a mental health disorder recognized by the International Classification of Diseases (ICD) and the Mental Disorders Diagnostic and Statistical Manual (DSM). Personality Disorder refers to personality characteristics that, for a prolonged period, are maladaptive, inflexible, and pervasive in many contexts, causing severe discomfort and disability. The study was DSM-5 lists three clusters of personality disorders with ten specific disorders in those categories. An adolescent must meet the DSM-5 requirements to be diagnosed with a personality disorder. The aim of this article is to review research documenting the underlying mental health problems in personality disorders amongst adolescents and, to evaluate research on potential intervention for such disorders. Find the article here: https:// www.rsisinternational.org/virtual-library/ papers/adolescents-with-personality- disorders-a-systematic-review/ Olubukola Ayokunmi Akanni completed a Doctor of Philosophy, PhD program in Counseling Psychology at Atlantic International University.

Article published

July 12, 2021. One of our graduates, Schizzo Thomson, published an article titled, “Information Systems Engineering,” at AIU. Abstract: This writeup is part of the fulfillment of the Information systems engineering course. In the sections that require an organization of your choice, will be based on Castel Malawi Group, a beverages company with operations in Malawi, Southern Africa and Europe. The company manufactures and distributes beer and a wide range of other mineral and soft drinks. Some of the beer brands the company manufactures are Carlsberg beer and Castel beers. The soft drinks sections produce mineral bottled water, Coca- Cola drinks , Orange squash and many other Fizzy drinks. According to their official website (2021) The company was founded in 1949 and is owned by Pierre Castel from France. Find his article here: https://admin.aiu.edu/submissions// manager_files/document/ a9UB66336_961732_information%20 systems%20engineering%20assessment. doc Schizzo Thomson has completed a Bachelor’s program with a major in Renewable Energy at AIU.

Thesis Defense

July 6, 2021. Atlantic International University is delighted once again to share the Thesis Defense of one of our students, Enow Vivian Ayamba. Enow recently presented her thesis defense which was graded with an A. Her thesis was titled, “Developmental Disabilities (Autism): Comprehensive Guide for Nurses, Midwives and Special Educators. First Edition, Vol 1.” Enow Vivian Ayamba completed a Post-Doctorate program with a major in Developmental Disabilities (Autism) at AIU.

Graduated with Distinction

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

DISTINCTION
Ngala Solange Mudih
Doctor of Public Health
Healthcare Administration

DISTINCTION
Cluni Rafael Aguilar Lendechy
Doctor of Healthcare Management
Senior Management in Health Systems

Virtual Lab

July 2, 2021. We have enrolled on a partnership with Labster to offer our students a hands-on experience before they enter a lab in real life, allowing them to contextualize their learning. Labster gives our students theory and practice in a virtual lab environment. Virtual labs give our students flexibility. They can do the simulation as many times as they need, stop and start over when they have the time. Ways our students can profit from Labster: • Lab Reports. See example: https://get.labster. com/e/723743/dx6u9mQiXksOE-view-usp-sharing/ hdx8n/446267129?h=24hB0dZB-D2kiUPq6bjZ1v1FzhzJVyDj3C6fKLTP-0w • A library of thousands of Science Images. • 3D Science Animations See example: https://get.labster.com/e/723743/Rvk-rEqR6Js/ hdx8q/446267129?h=24hB0dZB-D2kiUPq6bjZ1v1FzhzJVyDj3C6fKLTP-0w • Blank Quizzes. • Simulations: 38 new Virtual Lab Simulations. https://get.labster.com/e/723743/tHgRcSlu3CPZi-view-usp-sharing/ hdx8l/446267129?h=24hB0dZB-D2kiUPq6bjZ1v1FzhzJVyDj3C6fKLTP-0w

Thesis Defense

July 9, 2021. Atlantic International University is delighted once again to share the Thesis Defense of one of our students, Romario Dane Austin Wright. Romario recently presented his thesis defense which was graded with an A. His thesis was titled, “To what extent does Organizational Behavior affect both internal and external stakeholders in Jamaica in achieving the set targets of the organization over a period of five (5) to ten (10) years?”. Romario explained that the rational for this research is to analyze the factors that contribute to the behavior of individuals and groups within an organization and how it affects the organization in the long term. Romario Dane Austin Wright completed a Doctorate program with a major in Organizational Leadership and Management at Atlantic International University.

20TH INTERNATIONAL CONFERENCE ON Publishing Studies

Call for Papers This Conference will be held 20-22 June 2022 at University of the Aegean - Department of Mediterranean Studies, Rhodes, Greece. We invite proposals for paper presentations, workshops/ interactive sessions, posters/ exhibits, colloquia, focused discussions, innovation showcases, virtual posters, or virtual lightning talks. 2022 Special Focus: “Is Publishing as Critical Infrastructure? Innovation, Creativity, and Resilience in an Age of Artificial Intelligence” Theme 1: Information Foundations. Theme 2: Mediums of Disruption. Theme 3: Social History and Impacts. Become a Presenter: 1. Submit a proposal 2. Review timeline 3. Register Advance proposal deadline August 20, 2021 Advance registration deadline September 20, 2021 Visit the website: https://informationmediumsociety. com

FIND MORE NEWS FROM AIU FAMILY
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Pablo Javier Chami
Bachelor of International Business
International Business
Argentina
John Chuol Muon
Doctor of International Relations
International Relations
Australia
Yunji Wilson Yai
Master of Science
Geomatics Engineering
Cameroon
Sylvie Tabi Ojong
Master of Education
Education
Cameroon
Ntui Ebot Gabriel
Doctor of Science
Reproductive Clinical Science
Cameroon
Olufemi Ayoola Olawale
Doctor of Philosophy
Organizational Leadership
Canada
           
José Daniel Barrera Sáez
Doctor of Business Administration
Business Administration
Chile
Álvaro Marcelo Contreras Marambio
Bachelor of Business Administration
Business Administration
Chile
Alvaro Hernando Rincón Trujillo
Bachelor of Business Administration
Business Administration
Colombia
Yelitza Indira Caicedo Ramos
Master of Education
Education and Natural Science
Colombia
Carlos Ernesto Guerra Nieto
Doctor of Business Administration
Strategic Planning
Colombia
Henry Doria Doria
Master of Computer Engineering
Computer Information Systems
Colombia
           
Bruce Luaba Mudibi
Master of Project Management
Project Management
Congo (DRC )
Eugenia Coto López
Doctor of Education
Methods of Investigation
Costa Rica
Pablo Henriquez Severino
Doctor of Latin America Literature
Latin American Literature
Dominican Republic
Maribel Gil Vilorio
Master of English Education
English Teaching
Dominican Republic
Rodolfo Michael Tavárez Fernández
Master of Telecommunications
Telecommunications
Dominican Republic
Francisco Javier Mora Espín
Bachelor of Science
Computer Science and Systems Engineering
Ecuador
           
Rogelio Ricardo Jimenez Yepez
Bachelor of Science
Agronomy Engineering
Ecuador
Juan Alberto Salinas Hernandez
Master of Business Management
Business Management
El Salvador
Samba Juma Jallow
Bachelor of Science
Public Health and Nutrition
Gambia
Vicente Bracho Garay
Bachelor of Communication
Communication
Germany
Raymundo Rodríguez Baeza
Doctor of Science
Strategic Planning vvGuatemala
Alvaro Leonel Vásquez Berganza
Bachelor of Science
Civil Engineering
Guatemala
           
Ernestina Amparo Polanco Girón
Bachelor of Business Administration
Business Administration
Guatemala
Kaysha Camillia Dixon Wright
Master of Education
Educational Administration
Jamaica
Ian Leonard Emanuel
Doctor of Philosophy
Organizational Behavior
Jamaica
Maxwell Ntchentche
Bachelor of Financial Accounting
Accounting
Malawi
Kampila Humphreys Nsona
Doctor of Science
Globa l Health
Malawi
Myriam Oropeza Morales
Bachelor of Business and Economics
Management and Direction
Mexico
           
Iván Cruz Cruz Pedraza
Doctor of Public Health
Public Health
Mexico
Hendro Jenuve de Júlio Muchiguere
Doctor of Business Administration
Business Management
Mozambi que
Enna Gumbs
Master of Science
Counseling
Namibia
Serah Jacob Anzaku
Bachelor of Science
Human Resource Management
Nigeria
Olanrewaju Kazeem Bakinson
Doctor of Science
Public Administration
Nigeria
Ishaku Ardo Buba
Master of Science
Agriculture Marketing
Nigeria
           
Obaroh, Rebbecca Yemi
Bachelor of Human Resources
Human Resources
Nigeria
Leonard Michael Onyinyechi Aminigbo
Doctor of Philosophy
Geospatial Information Systems
Nigeria
Okoro Roli Ego
Doctor of Philosophy
Public Administration
Nigeria
Victor Ogoegbunam Obimma
Doctor of Philosophy
Project Management
Nigeria
Awuzie Ozioma Kaosisochukwu
Certificate of Science
Health Science
Nigeria
Rafey A Siddiqui
Doctor of Science
Water Policy and Management
Pakistan
           
Melva Alvarado Pineda
Doctor of Education
Research
Panama
Gregory Mario Gilbert Monfardino
Bachelor of Science
Diet and Nutrition
Panama
Demetrio Cabrera Román
Doctor of Science
Public Health
Peru
Nicanor Williams Pacheco Huamán
Doctor of Science
Mechanical Engineering
Peru
Leonel Meléndez Soler
Bachelor of Accounting
Accounting and Finance
Puerto Rico
USA
Jacqueline Martinez Irizarry
Doctor of Education
Education
Puerto Rico
           
Rafael Eduardo Ruiz Colón
Doctor of Psychology
Psychology
Puerto Rico
Aulio Anselmo Hernandez De Aza
Bachelor of Science
Civil Engineering
Puerto Rico
Stephanie Lizanne King
Master of Education
Educational Management
Saint Lucia
Summia Naveed
Master of Science
Nutrition Science
Saudi Arabia
Mohamoud Abdi Ahmed
Doctor of Education
Education
Somalia
Lefora France Mafete
Doctor of Business Administration
Business Administration
South Africa
           
Genis Tosquella Santanyes
Bachelor of Business Administration
Business Administration
Spain
Luis Alberto Sánchez Guerra
Bachelor of Science
Anti-Terrorism Security
Spain
María del Pilar Abollado Amo
Bachelor of Business Administration
Business Administration
Spain
Fabian Leonard Bergen
Bachelor of Science
Mechanical Engineering
Suriname
Mbuso Mabuza
Doctor of Public Health
Epidemiology and Health Innovations
Swaziland
Robinson Ogwang
Doctor of Business Administration
Business Administration
Uganda
           
Josephine Onyia
Doctor of Education
Educational Administration
United Arab Emirates
Wiltfer Mauricio Ordóñez Delgado
Bachelor of Arts
Arts and Paint
United Arab Emirates
Patrick Gregory Henry
Bachelor of Science
Refrigeration and Airconditioning
United Kingdom
Annabell Zavala Zavala
Bachelor of Arts
Languages
USA
Laura Yuranny Bocanegra Orozco
Bachelor of Science
Psychology
USA
Naveed Ahmad
Bachelor of Science
Computer Science
USA
           
Alvaro Passaro Ferrari
Doctor of Philosophy
Psychology
USA
Maria Elena Zegarra Vasquez
Master of Science
Biotechnology
USA
Fidelis Ngochia
Bachelor of Science
Occupational Safety and Health
USA
Marvin Leal Hurtado
Bachelor of Science
Architecture
USA
Joiran Ibrahin Ruiz Castillo
Master of Science
Civil Engineering
Venezuela
Geroge Thole
Bachelor of Science
Animal Science
Zimbabwe
           
           

Find More Graduates

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This month we have graduates from: Angola · Argentina · Austria · Bahrain · Barbados · Bolivia · Botswana · Canada · Cayman Island · Chile · Colombia · Dominican Republic · Ecuador · Equatorial Guinea · Ethiopia · Ghana · Guate mala · Guyana · Honduras · Iraq · Jamaica · Kenya · Malawi · Mexico · Nairobi · Namibia · Neteherland Antilles · Nicaragua · Nigeria · Panama ·


EDUCATION AS A HUMAN RIGHT

Inequalities faced and inability to access quality education despite decades of advocacy
Andrea Carolyn Whyte | Doctorate in Legal Studies



Introduction There are varying definitions and terminologies for the words Education and Human Right. Human Rights Activist, Malcolm X refers to Education as “...our passport to the future, for tomorrow belongs to the people who prepare for it today” while Theoretical Physicist, Albert Einstein refers to Education as “...not the learning of facts, but the training of the mind to think”. Meanwhile, a UNESCO website article (November, 2020) entitled ‘What do you need to know about the right to education’ affirms that the “Universal Declaration of Human Rights affirms that education is a fundamental human right for everyone and this right was further detailed in the Convention against Discrimination in Education.” (UNESCOs Website). The United Nations also refers to the word Education, in its definition as a Human Right “... A Human right includes; the right to work and education, and many more.” The essence of this essay is to delve into the various arguments and laws that support the notion of education as a human right as well as to cite some of the inequalities faced by human-beings in terms of their inability to access quality education despite decades of advocacy. Is education a Human Right?

Many proponents will deliberate whether education is a human right. The position taken in this paper is to use the empirical data gathered, to form the basis for arriving at a consensus on the subject matter. The United Nations Educational Scientific Cultural Organization (UNESCO) declares that “Education is a Human Right for all, throughout life and that access must be matched by quality.” Education, as a fundamental human right lies at the heart of UNESCO’s mission and is enshrined in the Universal Declaration of Human Rights (1948) and many other international human rights instruments. The right to education is one of the key principles underpinning the Education 2030 Agenda and Sustainable Development Goal 4 (SDG4), adopted by the international community. SDG 4 which speaks to ‘Quality Education’ is rights-based and seeks to ensure the full enjoyment of the right to education as fundamental to achieving sustainable development. It also aims to ensure and promote inclusive and equitable quality education for all.” (UNESCO website). In addition, we can fuse the terms Education and Human Right for a better understanding. For instance, even on the Atlantic International University (AIU) website, www.aiu.edu, a correlation of both words has been mentioned “Education is a Human Right, it brings freedom and opportunity.” From these several academic articles and instruments that support the human right principles, one could concur that education is in fact a human right.

The power of education as a Human Right Education is a human right and a force for sustainable development and peace. Every Sustainable Development Goal (SDG) in the 2030 Agenda requires education to empower people with the knowledge, skills and values to live in dignity, build their lives and contribute to their societies. (UNESCO’s website – Leading SDG 4 – Education 2030). In addition, UNESCO further reaffirms that the power of education is in fact a human right; “Education in itself is an empowering right and one of the most powerful tools by which economically and socially marginalized children and adults can lift themselves out of poverty and participate fully in society.” (Retrieved from UNESCO website). Consequently, the role of education has to be seen as a ‘human right’ by all, in relation to communicating the mandate of the Education 2030 Agenda.

It is in this context, that I refer to a famous quote from Former South African President, Nelson Mandela which underscores the power of education in changing the world; Mandela posited that “Education is the most powerful weapon which you can use to change the world.” Some socio-economic inequalities of education as a Human Right There are several socio-economic inequalities pertaining to education and human rights globally. Highlights of the UNESCO’s Global Caribbean Report entitled Inclusion and Education in Latin America and the Caribbean outlines some of these inequalities across different spheres: —UNESCO’s Global Caribbean Report on Inclusion and Education in Latin America and the Caribbean offers some insights pertaining to the core challenges and key solutions for greater inclusion, in a region characterized by the largest and most challenging socio-economic inequalities of education as a Human Right. Caribbean region is considered the largest and most challenging socio-economic inequality in the world. Some of the key findings of the Report revealed that; Latin America and the Caribbean is committed to data use, but there is room for improvement. Surveys are key for disaggregating education indicators by individual characteristics but 57% of countries in the region, mostly in the Caribbean, representing 13% of the region’s population, do not make survey data available.

Teachers need more support to embrace diversity. Continuous professional development opportunities are often unavailable, although 70% of countries in the region provide for teacher training, on inclusion in laws or policies. Over 50% of teachers in Brazil, Colombia and Mexico reported a high need for professional development on teaching students with special needs. In terms of children with disabilities, the impact of inequality is even greater; school attendance rates are lower for young people with disabilities, indigenous language speakers and Afro-descendants. In addition, due to the adverse effects of COVID-19 on the education systems, the pandemic is economic inequalities in the world. The Report further stated that; “Latin America and the deepening the education crisis and widening existing educational inequalities. (UNESDOC Digital Library).

Education under Human Rights Law Education is embedded as a Human Right under the Universal Declaration of Human Rights (UDHR) established by the United Nations General Assembly on December 10, 1948. Article 26 of the document outlined that; “Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages.” The Human Right Laws are entrenched in laws of several countries. An article from the UNESDOC Digital Library website states that; “Many countries in the region have adopted a broad perspective on inclusion in national laws, although most tend to focus laws on specific groups. In 95% of countries, education ministries have issued laws focused on people with disabilities. For Instance, Jamaica, the first signatory of the Convention on the Rights of Persons with Disabilities, approved its Disability Act in 2014;” It states that no education institution shall deny enrolment to a person with disabilities”. Conclusion Education is not a privilege, but a human right that is inclusive. According to an article on the UNESCO website; Human rights are at the heart of the Sustainable Development Goals (SDGs), as in the absence of human dignity, we cannot hope to drive sustainable development. In keeping with the fundamental principle of the UNESCO’s Sustainable Development Goals (SDGs) to ‘Leave No-one Behind’, it is imperative that Governments and other key stakeholders continue to promulgate the dialogue of ensuring the attainment of ‘quality education to all’ by 2030. Finally, I invite you to view the link below for an inspiring educational-related story entitled “My sister, A Teacher and a Hero for Girls” which was aired on Human Rights Day 2020. https:// www.hrw.org/news/2020/12/10/ my-sister-teacher-and-hero-girls.

REFERENCES. www.aiu.edu (Atlantic University International website) Global Education Monitoring Report https://unesdoc.unesco.org/ark:/48223/ pf0000374790 | Right To Education https://en.unesco.org/themes/right-to-education | 2020 Latin America and the Caribbean Report —Inclusion and Education https://en.unesco.org/gem-report/LAC2020inclusion | Leading SDG 4 – Education 2030 https://en.unesco.org/themes/education2030-sdg4 | What do you need to know about the right to education (November 2020). https://en.unesco.org/ news/what-you-need-know-about-right-education | Universal Declaration of Human Rights (Claiming Rights) http://www.claiminghumanrights.org/udhr_article_26. html | Universal Declaration of Human Rights https://www.un.org/en/universaldeclaration- human-rights/ https://unesdoc.unesco.org/ | YouTube Video https://www. hrw.org/news/2020/12/10/my-sister-teacher-and-hero-girls

The greatness of the assessment

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


Thinking, speaking of evaluation: teachers, advisors, students express themselves —My God! Assessment is one of the key aspects of education at any level. We know that in formal education they are important: Philosophy, Policies, Curriculum Design and together with Curricular Design: the application and exit of the students. The Instrumentation work of any study ends with an evaluation. Formal education aims for human beings to learn and also to build a society for their well-being and the well-being of all. Learning assessment becomes a concern and occupation of teachers and students because it depends on it: for a teacher or advisor, I do my job well; for the student, nothing more and nothing less, than their certification or graduation For the Advisor or teacher, assessment is a strong responsibility because what he or she says is good, in terms of science, he or she will have to answer to society for the quality of the professional practice of those human beings who are his her students. For the student it’s also a responsibility because their professional practice in one way or another means lives. Human beings to grow —Human beings to be happy. Assessment is a problem when it’s not clear what a student has to do in order to be able to say: they did acquire this or that knowledge. The problem arises when establishing the types of knowledge.

It also stems from having to determine what skills this or the other student has when they start their program. It’s also a concern for the student because he or she questions how much I know to finish this degree. From the aforementioned is where the conflicts arise when evaluating: for the Advisor and for the student. We searched the evaluation literature and found different currents: some give value to these theoretical principles and others to those. After reading the previous lines, if you are a student or Academic Advisor at Atlantic International University (AIU) you are left thinking, but we are Andragogic University. Yes, it’s adult education, which means that you are an adult to be responsible for yourself and that: you are looking for adequate indications to know that you are admitted into the community of those who know Science at the level you have chosen Assessment is: 1. Demarcation of the object. What is being talked about using the concepts of that Science 2. Use of criteria related to science. Application of theoretical concepts of this area of knowledge 3. Use of science systems. Use of methods and techniques from that area of knowledge 4. Representation of the object of study. Realization of models based on procedures of the science being studied. 5. Issuance of judgments. Explain how it can be applied. They are the Conclusions and Recommendations. 6. Decision making. The Application, which at AIU you make it applied to your Community, National and International It is what we must do as Academic Advisors and as students. As an Academic Advisor, it’s what I look for in what the student presents to me. As a student it’s what I have to present. Nowadays, when we talk about assessment, we have the following that correspond to different stages of learning: 1. Initial or Diagnostic Assessment.

2. Formative Assessment 3. Summative Assessment 1. Initial or Diagnostic Assessment The purpose of the Initial Assessment is to know the level that the student has in terms of theoretical knowledge, methods, procedures and techniques of the science of which he or she wants a social accreditation or degree. At AIU you are asked for your autobiography with that purpose. 2. Formative Assessment The Formative Assessment refers to the use of the concepts, procedures, methods and techniques of the science being studied. 3. Summative Assessment The Summative Assessment shows the degree that the student reached of the learning that was necessary according to the university. The accreditation before society is the title that says that the student has the competencies to carry out the activities in the area. The Assessment for Advisors, in the case of AIU and students, is a moral commitment as well as an academic one. It’s a moral commitment because from my criteria about what a human being is and what society is, we will carry out our work. As an Advisor, it’s necessary to tell the student: you need to investigate this aspect or the other. As a student you should ask the Advisor: am I good at what I’m doing?

We can have the infrastructure that we want but if there is no ethics with what we give to the students and what the students have to give, the work of both becomes very uncomfortable in any institution. The evaluation is an ethical activity because the Advisor should not accredit what is not in accordance with science and the student should not expect to be accredited what is different from the methods and procedures of the science he or she is studying. We were born to create a society that allows us to fulfill ourselves as human beings by being an Advisor, a student or whatever activity we have chosen. The world we want is in ourselves.

BIBLIOGRAPHY. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). Objetivos de Desarrollo Sostenible. Educación Superior. https://es.unesco.org/themes/educacion-superior/ods

Learning

Bottom-up

How this kind of processing works.

Bottom-up processing is an explanation for perceptions that start with an incoming stimulus and working upwards until a representation of the object is formed in our minds. This process suggests that our perceptual experience is based entirely on the sensory stimuli that we piece together using only data that is available from our senses. In order to make sense of the world, we must take in energy from the environment and convert it to neural signals, a process known as sensation. It is in the next step of the process, known as perception, that our brains interpret these sensory signals. How exactly do people process perceptual information from the world around them? There are two basic approaches to understanding how this sensation and perception takes place. One of these is known as bottom-up processing and the other is known as top-down processing. Bottom-Up: Data driven • Focuses on incoming sensory data • Takes place in real time. Top-Down: Info is interpreted using contextual clues • Uses previous experience and expectations. Bottom-up processing can be defined as sensory analysis that begins at the entry-level —with what our senses can detect. This form of processing begins with sensory data and goes up to the ... Read full text:

Horror films

More popular than ever.

Horror films were wildly popular on streaming platforms over the past year, and 2020 saw the horror genre take home its largest share of the box office in modern history. In a year where the world was stricken by real horrors, why were many people escaping to worlds full of fictional horrors? As odd as it may sound, the fact that people were more anxious in 2020 may be one reason why horror films were so popular. A look at typical horror fans may provide some clues about the nature of this peculiar phenomenon. For example, horror fans often mention their own anxiety and how horror helps them deal with it. They may be more of an anxious bunch than a fearless bunch. In a recent study, posted on PsyArXiv, researchers looked at plot keywords from over 800 films and nearly 1 million Facebook likes. They found that fans of horror movies were more likely to be high in neuroticism —a personality trait characterized by high anxiety. Across all movies in the dataset, plot keywords such as “mental illness,” “ghost,” “serial killer,” and “insanity” were among the strongest predictors of fans’ neuroticism. Likewise, movie plots with psychological themes of death and anxiety predicted high neuroticism among fans of those movies. Read full text:


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Charm meson particles

...can spontaneously become its antiparticle.

Matter and anti-matter are always thought of as opposites. If they interact, they turn into pure energy. But there are cases, thanks to the peculiar laws of quantum mechanics, where particles and antiparticles are somewhat coexisting. Now, a new particle can be added to those cases. Physicists report that the charm meson (subatomic particle that contains a quark and an antiquark, with one of them being of the charm type) D0 can be found in a superposition state of its particle —made of one charm quark and an up antiquark— and its antiparticle, which is made of one charm antiquark and an up quark. This is the fourth particle known to be able to do that after the strange-beauty mesons oscillations discovered decades ago. The findings, submitted for publication in Physical Review Letters and available as a preprint at arXiv, are yet to be peer-reviewed. “Charm meson particles are produced in proton–proton collisions and they travel on average only a few millimetres before transforming, or decaying, into other particles,” Professor Tim Gershon at the University of Warwick, developer of the analytical technique used to make the measurement, said in a statement. “By comparing the charm meson particles that decay after travelling a short distance with those ...
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Night-vision goggles

Night-vision goggles

Being able to see in the dark has many advantages, like stealth mode or never stubbing your toe or banging your knee in the night again. However, the closest we humans are going to get to this superpower is night vision goggles. These already exist, they’ve been around a while, you may be thinking —but scientists have recently developed an ultra-thin film that could be applied to regular glasses to turn them into night vision goggles. Huzzah, night vision goggles for all. Though still a proof-of-concept, a team of Australian and European scientists has detailed in the journal Advanced Photonics how the transparent film can convert infrared light —normally invisible to the human eye— into visible light. One of the applications of this is that applied to standard lightweight glasses, they could replace current bulky, heavy military-style night-vision goggles. “We have made the invisible visible,” lead researcher Dr Rocio Camacho Morales of the Australian National University, said in a statement. “We've made a very thin film, consisting of nanometre-scale crystals, hundreds of times thinner than a human hair, that can be directly applied to glasses and acts as a filter, allowing you to see in the darkness of the night.” ... Read full text


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Asymptomatics

Gene protection for Covid-19 identified.

The gene, which is identified as HLA-DRB1*04:01, is found three times more often in those who are asymptomatic with the virus. This suggests that those who have this gene benefit from some level of protection from severe Covid-19. A scientific/medical team at Newcastle University led the way on the study, which was carried out in collaboration with NHS trusts ... During the course of the study, individuals who were asymptomatic were compared with patients from the same community who developed severe Covid-19 but had no underlying illnesses. Samples were used from: 1– 49 patients with severe Covid who had been hospitalised with respiratory failure; 2– An asymptomatic group of 69 hospital workers who had tested positive through routine blood antibody testing. 3– A control group from a study into the relationship between HLA genotypes and the outcomes of joint replacement surgery. ... A paper outlining the study’s findings has been published in the HLA Journal. ... The gene is directly correlated to latitude and longitude, which means that more people in the North and West of Europe are likely to have it. Crucially, this means that populations of European descent will be more likely to remain asymptomatic, whilst still transmitting the disease to more susceptible populations. ... Read full text:

Orphanhood

Over 1.5 million children have lost a caregiver to COVID-19.

The cost of the COVID-19 pandemic is usually measured in deaths, sometimes in those hospitalized or affected by long-Covid. However, there is at least one horrifying statistic that has been largely overlooked: the number of children who have lost people who previously cared for them, sometimes leaving them without support. Now an estimate of that number has been calculated in The Lancet, and it makes for some of the bleakest reading of the whole disaster. To assess how common this has been, researchers used the ages of people who died from COVID-19 between March 2020 and April 2021 in the 21 countries that made up 77% of total deaths. Combining this with fertility data, they calculated how many children these people had had in the last 18 years, assuming parents were no more or less susceptible. Extrapolating to the world as a whole, the authors estimate more than one million children have lost one or both parents directly to COVID-19 or to the knock-on effects of the virus. Many more lost grandparents, but restricting the data to older relatives who previously lived with the children, and therefore probably contributed to their care, the study brings the total to 1.56 million. Almost three months after the cut-off date, the number has probably ... Read full text:


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Studio Ghibli museum

Earlier this year

Earlier this year, it had been reported that the Studio Ghibli Museum in Japan had taken a considerable financial hit, with the pandemic preventing visitors from visiting the establishment. Last week, the city of Mitaka in Tokyo launched a crowdfunding campaign, requesting donations of US$45, which could be used as tax write-offs. In just the first 24 hours, the city’s goal of US$90,000 was reached, with the campaign garnering over US$200,000 to date, as per ANN. The campaign will continue running for 197 days. According to Kotaku, the museum was shuttered temporarily from February to July last year, due to COVID-19. This year, it was closed again from April to June, incurring even more revenue loss. ...
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Inclusive · Accessible design

While there are definite differences



While there are definite differences in the approach of inclusive and accessible design, there are also a lot of similarities. Both are tools that empower designers to create digital products that can be used by the largest group of people, regardless of their current circumstances. Accessible design and inclusive design work hand in hand to lower barriers that exclude people from using digital products effectively. These barriers are often created inadvertently during the design process when designers create products for people like themselves. By employing inclusive design methodology and empathizing with diverse groups of people, designers can create products that are accessible to all. One way that both inclusive design and accessible design can improve is to learn from the ways real people adapt to technological barriers in a given context. By studying the ways people have found to adapt to situations, designers can create better solutions. If, for example, a person uses text-to-speech to listen to an article when they aren’t able to read it (either because of a situation or a disability), designers could provide an audio version. Every designer, regardless of their specialty, should aim to create digital products that can be used by the widest range of people. ... Read full text:

Ohmie

Orange-peel lamp



Milan-based start-up Krill Design has 3D printed Sicilian orange peels into a tactile lamp that can be composted along with organic household waste. The designers turned to orange peel to create the lightweight lamp because of the citrus fruit’s ubiquity in Sicily, Italy. Each lamp is made from the discarded peels of two or three oranges sourced from a familyowned food producer in the Messina province of Sicily. The designers hope the lamp demonstrates how food waste can be successfully repurposed into an ecodesign product that is both beautiful and functional. “The orange lamp, at the end of its life, can simply be broken into fragments and tossed with the household's organic waste to be disposed of in composting facilities and be turned either into compost or biofuel depending on local dispositions,” ... Read full text:

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Caffeine

Excess intake may be linked to increased risk of osteoporosis.

Investigating the effects of coffee on how the kidneys regulate calcium in the body, researchers found that high doses of caffeine (800 mg) consumed over a six-hour period almost doubled the amount of calcium lost in the urine. This is the first study to report the impact of high-dose, short-term caffeine intake on renal clearance of calcium, sodium, and creatinine in healthy adults. University of South Australia’s Dr Hayley Schultz says with the emergence of an increasing ‘coffee culture’ it’s important for people to understand the impacts of what they are putting into their bodies. He said: “Caffeine is one of the most widely used recreational drugs in the world, with 80% of adults consuming at least one caffeinated beverage per day. It’s a common stimulant, consumed by professionals, parents, shift workers, and teenagers alike to start their day and stay alert — even the military use it to help combat sleepiness. But while coffee has its perks, it’s also important to acknowledge its fallbacks —one of them being how our kidneys handle calcium. ...” Osteoporosis is a chronic, painful, and debilitating disease which makes your bones less dense and more susceptible to fracture. ...
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Hyperfocus

You can learn how to manage it.

Just about anyone can slip into hyperfocus mode. But experts say it’s more common —and happens more often— in people with ADHD. It may be because their brains are less sensitive to a chemical called dopamine, which is linked to reward and attention. ... When you get too engrossed in a task, that tunnel vision can get in the way of the rest of your life. ... But you can learn to curb your hyperfocus and even turn it into an asset. Some people call hyperfocus the “superpower” of ADHD. Because you’re so absorbed in a task, you can get more done quicker. You may also get better at it. ... The key is to channel that attention to useful goals. You can’t just switch your trait on and off. But you can learn what causes you to zero in on certain things. Case in point: You’re likely to lose yourself only in activities that you find interesting. In other words, you can set the stage —or not— for going into hyperfocus mode. Take note of what grabs your attention and makes you tune out. Can you fritter away a whole day shopping online, or researching historical trivia? This can help you spot what sets off your hyperfocus. Once you know, you can take steps to manage it. Other people may not know or understand how easily you can fall into a black hole. Explain it to them, and ask for support. ...
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Climate crisis

It will create two classes: those who can flee, and those who cannot.

Decisions about where to live, when we’re lucky enough to have the ability to choose, are deeply personal —a function of family, friends, jobs, wealth and idiosyncratic preferences about community, health, environment and yes, climate and weather. But, from the point of view of a scientist, certain facts about our changing environment are now glaringly unambiguous. Sea levels are rising and risks from coastal flooding and storms —already extremely high in some places— are growing fast. Rising temperatures are already causing more extreme heat events, which have always been lethal and are becoming more so. Wildfires are increasing in frequency, intensity and duration in many parts of the world, threatening communities with death and destruction and causing severe air pollution for millions. The severity of both droughts and floods are on the rise in some regions, with consequences for water availability and quality and public health. Worldwide, nearly 700 million people now live in low-lying coastal zones vulnerable to sea-level rise and coastal storms. That number could reach a billion by 2050. Island nations like the Maldives, Seychelles, Kiribati and others could be completely wiped out by rising seas and storms. Even a rise of only a meter (39in), almost certainly unavoidable now, will displace millions of people in Florida ... Read full text:

Biodiversity loss

...is a risk to the global financial system.

Corporate Australia is familiar with the concept that climate change presents a financial risk to the global economy, but more recently biodiversity loss has emerged as an equally important risk. In fact, climate change and biodiversity loss are now often referred to as the “twin crises” facing the global financial system and awareness of the role the financial sector plays in this is rising swiftly. A recent global review on the economics of biodiversity commissioned by the UK government ... concluded that our economic system is dependent on biodiversity. This fact is rightly of concern to the financial sector, given the world’s biodiversity is declining faster than at any other time in history, and an estimated 1 million species are at risk of extinction. Five of the world’s leading reef and climate scientists say it was correct for Unesco to recommend the Great Barrier Reef be listed as world heritage ‘in danger’. Just last month the G7 climate and environment ministers acknowledged “with grave concern that the unprecedented and interdependent crises of climate change and biodiversity loss pose an existential threat to nature, people, prosperity ... Read full text

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Berta Cáceres

The alleged mastermind of the 2016 killing

The alleged mastermind of the 2016 killing of environmental and Indigenous rights activist Berta Cáceres was convicted of homicide by a Honduran court on Monday [July 15]. Cáceres was gunned down in her home on March 2, 2016 at the age of 44 after leading opposition to the Agua Zarca dam, which was to be built on the Rio Galcarque, a river that is sacred to the local Lenca people. Cáceres —herself Lenca— was the co-founder the National Council of Popular and Indigenous Organizations of Honduras (COPINH). Cáceres was recognized for her activism against the dam in 2015 when she won the prestigious Goldman Environmental Prize. Her subsequent murder shocked the world and led to the suspension of the Agua Zarca dam. Castillo Mejía is the eighth person to be convicted in the murder. According to the Associated Press, seven men were sentenced to prison in December 2019 for their role in the assassination, receiving terms ranging from 30 to 50 years. Castillo Mejía is set to be sentenced in August and is expected to receive 24 to 30 years for allegedly financing the hit and providing support to the hitmen, according to prosecutors. Cáceres murder was documented in detail in Blood River, a podcast released in 2020. ... Read full text:

Regent honeyeater

An endangered bird is forgetting its song as the species dies.

Just as humans learn languages, animals learn behaviours crucial for survival and reproduction from older, experienced individuals of the same species. In this way, important “cultures” such as bird songs are passed from one generation to the next. But global biodiversity loss means many animal populations are becoming small and sparsely distributed. This jeopardises the ability of young animals to learn important behaviours. Nowhere is this more true than in the case of regent honeyeaters. In a paper published today [March 16], we describe how a population crash to fewer than 300 has caused the species’ song culture to break down. In healthy populations, the song of adult male honeyeaters is complex and long. But where the population is very small, the song is diminished and, in many cases, the birds have adopted the song of other species. Sadly, this makes the males less attractive to females, which may increase the chance the regent honeyeater will become extinct. ... As recently as the 1950s, regent honeyeaters were a common sight in suburban Melbourne and Sydney but are now extremely rare in both cities. Extensive postwar land clearing has destroyed their habitat and caused the population to ... Read full text:

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Campus

The First Extermination Event

Shifting baseline syndrome: seen dramatically in the reduction of catch size of Florida fishing charters over 50 years. Left: 1957, right: 2007.

Shifting baseline syndrome The nonhuman creatures with whom we share the Earth are being systematically annihilated by the Great Acceleration, as they lose their habitat, get hunted down, or poisoned by our pollution. There has been a 68% decline in vertebrate populations worldwide since 1970, with freshwater species such as amphibians registering a jawdropping 84% loss. Insects have been faring just as badly, with reports of “insectageddon” from some areas that have seen populations crashing toward extinction levels —such as the Monarch butterflies, [which] have declined by 98% over the past thirty years. There have been five mass extinctions of life in Earth’s history, caused by cataclysms such as volcanic eruptions or meteorite impact. Scientists warn that human activity is now causing species to go extinct at a thousand times the normal background rate, and that if we continue at this rate for a few more decades, we will have triggered the Sixth Extinction. Leading experts in the field, such as biologist E. O. Wilson, predict that half of the world’s estimated eight million species will be extinct or at the brink of extinction by the end of this century unless humanity changes its ways. Why don’t we react in unbridled outrage to the devastation of the natural world taking place before our eyes? A major reason is that we don’t realize what we’ve lost. ... once it’s gone, people forget they ever had it. Whatever conditions people grow up with are the ones they generally consider normal. ... This phenomenon, known as “shifting baseline syndrome,” was first discovered by fisheries scientist Daniel Pauly, who was researching the drastic reduction in the size of catch off the eastern seaboard of North America, which had declined by 97% since written records began, although the fishermen remained strangely unconcerned. He realized that each generation viewed the baseline as whatever they caught at the beginning of their career, regardless of how much smaller it was than the previous generation, leading to what he called “the gradual accommodation of the creeping disappearance” of fish populations. Shifting baseline syndrome has since been shown to be pervasive everywhere in the world. The somber truth is that the vast bulk of nature’s staggering abundance has already disappeared. ... It’s only when we read accounts of wildlife from centuries ago that we realize how much is gone. One 18th-century writer, standing on the shores of Wales, described schools of herrings five or six miles long, so dense that “the whole water seems alive; and it is seen so black with them to a great distance, that the number seems inexhaustible.” .... In the 19th century, passenger pigeons would blot out the sun when they appeared in massive flocks throughout the eastern United States. The last one died in a zoo in 1914.

The Great Dying In normal times, extinction is a natural part of evolution: new species evolve from prior existing species, meaning that, rather than dying out, “extinct” species are really the progenitors of new ones. When extinctions occur, however, as part of a mass extinction, they represent a grave and permanent loss to the richness of life. Species exterminated by human development are wiped out from nature’s palette, terminating any possibility of further evolutionary branching. The average lifespan of a species is roughly a million years —the unfolding story of each one is, in E. O. Wilson’s words, a unique epic. We’ve seen how life’s prodigious diversity on Earth can be understood as nature’s own evolved intelligence, earned over billions of years. Through extinction, we are dumbing down nature, eliminating the plenitude it has so painstakingly accumulated. Terminal as extinctions are, the virtual disappearance of most populations of existing species, known as extirpations, are perhaps even more devastating. It’s been calculated that, since the rise of human civilization, Earth has lost 83% of its wild mammals, 80% of marine mammals, and about half the biomass of trees and plants —a worldwide elimination of life’s abundance that has been aptly named by biologist Norman Myers “the Great Dying.” The species we view as iconic of nature’s magnificence, such as lions, tigers, elephants, and whales —now barely eking out an existence— were once prolific around the world. It’s estimated that, as late as 1800, twenty-six million elephants roved Africa. There are now barely four hundred thousand. The spectacular vista of wildebeest migrating in their millions across the plains of Africa is itself facing extinction, with the few remaining wildebeest finding migration routes blocked by fences, settlements, and roads. And the Great Dying continues at an ever-increasing pace: 2,000-year-old baobab trees ... suddenly dying off .... In the words of environmental writer J. B. Mackinnon, “extirpation is the great, sucking retreat of the tide of life.” ... An accumulation of studies around the world measuring the declines of species and ecosystems indicates that overall we’ve lost around 90% of nature’s profusion. We live, Mackinnon observes, in a “ten percent world.” ...

The ideology of human supremacy It’s rather stunning to consider that all this destruction has been carried out by a species that has been around for less than 0.01% of life’s history; a species that makes up just 0.01% of all life on Earth as measured by biomass. While some, such as Ecomodernist Stewart Brand, may glorify humanity’s ascendance declaring “We are as gods,” there are other ways to see it. Humanity has undoubtedly developed unprecedented power, but much of it has been used for destruction. What would other animals say about humans, if they had the opportunity? The animals that still remain on Earth are suffering an apocalypse unlike anything that has occurred in the history of this planet. Other mass extinctions happened through geophysical events that no-one was responsible for ... This one is a deliberate and systematic annihilation of life executed by one species with full knowledge of what it’s doing. It may be the Sixth Extinction, but ... a more apt name would be the First Extermination Event. With the exception of a few hardy survivors such as cockroaches, rats, and pigeons, the animals that have been spared extirpation or extinction are mostly those which have been domesticated, such as cows, chickens, and pigs. But the word domestication doesn’t hint at the reality of their existence. ... The ongoing atrocity of the systematic torment administered in the name of humanity to 74 billion animals a year —each one a sentient creature with a nervous system as capable of registering excruciating pain as you or I— must represent the single greatest cataclysm of suffering that life on Earth has ever experienced. ... But, of course, they can’t speak, and that is why this ongoing holocaust continues with barely a mention in public discourse. Ever since the rise of agrarian civilizations, cultures have justified their domination over those they conquered by claiming innate superiority. In recent centuries, as Europeans subjugated other regions, a discourse of white supremacy —one that retains its pernicious power even today— asserted superiority over other races. ... What is less recognized is that the ideology of human supremacy —claiming innate superiority over nonhuman animals— has a similarly malignant effect. Human supremacy is so embedded within our cultural norms that it is barely even discussed. As ecological philosopher Eileen Crist describes, “it is indoctrinated into humans from a tender age, without time-out, hammered into the human mind by innumerable conditioning feats of the dominant anthropocentric culture.” It is, however, a specific ideology with origins in the Western worldview that desacralized nature, turning it into a resource to exploit ... claiming that nature only exists to serve human needs. Because it’s all around us and almost never mentioned, human supremacy is easy to ignore— but once you recognize it, you see it everywhere you look.

Anthropocene . . . or Capitalocene? Once one becomes aware of the enormity perpetrated by the human race, it can sometimes lead to a revulsion against our own species. “We are serial killers beyond reason,” writes one author. Others occasionally liken the human race to a cancer, which spreads uncontrollably until it kills its host. Is it, however, human nature that has caused this unfolding catastrophe, or something specific pertaining to the dominant culture? ...
Read full text: Excerpted from the book The Web of Meaning: Integrating Science and Traditional Wisdom to Find Our Place in the Universe, by Jeremy Lent.

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Flamingo yard stake.

Since 2004, Florida Dancing Birds® has created birds and critters that dance on the breeze, appear to saunter along, and dip as if feeding. www.thegrommet.com

The dream collection vol. 2.

Kit includes three 8.27 inches incense sticks that will last two hours each (Orange Blossom, Grapefruit, Popcorn). aromaria.mx

Geo stacking coasters.

These sets of six colorful silicone stacking coasters feature varying geometric faceted edges that create visual and tactile appeal. By Panisa Khunprasert. store.moma.org

Frederick Douglass. (1818-1895).

“Liberty is meaningless where the right to utter one’s thoughts and opinions has ceased to exist.”

Frederick Douglass. (1818-1895). American social reformer, abolitionist, orator, writer, and statesman.

Good Advice

14. YOU CAN’T ALWAYS GET WHAT YOU WANT.
But, as the song says, if you try you may find you get what you need.


Bachelor's of Transportation Management

SCHOOL OF BUSINESS AND ECONOMICS

The Bachelor of Transportation Management (BSc, BTM) program helps students to understand the principles, management, economics, finances, and other issues associated with the global air, maritime, logistics, and transportation systems of the world by providing them with tools necessary to learn of the cutting-edge processes, companies, and standards associated with transportation and Logistics and Supply Chain Management. The Bachelor of Transportation Management 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 Transportation Management 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.

Important:

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

Orientation Courses:

Communication & Investigation (Comprehensive Resume)
Organization Theory (Portfolio)
Experiential Learning (Autobiography)
Seminar Administrative Development (Book Summary)
Seminar Cultural Development (Practical Experience)
Seminar International Development (Publications)

Core Courses and Topics

Distribution Channels
Hazardous Materials Management
Air Transportation
Logistics Technologies & Procedures
Transportation Law
Inventory & Materials Handling
Global Supply Chain
Quality Systems
Financial Evaluation
Accounting Principles
Industrial/Consumer Sales
Global Trade Intermediaries
Management Information Systems
Hazardous Material Transportation
International Logistics Management
Logistics Management and Operations
Airport Operations
Business Communication
Statistics for Decision Making
Principles of Accounting
Ethical and Legal Topics In Business

Research Project

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

Skills for Success

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

Contact us to get started

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

aiu.edu/apply-online.html

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

Publication.

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

Accreditation

Atlantic International University offers distance learning degree programs for adult learners at bachelors, masters, and doctoral level. With self paced program taken online, AIU lifts the obstacles that keep professional adults from completing their educational goals. Programs are available throughout a wide range of majors and areas of study. All of this with a philosophically holistic approach towards education fitting within the balance of your life and acknowledging the key role each individual can play in their community, country, and the world. Atlantic International University is accredited by the Accreditation Service for International Schools, Colleges and Universities (ASIC). ASIC Accreditation is an internationally renowned quality standard for colleges and universities. Visit ASIC’s Directory of Accredited Colleges and Universities. ASIC is a member of CHEA International Quality Group (CIQG) in the USA, an approved accreditation body by the Ministerial Department of the Home Office in the UK, and is listed in the International Directory of the Council for Higher Education Accreditation (CHEA). The University is based in the United States and was established by corporate charter in 1998.

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

In some cases, accredited colleges may not accept for transfer courses and degrees completed at unaccredited colleges, and some employers may require an accredited degree as a basis for eligibility for employment. Potential students should consider how the above may affect their interests, AIU respects the unique rules and regulations of each country and does not seek to influence the respective authorities. In the event that a prospective student wishes to carry out any government review or process in regards to his university degree, we recommend that the requirements of such are explored in detail with the relevant authorities by the prospective student as the university does not intervene in such processes. AIU students can be found in over 180 countries, they actively participate and volunteer in their communities as part of their academic program and have allocated thousands of service hours to diverse causes and initiatives. AIU programs follow the standards commonly used by colleges and universities in the United States with regards to the following: academic program structure, degree issued, transcript, and other graduation documents. AIU graduation documents can include an apostille and authentication from the US Department of State to facilitate their use internationally.

The AIU Difference

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

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

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

Mission & Vision

MISSION:

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

VISION:

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

Organizational Structure

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

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


School of Business and Economics

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

Areas of Study:

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

School of Social and Human Studies

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

Areas of Study:

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

School of Science and Engineering

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

Areas of Study:

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

Online Library Resources

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

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

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

Education on the 21st century

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

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

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

Read more at: www.aiu.edu

AIU Service

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

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

Contact us to get started

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

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

Online application:

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