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AIU News + Research + Education + Culture + Science + Technology + Art + Design + Body + Mind + Spirit + Environment + Human Rights +

Interview + Advice from Steve Jobs + Bachelor of Education + About AIU

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DirectoryDr. Franklin Valcin

President / Academic Dean

Dr. José Mercado Chief Executive

Officer

Dr. Ricardo González Provost

Ricardo González Chief Financial

Officer

Jaime Rotlewicz Dean of Admissions

Text selectionRoberto Aldrett

DesignJanice Kelly

Campus Mundi My AIU MAgAzInE

year 1, # 12november 2014

www.aiu.edu

Do you want to share a great idea?

We would love to hear it!

Mailbox [email protected]

contents CampusInterview18 navigate the Internet of things

Good advice20 Words by Steve Jobs: Connect the dots

Be wise & have fun21 Hamster wheel desk/ Ostrich pillow / Spaceman USB light / Quote from David Lynch/ Tips on being self-taught

progams at aIu22 Bachelor of Education

About usaIu: Who we are24 general information Accreditation The AIU difference Mission & Vision Organizational Structure25 School of Business and Economics School of Science and Engineering School of Social and Human Studies Online Library Resources26 Education on the 21st century AIU service

In touchaIu News4 notes 5 graduates of the month

student’s space7 Testimonials8 Research: Teaching with games

LearningEducation + culture11 The solutionary school/ Book

science + Technology12 Memory crystals / Beautiful Chemistry

art + Design13 Kinetic sculptures/Algaemy

Body + mind + spirit14 Is sitting the new smoking? 15 Life tricks / Spiritual path

Environment + Human Rights16 Sunpower generator / Adopt a Jaguar Education for all

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w w w . a i u . e d u • C a m p u s M u n d i • # 1 2 a t l a n t i c I n t e r n a t i o n a l u n i v e r s i t ya

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Acomplishment

Papers published

September 28, 2014. Dr. Rosa Hilda Lora M., one of our advi-sors, has been recognized by the Editorial Committee of the mag-azine Política y Cultura, which was edited within the Autono-mous Metropolitan University in Mexico, for her invaluable collaboration as a correspon-dent for the article: “A war of ideas, a philosophical war: The

international society positivist front of the First World War”. The work she completed was on the philosophy of science where you have to apply the methodological process in order for it to be evaluated and explain the precise technical elements.

Congratulations once again and we wish you best of luck.

October 13, 2014. Edomah Norbert Chinedu wrote a paper on “Optimizing Energy Consumption in Industrial Plants through Effective En-ergy Monitoring & Targeting” in 2013, which after review has been accepted for publication in the International Journal of Engineering & Technology (IJET) UK.

Recently he has published another paper on “Energy se-curity challenges in develop-ing African mega cities: the Lagos Experience.” A special interest publication within the Institution of Engineering and Technology on “Infra-structure Risk and Resilience: Managing Complexity and Uncertainty in Developing Cities.” His publication will be available in both a hard copy

and digital version with ISBn: 978-1-84919-920-9

Edomah completed a Mas-ters program in Information Systems at AIU.

Congratulations once again Edomah, and we wish you more success in the future.

Call For Papers The Social Sciences Confer-ence will be held 11-14 June 2015 at the University of Split in Split, Croatia. Special confer-ence focus: Interdisciplinary Approaches to Contemporary Social Change.

Modern societies face a number of overarching chang-es. The consequences of these changes are equally evident at the local as well as global level, influencing the everyday lives of individuals and large soci-etal aggregates. The role of the social sciences is of pivotal sig-nificance in the interpretation of these intense social changes. More than other disciplines, the social sciences are in an integral position to recognize changes and problems, deter-mine causal links, interpret the

available information, and offer solutions.

Accordingly, the aim of the 2015 Social Sciences Confer-ence is to contribute to the identification and understand-ing of different recent social issues, with a focus on social changes that we face in the various segments of the social world. The conference offers a wide range of topics that may be discussed in local and global terms, either through the prism of the social sciences or through interdisciplinary collaborations. Conference themes: Proposals for paper presentations, work-shops, poster presentations, or colloquia are invited that dis-cuss the broader themes listed below. In addition to the spe-cial focus, paper presentations

will be grouped into one of the following categories for presen-tation at the conference:Theme 1: Social and Community StudiesTheme 2: Civic and Political StudiesTheme 3: Cultural StudiesTheme 4: Global Studies Theme 5: Environmental Studies Theme 6: Organizational StudiesTheme 7: Educational StudiesTheme 8: Communication

Presenters may also choose to submit written papers for publication to the fully refer-eed Interdisciplinary Social Sciences Collection. If you are unable to attend the confer-ence in person, you may still join the community by becom-ing a member and submit your article for peer review and possible publication, upload an online presentation, and enjoy subscriber access to the journal.

Proposals for in-person pre-sentations should be submit-ted by 9 December 2014 (title and short abstract). Proposals submitted after this day will be accommodated in non-themed sessions at the conference or are eligible for community membership registrations (no attendance at conference required with community membership presentations). *Proposals are reviewed in rounds adhering to monthly deadlines. Check the website often to see the current review round.

Visit the website:thesocialsciences.com

10TH InTERnATIOnAL COnFEREnCE of Interdisciplinary Social Sciences

Kogo Manase Levi NganjiMaster of Business adMinistration

Business AdministrAtion

Raquel J. JacoboBachelor of science

internAtionAl relAtions

Ndoh David Chi Master of science

microfinAnce

Raúl Delgado Arenasdoctor of PhilosoPhy

reseArch methods And evAluAtion

Tito Félix GasparMaster of huMan resources

humAn resources

Álvaro Antonio Pascual SonsonaBachelor of science

electricAl engineering

Johny Rios Lopezdoctor of PhilosoPhy

educAtion

Arthur DaudiBachelor of finance

finAnce

5

w w w . a i u . e d u • C a m p u s M u n d i • # 1 2 a t l a n t i c I n t e r n a t i o n a l u n i v e r s i t y

Carlos Augusto Fernández DíazBachelor of education

mAthemAtics

Federico Ngomo Nze AdaMaster of accounting

Accounting

Lesly Suyapa López LópezBachelor of Banking ManageMent

BAnking mAnAgement

Dickson Temo Yarsiah, Sr.Bachelor of Business ManageMent

Business mAnAgement

Hugo César Rodríguez AyalaBachelor of science

industriAl engineering

Luis Francisco Vivanco Aldondoctor of Business adMinistration


Jacqueline DavenportMaster of PhilosoPhy

PhilosoPhy

Liliana del Carmen Calderon SorianoMaster of Business adMinistration


Maria José Ferreira SalesBachelor of Psychology

clinicAl Psychology

Hans Roberto Jon OréBachelor of environMental science

environmentAl science

Nobert Dechanel doctor of science

environmentAl legAl studies

Patricia Eufemia Ramos MolinaBachelor of Psychology

Psychology

Mourad M. El Heni Henchiridoctor of PhilosoPhy

telecommunicAtions

Jairus Machakwadoctor of PhilosoPhy

PuBlic heAlth

Guerson Petit-HommeBachelor of Business adMinistration

AdministrAtion

Miguel Angel Rondón LinaresMaster of Project ManageMent

civil engineering

Omar Arturo Ramírez ChávezBachelor of education

PedAgogy

Tahany Elsayed Abedelfattah AbdullaMaster of coMMerce ManageMent

Business mAnAgement

Carlos Roberto Carrillo Rieckhodoctor of PhilosoPhy

defense And nAtionAl security

Mónica Rojo Diéguezdoctor of science

informAtion technology

Godwin Kofi Tettehdoctor of PhilosoPhy

heAlthcAre AdministrAtion

Dikatso Doreen TshaneBachelor of science

heAlthcAre AdministrAtion

Isaac David Pérez Guzmándoctor of PhilosoPhy

PuBlic heAlth

Tatah Amos TangwaBachelor of science

electricAl engineering

Marco Favio Ramírez Sepúlvedadoctor of PhilosoPhy

educAtion

Willington Bejarano Sanchezdoctor of science

heAlth informAtion systems

Mildred Mumbi KairuBachelor of Business adMinistration

Business mAnAgement

Naqibullah Asad Master of arts

internAtionAl AffAirs

Kathia Joaquina Garcia Martinezdoctor of nutrition

nutrition

Luciana Maria Pazos GarcíaBachelor of MarketingBusiness AdministrAtion

Félix Antonio Santana GarcíaMaster of Business adMinistration

finAnce

John Bernard Masosonoredoctor of Business


graduates of the month

october 2014

Adriana Annelise Dardón Carías de LópezBachelor of Business adMinistration

mAnAgement

Ana Marcela Taracena Sandoval Bachelor of Business adMinistration

mAnAgement

Anahí Rosa Rios HayashíBachelor of Business adMinistration

mAnAgement

Andrea Lucía Morales MataBachelor of Business adMinistration

mAnAgement

Andy Joshua Meda MazayaBachelor of Business adMinistration

mAnAgement

Arlenn Patricia Morales RomeroBachelor of Business adMinistration

mAnAgement

Byron José FuentesBachelor of Business adMinistration

mAnAgement

Carlos Alberto Méndez y MéndezBachelor of Business adMinistration

mAnAgement

Carlos Alberto Mencos GalianoBachelor of Business adMinistration

mAnAgement

Carlos Enrique Rodríguez CermeñoBachelor of Business adMinistration

mAnAgement

Christian Rodrigo Mac Donald BarriosBachelor of Business adMinistration

mAnAgement

Claudia Johanna Quezada MoránBachelor of Business adMinistration

mAnAgement

Claudia Sussette García LaraBachelor of Business adMinistration

mAnAgement

Cristhian Alexis Mejía MazariegosBachelor of Business adMinistration

mAnAgement

Damarys Patricia Velásquez TelloBachelor of Business adMinistration

mAnAgement

Edgar Leonel Santos GirónBachelor of Business adMinistration

mAnAgement

Edwin Alfredo Herrera MancillaBachelor of Business adMinistration

mAnAgement

Edwin Rafael Lemus VicenteBachelor of Business adMinistration

mAnAgement

Enly Ezequias Mejia ValdezBachelor of Business adMinistration

mAnAgement

Enzo Tommaso Ferrentino RoselBachelor of Business adMinistration

mAnAgement

Erick Rodolfo Quintana HamplBachelor of Business adMinistration

mAnAgement

Glenda Y. Pineda Lemus de GonzálezBachelor of Business adMinistration

mAnAgement

Griselda Magnolia Cuevas SolaresBachelor of Business adMinistration

mAnAgement

Harold Rolando Mendizábal MurgaBachelor of Business adMinistration

mAnAgement

Heber Samuel Leal HerreraBachelor of Business adMinistration

mAnAgement

Hugo Emilio Pérez OcañaBachelor of Business adMinistration

mAnAgement

Ingrid Oralia Montiel BarriosBachelor of Business adMinistration

mAnAgement

Ingrid Veronica Sanchez AndreuBachelor of Business adMinistration

mAnAgement

6


Jennifer Tricia Zulema Fonsea GuzmánBachelor of Business adMinistration

mAnAgement

Jessica Victoria Juárez LémusBachelor of Business adMinistration

mAnAgement

Juan Carlos Argueta AranaBachelor of Business adMinistration

mAnAgement

Juan Francisco Valenzuela LabayenBachelor of Business adMinistration

mAnAgement

Juan Marcos Hernández SosaBachelor of Business adMinistration

mAnAgement

Karla Ivonne Cifuentes de TaguiteBachelor of Business adMinistration

mAnAgement

Lesly Sussely Valdés SánchezBachelor of Business adMinistration

mAnAgement

Marco Pablo Mazariegos EscobedoBachelor of Business adMinistration

mAnAgement

Marco Vinicio Diaz RosalesBachelor of Business adMinistration

mAnAgement

Mildred Liscely de León RamírezBachelor of Business adMinistration

mAnAgement

Mirza Rubí Castro Barrios De De VegaBachelor of Business adMinistration

mAnAgement

Mónica Clarivel Sánchez Mérida de ReyesBachelor of Business adMinistration

mAnAgement

Ricardo Catalán GómezBachelor of Business adMinistration

mAnAgement

Roberto Rafael Ruano PeláezBachelor of Business adMinistration

mAnAgement

Ronald Alexander Cordon GuzmánBachelor of Business adMinistration

mAnAgement

Sergio René Rivas CorzoBachelor of Business adMinistration

mAnAgement

Shirley Sofia Luna LambourBachelor of Business adMinistration

mAnAgement

Stella Maris Arias CarreraBachelor of Business adMinistration

mAnAgement

Teresa B. Castañon Gonzáles de LabayenBachelor of Business adMinistration

mAnAgement

Thelma Lilly Conde de LopezBachelor of Business adMinistration

mAnAgement

Victor Hugo Lam RamírezBachelor of Business adMinistration

mAnAgement

William José Aquino MarroquínBachelor of Business adMinistration

mAnAgement

Yara Eugenia Gatica AguilarBachelor of Business adMinistration

mAnAgement

Mhd Aus DarwechBachelor of Business adMinistration


Mahmoud Mohammed ShwaikiBachelor of Business adMinistration


Rami Ahmad Al DaliBachelor of Business adMinistration


Mohammad Mahmoud H. AbidrabbuBachelor of science


Ali Abbas Iraji MoghaddamBachelor of science


Yahya Saad YahyaMaster of Business adMinistration

humAn resources mAnAgement

Mahmoud Zaki Abdelhamid AbukotMaster of Business adMinistration


Omnia Zaid GhanimBachelor of Business adMinistration


Masooma Kulsoom Abdul RashidBachelor of Business adMinistration


Ahmed Khan Moiz KhanBachelor of Business adMinistration


Arafa Fazal AhmedBachelor of Business adMinistration


Maryam Marouf Awad AlmasriBachelor of Business adMinistration


Mohammed Adnan Hamdan HamdanBachelor of science


Hasan Tawfik FarranMaster of Business adMinistration

finAnce

Wisam Yassin MahmoudMaster of Business adMinistration


Nishshanka A. R. Premakumara N.Master of Business adMinistration

humAn resources mAnAgement

Sameer Salim CharivukalayilMaster of Business adMinistration


Grinshy Govindan TMaster of Business adMinistration


Ricardo Gonzalezdoctor of PhilosoPhy

finAnce

Foday NabaySeptember 28, 2014Bachelor of Science in Petroleum Engineering

“I must start by thanking every member of this

institution that has in diverse ways helped me achieve my long term goal.

Being a member of AIU has helped me generate a lot of experience in connecting people around the world and how it feels being part of a broader family. I enjoyed every part of this remarkable journey. One can only realize you are pursuing an online course when you think of having no lecturer delivering live lecture classes to you. The rapid re-sponse to questions at AIU has been amazing, the assistance provided anywhere during my entire time of reaching people has never been better than that provided at AIU, and the assis-tance of tutors have facilitated my every step on the way. That has provided me enough guid-ance and partnership relations throughout my studies.

Beyond all, my years of study at AIU have improved and broadened my knowledge in the petroleum industry. Since I became part of this family, AIU has provided me with a degree of certainty in meeting the challenges that lie ahead. This is something I

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Clemence James CapalamulaOctober 5, 2014Master of International Relations

“I am not new to the Atlantic International

University having obtained my Bachelor of Arts Degree (Humanities) from this institu-tion of unparalleled education excellence. My experience therefore with the AIU has always been so good, so amaz-ing, wonderful and quite ben-eficial. My interaction with the university has always proved beyond measure that this institution has all the required capacity to administer college education. This is why, having done my Bachelor’s Degree with the AIU and was genu-inely satisfied with the quality of education the institution of-fers, I could not have endeavor to look anywhere else to do a Master’s Degree. I enrolled on International Relations and here comes another wonderful moment that I have managed to fulfill the requirements of the study program. I can-not wait to be conferred the degree I have so much worked for and had so much desired to have. The degree so much relates to my present field of work as a diplomat and it is

Nana Mintah Akosah September 13, 2014 Master of Communications

“I write with boldness and courage my rich expe-

rience with the andragogy system of education with the Atlantic International Uni-versity. It was a real headache for me how I could continue my education without leaving my job. It was like a miracle – after searching and searching, AIU came in like a storm and I found real interest in their system of learning.

It was overwhelming when I was taken through the system, concerning the downloading of my assignments, sending my assignment, online payment, accessing the online library and more; having all these at my fingertips, was so amazing.

There is no stress through this flexible style of education. At my own pace, I send assign-ments for grading, and, on-time or prompt, they are graded. The prompt grading of assignments also encouraged my interest through this program.

This has broadened my ho-rizon and has lifted my moral as well as experience I cannot find words to express.

I am proud of AIU and rec-ommend it to those who would want to further their education be it undergraduate, master or post graduate program.”

have yearned for my whole life and I feel very proud for the work I have done in reaching this destination and achieving my long term goal.

My sincere appreciation to those who contributed by making my dream a reality. I feel confident in confront-ing new challenges and look forward to working with AIU in the future.”

Nelson L. Bruing Maximiano October 13, 2014 Master of Economics

“My experience with At-lantic International

University was just great, I en-joy having harvest times hold-ing this degree where knowl-edge and theory are combined to build strong minds in Economics. It was a pleasure for me to take courses where I had to deal with different ma-terials and hard self studying that determined this highest achievement in my academic career. I now understand that prior preparation, self value, and organiza-tion do payoff in distance learning.

This is a stage that I will never forget in my life.

I was so pleased studying at AIU, that I will soon commence studying my PhD degree in Finance at AIU.”

therefore so dear to my heart.At AIU, students enjoy the

freedom of designing their own curriculums and then pursue studies at their own pace and environment of their choice. This is quite unique. I have been able to combine work, family life and studies ending up in the success-ful completion of the degree program. It has been possible to manage use of finances for family and personal life but more so for my studies all due to the commendable and considerate flexibility of the AIU policy that give students the rare chance of paying tu-ition fees by installment. This is another unique aspect not common with other universi-ties worldwide. As the journey continues, it may not come as a surprise at all when I enroll again soon to read for a Ph. D with the same institution.

A lot can be said as regards my experience with the AIU. The university’s distant learning programs are well organized, well manned and supervised. I wish to take this opportunity therefore to register my heartfelt and very sincere thanks to the entire management and staff of the AIU. I am deeply and truly grateful to my advisor, Dr. Jack Rosenzweig, for the able advi-sory role he played throughout the study program.”

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Teaching with gamesFull text: www.aiu.edu

(extract) By Myriam Abu Khalaf / Master in Social and Human Studies - Education

Much has been written about the potential of commercial com-

puter games (COTS games) as digital learning tools, and many commenta-tors have drawn attention to aspects of these games that might be useful in learning. These discussions tend to concentrate on the use of games out-side formal learning environments and yet, today, there are increasing num-bers of educators who are already using these games in their teaching practice. We have to know the factors which influence the use of such games in for-mal educational settings, the attitudes towards this use held by teachers and students, or the extent to which such games may or may not support the cur-riculum goals of formal education.

The goalsThe aim of the Teaching with Games project was to build upon and comple-ment the earlier findings. The objec-tives are to highlight findings from the study in the following areas • To offer a broad overview of teach-

ers’ and students’ use of computer games and attitudes towards com-puter games in schools.

• To identify key factors which impact upon the incorporation of computer games into existing school practices, including institutional, curricular technical and cultural issues.

• To describe the processes by which teachers plan and implement games based learning in existing curricular contexts.

DescriptionThe Teaching with Games project consisted of two main strands of activ-ity: first, two surveys of representative samples of students and teachers aimed at eliciting a broad overview of attitudes to and use of computer games for learn-ing; second, case studies of 12 teachers in four secondary schools (supported by Future lab researchers) who prepared and implemented schemes of work in diverse subject areas using three commercial computer games in formal classroom time.

Future lab collaborated with Ipsos MORI to undertake two surveys of teachers and students’ attitudes to and use of games.

The Ipsos MORI Teachers’ Omnibus questioned a representative sample of 924 primary and secondary school teachers in England. The questions fo-cused on ascertaining teachers’ existing use of commercial computer games, any use of such games in the classroom, and their opinions about the impact of using games for learning in school

The Ipsos MORI Schools Omnibus consisted of 2,334 completed question-naires in England and Wales. Again the questions focused on students’ existing use of commercial computer games out-side of school and their attitude towards using them in schools.

Selected gamesThe three games used by the teachers were selected by Future lab researchers.

The games selected for use were The Sims 2, Knights of Honor and Roller Coaster Tycoon 3. These games are often referred to as ‘god games’, as

the player has control over the entire environment.

Teachers’ games selectionTeachers were presented with the three selected games during a workshop at the start of the project. Researchers asked teachers to choose games so that each school had one teacher using each selected title. This resulted in three games groups’, each with four mem-bers all using the same title. Teachers were free at any time to change or stop the use of games during the course of the project if they felt the game was inappropriate for their teaching. In the majority of cases, teachers stayed with their selected game through the course of the project.

Study designThe design of the project was intended to provide an understanding of the ways in which teachers went about exploring the potential (or otherwise) of the selected games for learning in their subject areas, the factors which informed their use of the games, and the ways in which the games were actually used in the classroom context.

Future lab and the teachers in the schools collaborated over the course of the project. Future lab was responsible for selecting the games, for establishing the overarching goals of the research and for collecting research data on teachers’ activities. The teachers were responsible for determining exactly how, when and in what context they wished to use the games in their teach-ing. The researchers, teachers, techni-cal staff and SMT worked together to

Image: www.seriousgamesmarket.com


overcome technical issues, but issues of curriculum focus, pedagogy and use of the games were decided by the teachers both individually and in discussion in their games groups.

TeachersThe majority (72%) of teachers ques-tioned never play computer games in their leisure time. Despite this lack of gaming experience 36% of primary teachers and 27% of secondary teach-ers stated they have used games in the classroom.

59% of all teachers would be willing to consider using such games in the future.

67% of teachers aged 25-34 with less than five years’ teaching experi-ence would like to use them. “Motivat-ing students” was the most commonly cited reason for introducing games for learning (53% of this group, or approxi-mately 31% of total sample). The next most commonly cited reasons were: the perception that games would offer an inclusive, interactive way of engag-ing pupils on their own level (18% of this group, approx. 11% of total sample), and relevance to a lesson/subject area (10% of this group, approx. 6% of total sample). Of those who play computer games, 48% (approximately 13% of total sample) say that they have already spoken to their pupils about games, and a further 16% (or approx. 4% of total sample) expect to in the future.

The teachers who would not con-sider using these games in the class-room express concern that they would have little or no educational value (33% of group, approx. 12% overall) or

believe that better resources are avail-able (17% of group, approx. 6% overall). Some also believe that children play enough games in their free time and that the curriculum does not allow time for such activities (for both statements, 10% of group, approx. 4% overall).

The poll findings highlighted some barriers to the use of games in schools. 49% believed that there would be a lack of access to equipment capable of running the games, and 14% thought there was a lack of strong evidence of the educational value of games (6% thought that games did not have subject and curriculum relevance). Issues such as coping with different abilities, assessment and lesson length were less frequently mentioned; 3%, 2% and 2% respectively. 13% of teachers saw no barriers to using games in the classroom.

The most common reasons for us-ing COTS games is the perception that they improve pupils’ motor/cognitive skills (91%), ICT skills (77%), higher order thinking skills (63%), or knowledge in a particular area (62%). Social skills are seen to be a benefit by 17% of teachers. However, 71% believe that playing such games could lead to anti-social behav-iour while 62% think it leads to stereo-typical views of other people or groups. A significant minority of teachers, es-pecially those in primary schools, give this as a reason for not using games.

StudentsThe poll found that 85% of children say they play computer games outside of lessons (at home or at school) at least once every couple of weeks. 22% said

they have used such games in class. Boys tend to be the most regular play-ers, with 50% of male students saying that they play every day, compared to only 21% of female students. younger students also tend to be more regu-lar players of computer games than their older counterparts. For instance, pupils aged 11 and 12 are significantly more likely to play computer games every day (46% and 41% respectively), than 15-16 year-olds (25%).

An average of 62% of students say that they would like to use com-puter games in the classroom; 89% of these (approx. 55% overall) think it would make lessons more interesting. younger students were most likely to want to use computer games in school: 66% of 11 year-olds compared to 49% of 15-16 year-olds. However, 22% of students think such games should not be used in lessons. Half of these students (11% of the sample) say that they would prefer to do other ac-tivities in the classroom, while more than a third of this group (8% of the sample) would rather use computer games at home.

Amongst all students, there are a number of perceived benefits of play-ing computer games outside lesson time. More than two-thirds (69%) say that it improves computer skills, while roughly half (53%) think that it would help improve their reactions or prob-lem solving skills. 24% think that it improves subject knowledge, and the same percentage thinks game play-ing improves skills such as working in teams. Although the perceived conse-quences of playing computer games

are largely positive, students also iden-tified a number of negative potential effects. For instance, 30% of students overall believe that playing computer games could lead to increased violence and aggression.

First, it is clear that there is still a generational divide between teachers and students in respect of computer games play, with 72% of teachers never playing games outside school in com-parison with 82% of children reporting games play at least once a fortnight.

Overall, the surveys suggest that the majority of teachers and students are open to the idea of using games in formal curricular contexts. Both Ipsos MORI polls suggest that com-puter games are viewed as motivating to students. However, it should be noted that 37% of teachers and 22% of students think that computer games should not be used in the classroom.

Teachers and students have similar perceptions about the advantages and disadvantages of using games. Both groups believe that games play improves computer skills and general problem solving abilities. However, teachers are more likely to believe that students can gain subject knowledge from computer games than chil-dren –62% compared to 24%– while more children believe it improves social skills –24% compared to 17% of teachers.

Finally, the survey suggests that the main barriers perceived by teachers to the use of games are not those of the curriculum or of assessment, but the technical issues that may need to be overcome.

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Find more TED Talks through MyAIU Knowledge and share your research with all of us Find lots of books and articles at MyAIU Library

The Solutionary School

Maine-based educator Zoe Weil is planning a kindergarten to grade 12 school in new york

City. Weil is the founder of the Institute for Humane Education in Surry, Maine. Her educational philoso-phy is to teach students to become problem-solvers and to “provide every student with the knowledge, tools and motivation to be conscientious choice-makers and engaged change-makers for a restored and healthy and humane world for all.” The Solu-tionary School is slated to open in 2016, although the location is yet to be confirmed.

Until now, the Institute for Humane Educa-tion has focused on offering graduate programs for teachers, but the new school will “be a prototype and proving ground” for their educational method. The Institute has already set up a steering committee for the school and Bill Gladstone has been selected as foundation principal. gladstone states: “Our world at every level –from the family on up to the planet– is really struggling and suffering. It’s the future gen-erations that are going to have to wrestle with the problems we’re handing down to them. The only way they’re going to do that effectively is if they’re knowledgeable and skilled.”

The Solutionary School will be an independent day school and is also intended to be used as a community

center. Depending upon the final facility selected, it will utilize green building techniques. There will also be a school garden to enhance students’ understand-ing of the connection between diet and health. Weil told the Portland Press Herald of the school’s planned vegan cafeteria: “Everything in this school will be aligned with doing the most good and the least harm. The cafeteria will reflect those values. We want to have the school model the healthiest, the most sustainable and the most humane food choices.” Gladstone adds: “A vegan cafeteria provides the opportunity to think deeply about a lot of issues, such as where food comes from, how food is grown, the people involved in food production and the health benefits of what we eat.”

This philosophy of understanding the true source of the things one consumes is central to Weil’s educational model. In a youTube video (https://www.youtube.com/watch?feature=player_embedded&v=t5HEV96dIuY), Weil explains an exer-cise she undertakes with students called True Price. By breaking down the origins, stages of manufacture and consequences of the production of common items, students gain an understanding of the impact modern consumer behavior has on the health of people, animals and the planet.

The school is scheduled to open in September 2016. It will begin with pre-K to 6th grade classes in the first year. Over the following three years it will develop into a full K-8 school, followed by a high school. The school will also be used to train new teachers in the humane education method. The Institute is currently raising money for the project, developing a curriculum and searching for a venue and staff.

Watch a TEDx talk in which Weil explains her educational philosophy (https://www.youtube.com/watch?v=ImOi9YnMau8)Source: Article by Beverley Mitchell. www.inhabitots.com

BOOKIs the brain “a com-

puter made of meat,” and human conscious-ness a simple product of electrical impulses? The idea that matter is all that exists has dominat-ed science since the late nineteenth century and led to the long-standing scientific and popular understanding of the brain as simply a col-lection of neurons and neural activity. But for acclaimed neuroscien-tist Mario Beauregard, Ph.D., along with a rising number of colleagues and others, this materi-alist-based view clashes with what we feel and experience every day.

In Brain Wars, Dr. Beauregard delivers

a paradigm-shifting examination of the role of the brain and mind. Filled with engaging, surprising, and cutting-edge scientific accounts, this eye-opening book makes the increasingly indisputable case that our immaterial minds influence what happens in our brains, our bod-ies, and even beyond our bodies. Examining the hard science behind “unexplained” phenom-ena such as the pla-cebo effect, self-healing, brain control, medita-tion, hypnosis, and near-death and mysti-cal experiences, Dr. Beauregard reveals the mind’s capabilities and explores new answers to age-old mind-body questions.

Radically shifting our comprehension of the role of conscious-ness in the universe, Brain Wars forces us to consider the immense untapped power of the mind and explore the profound social, moral, and spiritual implica-tions that this new understanding holds for our future.www.barnesandnoble.com

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Find lots of great stuff at MyAIU Evolution

We are constantly getting a bit closer to being able to live in outer space, but one little detail

keeps holding us back: oxygen. Plants just don’t like zero gravity environments, and toting around an indefinite oxygen supply isn’t really feasible. Meet the Silk Leaf: a manmade “plant” that can actually create endless oxygen using light and water.

Julian Melchiorri wanted to create a way to produce oxygen in space that could handle the harsh environ-ment of interstellar travel. What he created is an arti-ficial leaf that has the chloroplast from the plants we know and love actually suspended inside. Melchiorri used a silk fiber to suspend the chloroplast in place so that it can still act like a plant but with a sort of super-structure to make it extra durable. “I extracted chloroplasts from plant cells and placed them inside this silk protein. As an outcome I have the first photo-synthetic material that is living and breathing as a leaf does,” Melchiorri said. He also says that he wanted to build off of nature’s own system to take advantage of a proven method and the leaves won’t just be handy for exploring the far reaches of the galaxy. Back here on Earth, they can be used as biological air filters or oxygen producers. Source: Artificial Leaf Can Make Oxygen in Space with Water and Light by Kristine Lofgren. inhabitat.com Image: Julian Melchiorri

Memory crystals

Beautiful Chemistry

Researchers at the University of Southampton have succeeded in recording and retrieving five dimen-

sional digital data using a quartz crystal. The ‘Super-man’ memory crystal is a futuristic storage technique with unprecedented features –including a 360 terabyte per disc data capacity, thermal stability up to 1000°C and a practically unlimited lifetime. “The data is record-ed via self-assembled nanostructures created in fused quartz, which is able to store vast quantities of data for over a million years,” explains a press release. “The information encoding is realised in five dimensions: the size and orientation in addition to the three dimensional position of these nanostructures.” What it means is that, using ultrafast lasers, we can encode a piece of quartz with 5D information in the form of nanostructured dots separated by only one millionth of a meter.

“The self-assembled nanostructures change the way light travels through glass, modifying polarization of light that can then be read by combination of optical microscope and a polarizer, similar to that found in Polaroid sunglasses,” states the release. “It is thrilling to think that we have created the first document which will likely survive the human race,” said Professor Peter Kazansky a supervising researcher on the project. “This technology can secure the last evidence of civilisation: all we’ve learnt will not be forgotten.” The team is now looking for industry partners to commercialize it.Source: Article by Beth Buczynski. inhabitat.com via Eureakalert and DVice

Green leavessilk

Looking for sponsors? Go to MyAIU Research

This is a new collaboration between Tsinghua University Press and University of Science and

Technology of China that seeks to make chemistry more accessible and interesting to the general public. Short films that utilize a 4K UltraHD camera to cap-ture a variety of striking chemical reactions. Filmed and edited by yan Liang. Source: www.thisiscolossal.com

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Wind kinetic sculptures

Kinetic sculptor Anthony Howe creates great moving

artworks. The artist uses special-ized software to first mockup each piece digitally before fab-ricating the individual compo-nents from metal. The motion is generated completely by the wind, with even the slightest breeze setting the dozens of ro-tating components in action. you can see more of his recent work on his youTube channel. Source: www.thisiscolossal.com

Berlin design studio Blond and Bieber’s project that uses algae to create colorful dyes for textile

printing has won a competition for young designers organized by Lodz Design Festival.

This project has been chosen winner of the Make Me! competition at Poland. The studio founders, Essi Johanna Glomb and Rasa Weber created an ana-logue textile-printer that produces its own dye using different types of algae. Various species of micoalgae are naturally pigmented with blue, green, brown and red tones. This pigments can be extracted using heat and distillation, then turned into natural dyes. The duo built a machine from beech wood to house all the elements needed to create and print with the algae dyes. The prints are photo sensitive and change tone over time when exposed to sunlight, creating a “biodynamic color palette”.

Source: Blond and Bieber’s Algaemy coloured dyes win Lodz Design Festi-val prize. Dezeen Magazine. dezeen.com

Algaemy

Think outside the box. Then, share with the ever-growing AIU Family your wonderful, innovative and unique creations at MyAIU

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Be responsible and take care of your physical and mental health. Visit MyAIU Body / MyAIU Mind / MuAIU Energy

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From standing desks and fitness trackers to groundbreaking pilot experiments in high schools in several cities, the move-

ment to sit less and stand more is gaining momentum. Which is a good thing, because new evidence suggests that the more than eight hours the average American spends sitting every day could be exacting a serious toll.

There’s a big difference between exercising too little and sitting too much, because a standing body uses energy altogether differ-ently from a sedentary body —and also from an exercising one. We burn calories at a different rate, store them in different ways, and our brains function differently, too. While data is still emerg-ing, one experiment with high school kids found that standing in class instead of sitting improved their test scores by 20%.

This Is Your Body On SittingThe human body consumes energy in three main ways: every

cell needs energy to go about its daily business, whether it’s a muscle cell that contracts and flexes or a liver cell that produces enzymes; we also need to break down the food that we eat; finally, we need energy to move, whether we’re pulling on a shirt or riding a bike. That latter energy —let’s call it activity energy— is further divided into the sweat-inducing kind that you use on the treadmill or in yoga and another kind, which scientists have cleverly called nEAT: non-exercise activity thermogenesis. This includes nearly everything you do requiring movement: folding the laundry, walking up a flight of stairs, even fidgeting.

The human body is designed to move, and a moving body is

a needy body, siphoning off calories to make sure every cell is doing what it’s supposed to do. But even when we’re not exercis-ing, we’re moving and using energy. That’s why nEAT matters. A body that’s sitting isn’t expending energy, so the signals that normally result in you moving —and which, in turn, burn calo-ries— start to check out, molecularly bored with not being called into duty. Meanwhile, the processes that build up fat get busier. When that happens, it gets harder and harder to get off the chair.

People who sit at their desks most of the time, for example, only polish off 300 nEAT calories a day compared to, say, a cof-fee shop barista who spends most of his or her shift standing —and burning up to 1,300 extra calories daily.

There’s also intriguing evidence that sitting less may short-circuit some bodily processes that lead to diabetes. When we eat meals, our bodies experience a surge in blood sugar that peaks about an hour after we eat. If we’re sedentary and relatively im-mobile, our muscles and cells aren’t soaking up that glucose to fuel its daily activities. So all that extra sugar gets turned into fat. If we take a walk after lunch, however, some of that sugar is burned off in order to keep us on our feet and propel us forward. The less sugar that’s left after that activity, the less that gets turned into fat and contributes to obesity and eventually diabetes.

Becoming a body in motionEven if you’re wired in some ways to sit, can you become a

stand-up person? Absolutely, says Dr. James Levine, director of the Mayo Clinic-Arizona State University Obesity Solutions Initiative and probably best known as the inventor of the first treadmill desk. Just as sedentary behavior can change the brain and body to prefer sitting, getting up and becoming more active will prompt you to want to stay in motion. And that can have benefits on productivity and possibly creativity as well.

“By simply changing your work style, from a chair-based work style to a [standing] one, you can burn 500 to 1,000 extra calories a day,” says Levine. And remember it’s not just the calories that count, it’s all about health. Source: Sitting is killing you, by Alice Park. time.com Image: time.com

Is sitting the new smoking? Prolonged sitting and standing is unproductiveSitting 9.6 hours every day for months or years, can lead to:

• Back pain• Lower back pain• Joint pain• Swollen legs• Heart disease• Colon cancer• Varicose veins

Keeping the body in an upright possition over time requires considerable muscular effort which causes:

• Muscular strain in the back and neck

• Joint compression• Varicose veins

What can you do?You need to balance. So...

• Check your posture every 20-30 minutes

• Switch between sitting and standing• Take breaks• Stretch

RemembeR: Standing up 16 times for 2 minutes is healthier than excercising for 32 minutes straight.Source: “Why prolonging sitting and standing is unproductive” designtaxi.com Dharma Inc. / Funders and founders.

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If you’re willing to walk a spiritual path, visit MyAIU Spirit

1 Clear a tickling throat. Scratch your ear. When the

nerves in the ear are stimu-lated, it creates a reflex in the throat that can cause a muscle spasm that relieves the tickle.

2 Experience supersonic hearing. If you’re chatting

up a mumbler at a cocktail party, lean in with your right ear. It’s better than your left at following the rapid rhythms of speech. If, on the other hand, you’re trying to identify that song playing softly in the ele-vator, turn your left ear toward the sound. The left ear is better at picking up music tones.

3 Calm yourself with cold water. nerves getting the

best of you. Take a deep breath and spash cold water on your face. This triggers the mam-malian diving reflex that is genetically in all animals. The lower temperature of the water and you holding your breath also causes your body to think it’s diving into cold water. This reflex allows you to use oxygen more efficiently.

4 Clear your stuffed nose. Alternate thrusting your

tongue against the roof of your mouth, then pressing between your eyebrows with one finger. This causes the vomer bone, which runs through the nasal passages to the mouth, to rock back and forth. The motion loosens congestion; after 20 seconds, you’ll feel your si-nuses start to drain.

5 Prevent acid reflux at night. Sleep on your left

side. The esophagus and stomach connect at an angle. When you sleep on your right, the stomach is higher than the esophagus, allowing food and stomach acid to slide up your throat. When you’re on your left, the stomach is lower than the esophagus, so gravity’s in your favor.

6 Cure your toothache. Just rub ice on the back of your

hand, on the V-shaped webbed area between your thumb and index finger. This technique reduces toothache pain by as much as 50 percent compared with using no ice. The nerve pathways at the base of that V stimulate an area of the brain that blocks pain signals from the face and hands.

7 Unstitch your side. If you’re like most people,

when you run, you exhale as

your right foot hits the ground. This puts downward pressure on your liver (that is on your right side), which then tugs at the diaphragm and creates a side stitch. The fix: Exhale as your left foot strikes the ground.

8 Thaw your brain freeze. Press your tongue flat

against the roof of your mouth, covering as much as you can. Since the nerves in the roof of your mouth get extremely cold, your body thinks your brain is freezing, too. In compensating, it over-heats, causing an ice-cream headache. The more pressure you apply to the roof of your mouth, the faster your head-ache will subside.

9 Swallow big pills. Take a drink of water, and tilt

your head forward instead of backward. The capsule should float, and will be at the back of your throat, ready to swallow.

Source: 21 health tricks to teach your body. www.naturalcurenotmedicines.com

Life tricks

Walking a spiritual path is a way of discovering

and developing oneself and one’s spirituality. Specifically, it helps us become aware of our relationship to everything around us. In our journey of self-discovery, sometimes we are guided by a teacher who is also a student of the path. Walking a path involves learning what it means to be of service and being willing to labour in the pursuit of growth and learning. This pursuit is not a self-centred one; it is never undertaken for the sake of personal gain.

Spirituality involves act-ing consciously and taking responsibility for our behaviour and our thoughts, as well as our relations with others. Both entail an awareness of the way in which we lead our lives.

While there are many different paths of spiritual

growth, they all have one thing in common, and that is follow-ing a discipline. Some paths are based upon a religion and involve worship or prayer. Others may teach through such disciplines as meditative exercises, chanting, physical movements or postures. Still others use labour or some other service as a vehicle for learning. Many paths combine all of these elements.

If we walk a path with a par-ticular goal in mind, spiritual enlightenment for example, or knowledge, we will be walk-ing for the wrong reason. We should not so much seek to ac-quire knowledge, as to become.

Although reaching a specific end point should not be our purpose in walking a path, it is important that we make some forward progress.

Source: Walking a spiritual path. www.humanenergy.net Image: wonderfulengineering.com

Spiritual pathSpiritual path

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Find support at MyAIU Research We’ve only got one planet. Support people and nature. Visit MyAIU Human Rights / MyAIU Evolution

Rawlemon believes in producing energy where people actually live; in our cities. And they will

do this without sacrificing beauty, the transparency of a window, or a comfortable living environment.

They just finalized a crowd-funding campaign on Indiegogo, and are now working hard to supply all of their wonderful backers.

Like all Rawlemon products, the Beta.ray 1.00 outdoor generator features a breakthrough patented micro dual axis tracking unit for full environmental integration, with the lowest possible weather impact that won’t break your budget. Beta.ray 1.00 (6,000€) comes with a hybrid collector to convert daily elec-tricity and thermal energy at the same time. While reducing the silicon cell area to 25% with the equiva-lent power output by using our ultra transmission Ball Lens point focusing concentrator, it operates at efficiency levels of nearly 57% in hybrid mode. At nighttime the Ball Lens can transform into a high-power lamp to illuminate your location, simply by using a few LED’s. The station is designed for off grid conditions as well as to supplement buildings’ con-sumption of electricity and thermal circuits like hot water. Source: www.rawlemon.com

Sunpower Generator

Education for all

Adopt a jaguarJaguars once lived as far north as the grand Can-

yon, but habitat loss, overhunting and killings in retaliation for livestock losses drove these big cats from much of their native range. Today a small, fragile population of jaguars is fighting for survival in Mexi-co, and occasionally crossing the border and offering hope for the permanent return of jaguars to the U.S.

your adoption helps Defenders’ work to ensure jag-uar habitat remains healthy and intact, and provides vital support for their work with communities and governments to protect jaguars in the southwestern U.S. and northern Mexico.

All donations support our work to protect and restore the wildlife and wild places you care about.

Adopt a Jaguar Group 45 usd a monthAdopt a Jaguar Family 25 usd a monthAdopt a Jaguar 15 usd a month

named “America’s Best Wildlife Charity” by Reader’s Digest, Defenders of Wildlife has been a leading innovator in developing the most effective ways to conserve imperiled wildlife and wild lands for over 65 years. your adoption donation will immediately be put to use where it is most needed to achieve these goals.Defenders of Wildlife: secure.defenders.org

The nobel Peace Prize for 2014 was awarded to Kailash Satyarthi and Malala yousafzay for their

struggle against the suppression of children and young people and for the right of all children to education. Children must go to school and not be financially exploited. In the poor countries of the world, 60% of the present population is under 25 years of age. It is a prerequisite for peaceful global development that the rights of children and young people be respected. In conflict-ridden areas in particular, the violation of children leads to the continuation of violence from generation to generation.

Showing great personal courage, Kailash Satyarthi, maintaining gandhi’s tradition, has headed various forms of protests and demonstrations, all peaceful, focusing on the grave exploitation of children for financial gain. He has also contributed to the devel-opment of important international conventions on children’s rights.

Despite her youth, Malala Yousafzay has already fought for several years for the right of girls to educa-tion, and has shown by example that children and young people, too, can contribute to improving their own situations. This she has done under the most dangerous circumstances. Through her heroic struggle she has become a leading spokesperson for girls’ rights to education. Source: www.nobelprize.org

Images: N. Elmehed. ©Nobel Media 2014 / Claude Truong-Ngoc

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Navigate the Internet of Things

What is IoT, and how does it relate to machine-to-machine, or M2M?

The Internet of Things is a term used to describe the next wave of innovation that our industry is going through. Traditionally, we have thought primarily of humans connecting to the internet, but IoT is really the next step, where “things” are also connect-ing to the internet and to each other. M2M describes part of IoT, which is machine-to-machine communication.

What challenges do IoT and the mas-sive amount of data being generated by these devices present?

IoT brings a number of challenges: First, there are infrastructural chal-lenges. All these devices will have to be connected, which means the networks to support them have to be able to support that new load. Each of these devices will be producing a lot of high-volume, low-value data. Some of these devices will generate very small pieces of data, but there will be lots of pieces. The industry will have to cope with that new volume of big data and

be able to manage it from the devices up through gateways all the way back to the enterprise.

Second, once we have that data, what are we going to do with it? This opens up a whole new opportunity for us to continue to drive and to continue to innovate, providing new applica-tions and services based on that data.

What opportunities does IoT present for application developers, and what should they be thinking about when designing connected devices?

We have thought primarily of humans connecting to the internet, but IoT is really the next step, where ‘things’ are also connecting. The world is definitely going to change for ap-plication developers. We usually think of developing applications for humans and then having the interaction with those applications coming from their devices. now, application developers are starting to develop code that will run on very small devices. Then they will extend their application develop-ment on the server side to be able to

include those devices, which will add new richness and nearly endless new possibilities.

Developing on these devices is defi-nitely a new and different domain for most application developers. We refer to these devices as being resource con-strained. They might have a smaller memory footprint, and they don’t have a human on the other end that can

click on an option or push a button to upgrade. A lot of these devices will be field-deployed in some cases for 10 or 15 years without anyone ever touching them. All this will push developers to shift and adapt to this new embedded development style.

On the server side, these are new device clients that will have to be integrated into existing infrastructure,

analysts predict upwards of 50 billion devices will be connected to the internet by 2020, generating zettabytes of data each day –a phenomenon called the Internet of Things (IoT). This is an interview with peter utzschneider, vice presi-dent of product management for Java at oracle, published at oracle magazine.

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while also integrated with data that we get from other “things” in order to create those new applications. Oracle is evolving and enhancing the Java platform, which has been used on a wide range of devices for quite some time, specifically for IoT. A Java devel-oper will be able to write code, and it will run on a very small device all the way up to a very large device. We are working to make it as easy as possible for Java developers to reuse their Java skills for IoT development.

How do you see IoT, big data, and cloud converging?

We now have several major devel-opments happening in our industry: cloud, big data, social, mobile, and IoT. It’s going to take a tremendous amount of orchestration and coordi-nation across the industry to make sure we’re able to harness all those trends at the same time.Take mobility. With innovation in smartphones and tablets, we can easily do e-commerce and connect to our social apps from these devices. With IoT, mobile device use is going to expand significantly. These same devices are becoming the ultimate remote controls for us to con-nect and control the physical environ-ment around us. For example, with home automation, I can use my phone to turn the lights and the alarm system off and on, to look at energy consump-tion, and to manage home entertain-ment —whether I’m there or not.

As far as cloud, it becomes an en-abling technology for IoT. For a lot of

organizations, adding devices and the huge amount of data they generate to their existing infrastructures or their back-end systems simply won’t scale, and they will need to rethink how those infrastructures are set up. They will look to cloud service providers to make that happen for them.

Besides home automation, what are other emerging markets for IoT?

IoT will affect every business. We’re seeing early adoption in healthcare, including lifestyle health devices, patient monitoring, and home health-care or telehealth. Another big area is telematics —the automotive industry is already connecting vehicles so that manufacturers can remotely monitor

and support their vehicles. It is also a way for them to collect data on vehi-cles out there in the real world, which they then put into further design and innovation.

Telematics also applies to fleet management and logistics, manag-ing things such as delivery vehicles to make sure they are running efficiently, and rental car companies, so they can push in-vehicle service offers or infor-mation to enable you to book a hotel or dinner reservations from the car.

Industrial automation is another category, especially in the area of manufacturing and process automa-tion. All this technology will enable companies to pull more data off of ma-chinery that’s in factories in order to get a better idea of what’s happening on the factory floor.

Source: Navigate the Internet of Things, interview by Caroline Kvitka, published at Oracle Magazine january-feb-ruary 2014. www.oracle.com/technetwork/issue-archive/2014/14-jan/o14interview-utzschneider-2074127.html

Internet of thingseveryday examplesAt Home:• Check on the baby• Remember to take your meds• Track your activity levels• Get the most out of your medication• Monitor an aging family member• Heat your home efficiently• Make sure the oven is off• Track down those lost keys• Light your home in new ways• Avoid disasters• Keep your plants alive

In the streets:• Keep streets clean• Stop driving in circles and find a place to park• Receive pollution warnings• Use electricity more efficiently• Light streets more effectively• Share your findings• Safe driving

At work: • Maintain & repair• Monitor• Safety first• Maintain quality & consistency

Environment:• Monitor pollution levels• Track water• Help protect wildlife• Get an advanced warning of a dissaster• Know the variables of wheather and react to them• Stop the deforestation

http://www.oracle.com/technetwork/issue-archive/2014/14-jan/o14interview-utzschneider-2074127.html

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“I dropped out of Reed College after the first six months, but then

stayed around as a drop-in for another 18 months or so before I really quit. So why did I drop out?

It started before I was born. My biological mother was a young, unwed college graduate student, and she decided to put me up for adoption. She felt very strongly that I should be adopted by college graduates, so everything was all set for me to be ad-opted at birth by a lawyer and his wife. Except that when I popped out they decided at the last minute that they really wanted a girl. So my parents,

who were on a waiting list, got a call in the middle of the night asking: “We have an unexpected baby boy; do you want him?” They said: “Of course.” My biological mother later found out that my mother had never graduated from college and that my father had never graduated from high school. She refused to sign the final adoption pa-pers. She only relented a few months later when my parents promised that I would someday go to college.

And 17 years later I did go to college. But I naively chose a col-lege that was almost as expensive as Stanford, and all of my working-class

parents’ savings were being spent on my college tuition. After six months, I couldn’t see the value in it. I had no idea what I wanted to do with my life and no idea how college was going to help me figure it out. And here I was spending all of the money my parents had saved their entire life. So I decided to drop out and trust that it would all work out OK. It was pretty scary at the time, but looking back it was one of the best decisions I ever made. The minute I dropped out I could stop taking the required classes that didn’t interest me, and begin dropping in on the ones that looked interesting.

It wasn’t all romantic. I didn’t have a dorm room, so I slept on the floor in friends’ rooms, I returned coke bottles for the 5¢ deposits to buy food with, and I would walk the 7 miles across town every Sunday night to get one good meal a week at the Hare Krishna temple. I loved it. And much of what I stumbled into by following my curiosity and intuition turned out to be priceless later on. Let me give you one example:

Reed College at that time offered perhaps the best calligraphy instruc-tion in the country. Throughout the campus every poster, every label on

every drawer, was beautifully hand calligraphed. Because I had dropped out and didn’t have to take the normal classes, I decided to take a calligraphy class to learn how to do this. I learned about serif and san serif typefaces, about varying the amount of space between different letter combinations, about what makes great typography great. It was beautiful, historical, artisti-cally subtle in a way that science can’t capture, and I found it fascinating.

none of this had even a hope of any practical application in my life. But ten years later, when we were designing the first Macintosh computer, it all came back to me. And we designed it all into the Mac. It was the first computer with beautiful typography. If I had never dropped in on that single course in college, the Mac would have never had multiple typefaces or proportion-ally spaced fonts. And since Windows just copied the Mac, it’s likely that no personal computer would have them. ... Of course it was impossible to connect the dots looking forward when I was in college. But it was very, very clear look-ing backwards ten years later.

Again, you can’t connect the dots looking forward; you can only connect them looking backwards. So you have to trust that the dots will somehow con-nect in your future. you have to trust in something —your gut, destiny, life, karma, whatever. This approach has never let me down, and it has made all the difference in my life.”

Help others pursue their own goals. Change a life at MyAIU Pledge

Words by steve Jobs

Source: ‘You’ve got to find what you love,’ Jobs says. Prepared text of the Commencement address delivered by Steve Jobs, CEO of Apple Computer and of Pixar Animation Studios, on June 12, 2005. © Stanford University. All Rights Reserved.

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“Ideas are like fish. If you want to catch

little fish, you can stay in the shallow water.

But if you want to catch the big fish,

you’ve got to go deeper. Down deep

the fish are more powerful and more pure. They’re huge and abstract. and

they’re very beautiful.”–David lynch

filmmaker

Find crowdfunding to fuel your dream project at MyAIU Research

spaceman usB light. This little lunar explorer receives power from your USB port to illuminate spaces with brilliant LED light after dark. Flip his visor back and forth to turn the light on and off. Long and flexible adjustable cord. www.momastore.org

ostrich pillow mini. Designed by kawamura-ganjavian, this is the smallest and most fun member of the Ostrich Pillow Family! Bringing you quality nap-ping within arm’s reach. www.studiobananathings.comget one on Kickstarter!

Hamster Wheel standing Desk. Rise up, sedentary sentients, and unleash that untapped potential within by marching endlessly towards a brilliant future of focused work. Step forward into a world of infinite potential, bounded only by the smooth arcs of a wheel. Step forward into the Hamster Wheel Standing Desk that will usher in a new era of unprecedented productivity. This project is a col-laboration at Pier 9 between artist-in-residence Robb Godshaw and Instructables developer Will Doenlen. Since you cannot buy this one, you’ll have build it yourself, after downloading the instructions at www.instructables.com, a place that lets you explore, document and share your creations.

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1. learn by helping others.

2. Be around the people who motivate you and

who have the knowledge you wish to possess.

3. Believe in yourself.

4. prioritize what’s important to you.

5. challenge yourself.

6. let the internet be your best friend in the process of learning on your own.

6 tips and lessons on being self-thaught

by Brenda Ton

Bachelor of

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The Bachelor of Education (B.Ed, BS) program objective is to prepare

highly qualified teachers with the knowledge, disposition, and skills that support standards-based education, student-centered teaching and learning, and an orientation to social education. The Bachelor of Education (B.Ed, BS) program is offered online via distance learning. After evaluating both aca-demic record and life experience, AIU staff working in conjunction with Fac-ulty 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 Education (B.Ed, BS) curriculum is designed individually by the student and academic advisor. It specifically addresses strengths and weaknesses with respect to market op-

portunities in the student’s major and intended field of work. Understanding that industry and geographic factors should influence the content of the cur-riculum 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 profes-sional 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 exam-ple. Want to learn more about the cur-riculum design at AIU? go ahead and visit our website, especially the Course and Curriculum section:www.aiu.edu/CourseCurriculum.html

Core Courses and TopicsDimensions of Learning Technology Measurement and Evaluation Classroom Management Psychology of the Exceptional Child Curriculum Planning Reading in the Secondary School Instructional Leadership Supervision of Instruction Research Methods & Procedures Teaching Strategies Reading Skills & Comprehension Issues and Innovations

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

Research ProjectBachelor Thesis Project MBM300 Thesis ProposalMBM302 Bachelor Thesis (5,000 words)

Publication Each Bachelor of Education graduate is encouraged to publish their research papers either online in the public

domain or through professional jour-nals and periodicals worldwide.

Personal requirementsAn understanding and acceptance of cultural differences. An excellent grasp of English-language structure. Able to identify the needs of individual students. Very good communication skills. High-level organisational skills. Prepared to work out of school hours. Patient in dealing with students of dif-fering abilities.

OpportunitiesLearning Disabilities SpecialistMarket Researcher · Academic AdvisorPersonnel RecruiterSchool AdministratorContinuing Ed. Program PlannerTeacher · Curriculum CoordinatorSpeech Consultant · Private TutorCounselor/guidance CounselorSocial Worker · ESL Teacher government Agency Administrator

Contact us to get startedSubmit your Online Application, paste your resume and any additional com-ments/questions in the area provided.www.aiu.edu/requestinfo.html?Request+Information=Request+Information

Pioneer Plaza/900 Fort Street Mall 40Honolulu, HI 96813800-993-0066 (Toll Free in US) 808-924-9567 (Internationally)

SCHOOl OF SOCIAl AND HUMAN STUDIES

Education

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MISSION: To be a higher learning institution concerned about generat-ing 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 edu-cational design based on andragogy and omniology.

General Information. Atlantic International University offers distance learning degree programs for adult learners at the 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 fit-ting within the balance of your life and acknowledging the key role each individual can play in their community, country, and the world.

While national Accreditation is common for tradi-tional U.S. institutions of higher learning utilizing standard teaching methods, every country has its own standards and accrediting organizations. Accreditation is a voluntary process and does not guarantee a worthy education. Rather, it means an institution has submitted its courses, programs, budget, and educational objectives for review. AIU’s Distance Learning Programs are unique, non-tra-ditional and not accredited by the U.S. Department of Education. This may be a determining factor for those individuals interested in pursuing certain disciplines requiring State licensing, (such as law, teaching, or medicine). It is recommended that you consider the importance of national Accreditation for your specific field or profession.

Although Atlantic International Univer-sity’s individualized Distance Learning Degree Programs, are distinct from traditional educational institutions, we are convinced of their value and acceptance worldwide. non-traditional programs are important because they recognize knowledge gained outside the classroom and incorporate a broader more comprehensive view of the learning experience. Many great institutions are unac-credited. We invite you to compare our programs and philosophy with traditional classroom-based programs to determine which is best suited to your needs and budget.

AIU has chosen private accreditation through the Accrediting Commission International (ACI), obtained in 1999. ACI is not regulated or approved by the US Department of Education. ATLAnTIC

InTERnATIOnAL UnIVERSITy IS nOT ACCREDITED By An ACCREDITIng

AgEnCy RECOgnIzED By THE UnITED STATES SECRETARy OF EDUCATIOn. note: In the U.S., many licensing authorities require accredited degrees as the basis for eligibility for licensing. In some cases, accredited colleges may not accept for transfer courses and degrees completed at unac-credited colleges, and some employers may require an accredited degree as a basis for eligibility for employment.

AIU is incorporated in the state of Hawaii. As a University based in the U.S., AIU meets all state and federal laws of the United States. There is no dis-tinction between the programs offered through AIU and those of traditional campus based programs with regards to the following: your degree, transcript and other graduation documents from AIU follow the same standard used by all U.S. colleges and uni-versities. AIU graduation documents can include an apostille and authentication from the U.S. Depart-ment of State to facilitate their use internationally. Authentication from the U.S. Department of State is a process that will ultimately bind a letter signed by the U.S. Secretary of State (permanently with a metal ring) to your graduation documents.

If a student outside the U.S. wishes to carry out a particular procedure within a country’s Department of Education regarding their degree earned at AIU, such procedures are to be carried out independently by the student. AIU respects the unique rules and regulations of each country and does not intervene or influence the respective authorities. We recommend prospective students who intend to carry out such procedures outside the U.S. to verify in detail the steps and require-ments needed in order to be fully informed.

The AIU Difference Mission & Vision

Accreditation

Organizational Structure

Dr. Franklin ValcinPresident/Academic Dean

Dr. José MercadoChief Executive Officer

Dr. Ricardo GonzálezProvost

Ricardo GonzálezChief Financial Officer

Jaime RotlewiczDean of Admissions

Clara MargalefDirector of International

Relations

Ofelia HernandezDirector of AIU

Juan Pablo MorenoDirector of Operations

Miqueas VirgileIT Director

Edward LambertAcademic Coordinator

Ariadna RomeroAcademic Coordinator

Carlos AponteTelecommunications

Coordinator

Rosie PerezFinance Coordinator

Linda CollazoStudent Services Coordinator

Kingsley ZeleeIT Coordinator

Maria SerranoLogistics Coordinator

Amalia AldrettAdmissions Coordinator

Alba OchoaAdmissions Coordinator

Sandra GarciaAdmissions Coordinator

Veronica AmuzAdmissions Coordinator

Nadia GabaldonRegistrar Office

Monica SerranoRegistrar Office

Lee RoblesStudent Services Supervisor

Daritza YslaAccounting Coordinator

Mario CruzAdministrative Coordinator

Yolanda LlorenteAdministrative Assistant

Dr. Jack RosenzweigAcademic Advisor

Nadia BaileyAcademic Tutor

Silvia StabioAcademic Tutor

Liliana PenarandaAcademic Tutor

Renata Da SilvaAcademic Tutor

Junko ShimizuAcademic Tutor

It is acknowledged that the act of learn-ing is endogenous, (from within), rather than exogenous. This fact is the underly-ing 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 develop-ment of curriculum unique to each stu-dent, and flexibility of time and place of study, provides the ideal learning en-vironment 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.

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The School of Business and Econom-ics allows aspiring and practicing professionals, managers, and entrepre-neurs 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

The School of Social and Human Stud-ies 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 oppor-tunities 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 chan-nels, the world wide web, private, pub-lic, nonprofit, and nongovernmental

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 pro-duction, 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 al-low for the sustainability of the human population. We will foster among our students a demand for ethical behavior, an appreciation for diversity, an un-derstanding of scientific investigation,

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 thou-sands 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, re-views, 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.

experience has been in business, marketing, administration, economics, finance and management.

Areas of study: Accounting, Advertis-ing, Banking, Business Administration, Communications, Ecommerce, Finance, Foreign Affairs, Home Economics, Human Resources, International Busi-ness, International Finance, Investing, globalization, Marketing, Management, Macroeconomics, Microeconomics, Public Administrations, Sustainable Development, Public Relations, Tele-communications, Tourism, Trade.

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, Inter-national Affairs, Sociology, Political Sciences, Architecture, Legal Stud-ies, Public Administration, Literature and languages, Art History, Ministry, African Studies, Middle Eastern Stud-ies, Asian Studies, European Studies, Islamic Studies, Religious Studies.

knowledge of design innovation, a critical appreciation for the importance of technology and technological change for the advancement of humanity.

Areas of Study: Mechanical Engineer-ing, Industrial Engineering, Chemical Engineering, Civil Engineering, Electri-cal Engineering, Computer Engineer-ing, Physics, Chemistry, Biology, Math-ematics, Communications, Petroleum Science, Information Technology, Telecommunications, nutrition Sci-ence, Agricultural Science, Computer Science, Sports Science, Renewable Energy, geology, Urban Planning.

School of Business and Economics School of Social and Human Studies

School of Science and Engineering Online library Resources

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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 tra-ditional 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 institu-tions never feel a desire to “change the world” or the current status quo; instead, they adjust to the environ-ment, believe everything is fine, and are proud of it all.

IN A WORlD where knowledge and mostly informa-tion 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 con-centrate 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 con-verted 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 profes-sional areas highly in demand in our modern society.

We shall not forget that, at AIU, students are responsible for discovering their own talents and po-tential, 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 cam-pus 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 sustain-able 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 solidar-ity, 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: aiu.edu

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 AnDRA-gOgy 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 startednow, 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 40Honolulu, HI 96813800-993-0066 (Toll Free in US) [email protected] (Internationally) www.aiu.eduOnline application: www.aiu.edu/apply3_phone.aspx

Education on the 21st century aIu service

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