CAMPUS - aiu.edu...In touch AIU News 4 Notes 6 Graduates of the month Student Space 8 Testimonials 9...

AIU News + Essays + Virtual conference + Education + Culture + Science + Technology + Art + Design + Body + Mind + Spirit + Environment +

Human rights + Animal Rights + Democratic Studies + About AIU

AIU News + Essays + Virtual conference + Education + Culture + Science + Technology + Art + Design + Body + Mind + Spirit + Environment +

Human rights + Animal Rights + Democratic Studies + About AIU

#73#73

www.aiu.eduwww.aiu.eduMyAIU MAGAZINEMyAIU MAGAZINE

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Asunción, capital and largest city of Paraguay, is the home of the national government, principal port, and the chief industrial and cultural center of the country.

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In touch AIU News 4 Notes 6 Graduates of the month

Student Space 8 Testimonials 9 Essay by Foster S. Nanewortor12 Essay by Rosa Hilda Lora14 Article by Edward Lambert

Learning16 Education + Culture Dog communicates in sentences / First job as an artist

17 Science + Technology 800+ mammoth bones / First full cyborg 18 Art + Design Invisibility cloak / Michaela DePrince / New pavement

19 Body + Mind + Spirit ‘Waves’ of fluid / The religiosity gap

20 Environment The Delhi air crisis / Want to plant more trees?

21 Human + Animal Rights The price of insulin / Zoos of death

Campus23 Diversity Being nonbinary has nothing to do with looking nonbinary

24 Be wise & have fun Kamp-Rite 3 in 1 tent Lovely logics 1 Self watering pot Sprout plant Quote: Alexandria Ocasio-Cortez

25 Programs at AIU Bachelor of Democratic Studies

About us AIU: Who we are27 General information Accreditation The AIU difference Mission & Vision Organizational Structure28 School of Business and Economics School of Science and Engineering29 School of Social and Human Studies Online Library Resources30 Education on the 21st century AIU service

DirectoryDr. Franklin Valcin

President / Academic Dean

Dr. José Mercado Chief Executive

Officer / Chairman of the Board of Trustees

Ricardo González, PhD Provost

Dr. Ricardo González Chief Operation

Officer and MKT Director

Coordination & General text selection

Roberto Aldrett

Graphic design,Content curation

for “Learning” &Translation to Spanish

Janice Kelly

Campus Mundi MY AIU MAGAZINE

Year 7, #73December 2019

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We carefully choose

the contents of this magazine

with you in mind

–to inspire you and make you

think

Share your thoughts

with us!

Mailbox [email protected]

Contents

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in touch

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We light a candle

Book published by graduate

November 5, 2019. With great sorrow and sadness we report the death of Ms. Julia del Carmen Barrientos de Prado, mother of the Director of AIU in Guatemala and dear friend, Ing. Jorge Eduardo Prado.

Ing. Prado has been a pillar in the devel-opment and positioning of AIU Guatemala for more than 16 years.

His absolute commitment to the educa-tion of indi-viduals and their

contribution to their profes-sional improvement, is and has been extraordinary.

That is why, on behalf of the entire AIU Educational Family throughout the world, the Academic Council of AIU and all the Staff, we transmit

our condolences and solidarity to him, his entire family and AIU Guatemala.

May he and his family only celebrate joys and happy oc-casions from now on.

Novem-ber 13, 2019. One of our gradu-ates, Norbert Edomah,

has published a book titled, “Electricity and Energy Tran-sition in Nigeria (Routledge Explorations in Energy Stud-ies).” You can find his book on Amazon, Bokus.com, CRC Press, and more.

Summary: Electricity and

Energy Transition in Nigeria provides readers with a de-tailed account of the dynam-ics of energy infrastructure change in Nigeria’s electricity sector. The book starts by introducing the basic theories underpinning the politics of energy infrastructure supply and goes on to explore the historical dimensions of the Nigerian energy transition by highlighting the influences and drivers of energy systems change. Norbert also exam-ines the political dynamics at

play, highlighting the political actors and institutions that shape energy supply, as well as the impact of consumer politics. The book concludes by considering how all these factors may influence the fu-ture of energy in Nigeria. This book will be of great interest to students and scholars of energy transitions, energy technology and infrastruc-ture, and African Studies more generally.

Find his book here: https://www.amazon.com/Electricity-Transition-Nigeria-Routledge-Explorations-ebook/dp/B07Z6RWFBR

Norbert completed a Master’s program in Infor-mation Systems at Atlantic International University and has also completed a Doctor-ate program at Angila Ruskin University, Cambridge UK.

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Call for PapersThis Conference will be held 10–12 June 2020 at the Univer-sity of Milan in Milan, Italy.

We invite proposals for pa-per presentations, workshops/interactive sessions, posters/exhibits, colloquia, focused discussions, innovation showcases, virtual posters, or virtual lightning talks.

2020 Special Focus: “Urban diversities: exclusion and inclusion of immigrants and refugees at the local level.”

Theme 1: Identity and belonging

Theme 2: Education and learning in a world of differences

Theme 3: Organizational diversity

Theme 4: Community diversity and governance

Become a Presenter:1. Submit a proposal2. Review timeline

3. Register

Early registration deadline19 December 2019

Regular registration deadline10 May 2020

Late registration deadline10 June 2020

Visit the website:https://ondiversity.com

15TH INTERNATIONAL CONFERENCE ON

Diversity in Organizations, Communities & Nations

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FIND MORE NEWS FROM AIU FAMILYLatest News: www.aiu.edu/news.aspx

News Archive: aiu.edu/aiu2016/DownloadCenter.html

Invitation to attendThis Conference will be held 5–6 December 2019 at Protea Hotel Midrand, Johannesburg South Africa.

Higher Education is fac-ing an increasing crisis in student mental health; 1 in 4 students are affected by depression and anxiety, stu-dent drop outs have trebled, and student suicide rates have reached record highs. It is therefore essential that Universities/Schools are placing mental health at the top of the agenda to remove barriers, reduce stigma and better support their student population.

Call for PapersThis Conference will be held 24–26 June 2020 at NUI Gal-way in Galway, Ireland.

We invite proposals for pa-per presentations, workshops/interactive sessions, posters/exhibits, colloquia, focused discussions, innovation showcases, virtual posters, or virtual lightning talks.

2020 Special Focus: “Against the Grain: Arts and the Crisis of Democracy”

Theme 1: Arts education

Theme 2: Arts theory and history

Theme 3:

Mental Health conference aims to improve mental health literacy through greater depth and breadth of understand-ing of mental health issues. The purpose of MH is to teach participants how best to assist someone showing signs of a mental health problem or ex-periencing a mental health cri-sis. The purpose of this session is to learn how to recognize concerning behaviours among students and how to respond with particular emphasis on someone in immediate dis-tress and/or in crisis.

Visit the website:www.alintacorp.com

New media, technology, and the arts

Theme 4: The arts in social, political,

and community life

Become a Presenter:1. Submit a proposal2. Review timeline

3. Register

Early registration deadline24 December 2019

Regular registration deadline24 May 2020

Late registration deadline24 June 2020

Visit the website:https://artsinsociety.com

INTERNATIONAL CONFERENCE ON

Student mental health & wellness 15TH INTERNATIONAL CONFERENCE ON

The arts in society

CUM LAUDE

Angel Rodriguez MojicaDoctor of Business Administration

Marketing

Graduated with

HonorsNovember, 2019. This gradu-

ate student completed the ma-

jority of the requirements to

obtain honors, which included

a 4.0 GPA, published works,

recommendation from his ad-

visors, patent a product, etc.

Congratulations!

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T h i s m o n t h w e h a v e g r a d u a t e s f r o m : A n g o l a · A r g e n t i n a · B e r m u d a · C a p e Ve r d e · C o l o m b i a · D o m i n i c a n R e p u b l i c · E l S a l v a d o r · E q u a t o r i a l G u i n e a · G h a n a · G u a t e m a l a · G u i n e a · I s r a e l ·

Graduatesof the monthGraduatesof the monthGraduatesof the month

Eduardo Emilio MedinaBachelor of Science

Civil EnginEEringargentina

Davin Vivake Persaud

MaSter of educationCurriCulum DEvElopmEnt

BerMuda

Francisco Feliciano DelgadoBachelor of Science

ElECtriCal EnginEEringcape Verde

Fernando Jorge Lopes Tavares Borges

doctor of BuSineSS and econoMicSBusinEss aDministration

cape Verde

Maria Angelica Restrepo MolinaBachelor of BuSineSS adMiniStration

BusinEss aDministrationcoloMBia

Diana Carolina Bastidas Pantoja

Bachelor of ScienceCliniCal psyChology

coloMBia

Edgar Fernando Lozano MuñozMaSter of BuSineSS adMiniStration

BusinEss aDministrationcoloMBia

Héctor Rolando Santana Santana

doctor of political SciencepolitiCal partiEs moDEl

doMinican repuBlic

Vilma María Bolaños Fuentesdoctor of huMan reSourceS

human rEsourCEsel SalVador

Ignacio Nzambi Nzambi Angono

Bachelor of legal StudieSCriminology

equatorial guinea

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NOVEMBER 2019

Leonardo Tovar Gutiérrezdoctor of Science

hEalth sErviCEs aDministrationargentina

José Luis LozanoMaSter of artS

ConfliCt rEsolution, mEDiation & human rightsargentina

Helio Abias Venancio MotaBachelor of BuSineSS adMiniStration

projECt managEmEntangola

Joaquim BumbaMaSter of Science and engineering

tElECommuniCationsangola

http://www.aiu.edu

Tesfu Weldegerima Ghebrudoctor of philoSophy

rEnEwaBlE anD non-rEnEwaBlE rEsourCEunited kingdoM

Gail L. Draper-Lindemann

doctor of Social WorksoCial work

uSa

María Isabel Maegli NovellaBachelor of artSarts anD Crafts

uSa

Angel AguilarBachelor of Science

ComputEr sCiEnCEuSa

Nyambe MuyundaBachelor of BuSineSS adMiniStration

aCCounting anD finanCEZaMBia

Edward Tsai

MaSter of SciencepsyChologyZiMBaBWe

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Ntombi Eunice Mthunzi/ Motsadoctor of educational pSychology

CounsEling psyChologySWaZiland

Ehab Elzubair

Bachelor of JournaliSMjournalism

SWitZerland

Nurettin DoğanayBachelor of artS

BusinEss aDministrationturkey

Patrick Stanley Nyeko

doctor of proJect ManageMentprojECt managEmEnt

uganda

John Akpan Marksondoctor of philoSophy

highEr EDuCation anD promotionnigeria

Simplicius Udochukwu Anyahara

doctor of philoSophyBusinEss aDministration

nigeria

Olumide, Abiodun Oluyinkadoctor of Science

ConstruCtion projECt managEmEntnigeria

Uwadiae Oduware

doctor of BuSineSS adMiniStrationBusinEss managEmEnt

nigeria

Omayra Orozco de Alfarodoctor of philoSophy

hEalth anD nutrition rEsEarChpanaMa

Manuel Aronategui Góndola

Bachelor of ScienceChEmistrypanaMa

Mariela Fábrega Fábrega

Bachelor of SciencepsyChology

panaMa

Angel Rodriguez Mojicadoctor of BuSineSS adMiniStration

markEtingpuerto rico

Hakizimana Leoporddoctor of philoSophy

information tEChnologyrWanda

Thomas Anthony

doctor of philoSophyprojECt managEmEnt

Singapore

Anita Andeme Biyogo AndemeBachelor of BuSineSS adMiniStration

Banking anD finanCEequatorial guinea

Esther Asante

Bachelor of artSprojECt managEmEnt

ghana

Edwin Julian Castellanos ReyesBachelor of adMiniStration huMan reSource

aDministration human rEsourCEguateMala

Funsho Oladele Ibrahim

MaSter of artSintErnational rElations

guinea

Yosef Joseph Amramdoctor of econoMicS

EConomiCsiSrael

Frances Abigale Collie

Bachelor of Sciencehuman rEsourCEs managEmEnt

JaMaica

Paradzai Daniel Cambelacertificate of BuSineSS adMiniStration

BusinEss managEmEntMoZaMBique

Daniel Shashitwako Haikali

Bachelor of SciencemEChaniCal EnginEEring

naMiBia

Lachmanpersad Ramadhindoctor of Science

mEChaniCal EnginEEringnetherlandS

Ezeakunne Chinwe Nkem

MaSter of BuSineSS adMiniStrationBusinEss managEmEnt

nigeria

J a m a i c a · M o z a m b i q u e · N a m i b i a · N e t h e r l a n d s · N i g e r i a · Pa n a m a · P u e r t o R i c o · R w a n d a · S i n g a p o r e · S w a z i l a n d · S w i t z e r l a n d · Tu r k e y · U g a n d a · U n i t e d K i n g d o m · U S A · Z a m b i a · Z i m b a b w e

FIND MORE GRADUATES

Gallery: aiu.edu/Graduation/grids/currentgallery.html

Interviews: www.aiu.edu/Graduation/grids/interviews.

html

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F I N D M O R E T E S T I M O N I A L S F R O M A I U S T U D E N T S H E R E : w w w. a i u . e d u / Te s t i m o n i a l s . a s p x

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Victor BhoshaBachelor of Computer Science

October 9, 2019

“I have just completed my first Bachelor’s degree in Computer

Science with AIU. The journey has not been easy due to the nature of my work which required me to travel a lot. However, in that hectic work schedule, I thank AIU community for the great help and support they gave me during my study with this institution. I really appreciate the time and effort they made to make it a success. I would not have made it this far if it where not for the follow up made at each stage of my studies in an effort to assist me in meeting even the deadlines of my modules. The advice I got from my team is invaluable. I am forever grateful and look into the future to the many opportunities this degree will offer. I also look forward to starting the next level of Masters Degree.

The physical distance between the University and my home is miles apart but the friendliness and supportive-ness of instruction’s capable staff team of Admissions Tutors, Advisors made the journey worth it.

I also want to say that the materials ...Read full text: https://www.aiu.edu/Testimonialde-

tail.html?ItemID=1592&rcid=73&pcid=63&cid=73

Sheila MandindeBachelor of EducationSeptember 30, 2019

“AIU gave me a lot of teach-ing experience and

skills in as far as research and teaching methodologies are concerned. I devel-oped an extensive analytical, critical, generic and effective academic skills. I am able to proficiently solve and tackle any problem relating to class room management, planning, counselling and coaching of learners, mentoring of other educators and dispute handling.

AIU staff communication is so amaz-ing and fantastic, I really enjoyed their interaction and timeous response to any communication that I forwarded through. There are times when I faced financial predicaments and AIU staff showed their sympathy by allowing me to progress with my studies without any interruption. I felt very much welcomed whenever I forwarded my concerns to my advisor. AIU staff and management motivated me to accomplish my studies in the prescribed period and I am now an independent and happily engaged educator in possession of a Bachelor of Education degree.

I would like to express my extended ...Read full text: https://www.aiu.edu/Testimonialde-


Olatunji Emmanuel OmoniyiMaster of Public Health

October 17, 2019

“At AIU, I experienced an educa-tional system that was signifi-

cantly different from the ones I have earlier experienced. The concept of flexibility in course combinations to suit a student’s academic and profes-sional needs was quite unique and commendable. Also the concept of self-paced studies was a plus for me. I love doing things at my pace. The flexibility in tuition fee payment plan was highly instrumental to my ability to attempt a degree program in a uni-versity of this caliber. Thank you AIU.

Josefina António Samanyanga Chirua Master of Occupational Health and Safety

November 6, 2019

“It has been a great opportunity to study with AIU. As I was scroll-

ing down on internet for universities and institutions to study Occupational

Health and Safety, AIU just appeared. As I tried to apply I realized that I could not afford the tuition. I was still interested though and I could not let my dream to study, die just like that. One day I saw the offer for partial scholarship and I hit the email but-ton. AIU was offering part scholarship for my studies. I discussed with Rina Lehnoff and she made it clear that my academic progress and my payment plan can be treated separately whereby I could proceed with my studies as I do a monthly installment. This was very encouraging so I did not take my time. I enrolled with AIU for my Masters programme. The automatic online payment system also made my life very easy, I do not worry about mak-ing a payment but AIU automatically deducts the amount for my monthly tuition. Studying with AIU implied that I could meet my academic needs at the same time, meeting my financial obli-gations at the same time feeling very comfortable.

At AIU I had my first experience to study online with the sophisticated system. AIU staff was always available and would assist me on how I could continue my studies in the most com-fortable and interesting way. I some-times had challenges on submitting an assignment every month because of my busy schedule and also sometimes due to electricity and internet cut offs in the small district of Angónia, Mozambique where I come from. AIU staff never ...

Read full text: https://www.aiu.edu/Testimonialde-


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Furthermore, the results showed that the relation-ship between reasons for living and suicidal ideations were significantly moderated by gender. The results also established that gender as an independent factor influences suicidal ideation. It was con-cluded that suicide manage-ment professionals such as clinical psychologist, counsel-lors should consider reasons for living in adolescents.

IntroductionThe pain and the guilt of

surviving the death of a family member through suicide is traumatic and the associated experience may differ from other types of grieve (DeLeo, Bertolote, & Lester, 2002; Jordan, 2001; Young, et al., 2012). All deaths resulting directly or indirectly from the positive or negative act of the victim, with his or her prior knowledge of causing death is termed as suicide (Ramsden & Wilson, 2014). Simply put, suicide means killing one-self or a person intentionally indulging in behaviours that will cost his or her life. Fur-ther, Seroff (2010) referred to

suicidal behavior as any delib-erate behavior or action with potentially life-threatening consequences, such as taking a drug overdose, jumping of high heights or deliberately crashing a car. The method of suicide can be relatively nonviolent (such as poisoning or overdose) or violent (such as shooting oneself).

Many suicide cases are likely not to be reported, because of the difficulty to identify nonviolent and indirect suicides especially in developing countries where autopsy is new. Families are not willing to report suicide cases due to the criminality associated with it in some countries such as Ghana. But this notwithstanding, suicide is a major public health con-cern, nearly 1 million people die by suicide globally each year (DeLeo, Bertolote, & Lester, 2002; World Health Organization, 2009; Young, et al., 2012). Suicide ranks as the suicide ranks among the three leading causes of death among adolescents and young adults and the eleventh leading cause of death in the United States (NIMH, 2008). Data from the National Center for Health Statistics, USA (2005) indicated that 8.5% of high school students reported attempting suicide in the past year, and 16.9% reported

Foster S. Nanewortor | Doctor of Psychology | Part 1/2

Reasons for living and gender as determinants of adolescent suicidal ideation in Ghana

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AbstractSuicide remains a global

public health concern. It is estimated to be the leading cause of death among the youth 12-24 years. Studies on suicide is gaining popularity in Ghana unlike the past when the topic is mostly avoided. In order to broaden the knowl-edge base on suicide among

young people in Ghana, the present study investigated the relationship between reasons for living, gender and suicidal ideations. Three hundred and eighty-three (383) senior high students between the ages of 13 and 19 years completed Reasons for Living Inventory for adolescents (RFL-A) and Suicidal Ideation scale. Partial

correlation and Hierarchi-cal regression were used to analyze the data collected. The results revealed sig-nificant negative relationships between the reasons for living (i.e., self -acceptance, family alliance, peer acceptance and support, future optimism and Suicide related concerns) and adolescent suicidal ideation.

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having seriously considered it. According to Dali (2009), suicide rates in Ghana are becoming very alarming with more than 1,556 cases involving 1,129 males and 427 females in the year 2008 alone. He released the figures in a speech at a ceremony to mark the International Suicide Prevention Day-2009, stating that suicide is becoming a menace in Ghana. The current trends on suicide resonates with the World Health Orga-nization (1999) projection that the global suicide rate by the year 2020 would approximate 1.53 million. Bertolote and Fleischmann (2002) reported that the highest suicide rates for both men and women are found in Europe, more particularly in Eastern Europe, in a group of countries that share similar historical and socio-cultural characteristics, such as Estonia, Latvia, Lithu-ania and, to a lesser extent, Finland, Hungary and the Russian Federation.

Suicide literature has impli-cated gender as a significant risk factor in suicide and at-tempted suicide. The evidence suggest that males of all ages commit suicide at a higher rate than females although females attempt suicide more often than males (Norhayati, Amit, Che Din, & Ong, 2017). Lewinsohn, Rohde, Seeley,

and Baldwin (2001), however, asserted that eventhough suicide is high among males, suicial thoughts and attempt were high among female adolescents. The suicide ratio among males and females ranges from 2:1 to 7:1 respec-tively (Kumar & Signh, 2006). This difference can be attrib-uted to differences in the nur-turing of males and females that forms the basis for gender roles. Psychosocial correlates of suicidal ideation has been suggested to account for the differences. Whereas Females had greater fear of death/in-jury; males had greater fear of social disapproval over having suicidal thoughts.

On the other side of the sui-cide spectrum lies the reason for living. Reasons for living (RFL) are beliefs or expec-tancies thought to mitigate risk for suicide, and include survival and coping beliefs, responsibility to family, child-related concerns, fear of social disapproval, and moral objections (Kwok & Shek, 2010). There are varied and individu-al specific reasons why people live and these reasons propel them to stay alive even in the face of unbearable difficulties. Other factors such as future optimism, suicide-related concerns (fear of death by suicide), peer acceptance and support, and self-acceptance

have been implicated as protective factors against suicide (Linehan et al. 1983). This means that persons with stronger future optimism, stronger peer acceptance and support, and closer fam-ily alliance are less likely to harbour suicidal thoughts. The relationship between reasons for living and suicide is well established in the suicide literature. A significantly negative relationship has been found to exist between reasons for living and suicide. To this end, the two constructs are polarized to the extent that the resurgence of one tame the other to the minimal level (Norhayati, Amit, Che Din, & Ong, 2017). This is to say that the stronger the reasons for living, the weaker suicidal thoughts and behaviours.

In a study to compare the gender differercne in suicidal ideations and to determine its related risk factors. Norhayati, Amit, Che Din, and Ong (2017) found suicidal ideations to be higher for males than females. Also, whereas age predicted male suicidal ideations, de-pression, loss of motivation and hopelessness predicted female suicidal ideations. Eshun (2003) also investigated socio-cultural determinants of suicide ideation among Ghana and American college stu-dents. This study revealed that

gender was a significant de-terminant for suicide ideation among Ghanaians. A study by Kumar and Signh (2006) among 400 adolescents drawn from various Government Senior Secondary schools by using the multi-stage random sampling in India reveals that female adolescents scored significantly higher on the measures of suicidal ideation, whereas male adolescents have more psychological impairment on psychopathic deviation.

Studies conducted in the developing countries of the African continent show that the trend of more attempted suicides by women was maintained but the rates for completed suicide for men were higher. In South Africa for instance 76.8% of all suicide attempts were made by women

(Sukhai, Harris, Moorad & Dada, 2010). In Nigeria the ratio for completed suicide for men to women was 3.6 to 1, while a study in Cairo, Egypt con-ducted in 1975 reported that there was no major difference between the two sexes when it came to suicide attempts (Nwosu & Odesanmi, 2001)

Batigün (2005) conducted a study to determine reasons why people live by randomly selecting 683 adolescents and adults between the ages of 15-65. The results of the study revealed that participants aged between 15-25 years indicated limited reasons for living, higher suicide probability, more hopelessness and loneli-ness compared with old age. A further regression analyses suggest that level of education, hopelessness, loneliness and reasons for living were found

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to predict suicide probability. Significant inverse relation-ship has been found to exist among hope, total reasons for living and suicidal ideation and attempts (Luo, Wang, Wang, & Cai, 2016).

The foregoing evidence about suicide predictors form the basis for wealth of suicide prevention strategies (Zam-pora, Seburn, Brackenbury, & Tagalik, 2005). Although substantial efforts have been made to understand what risk factors contribute to suicide and suicidal behaviour, less attention has been paid to clinical features that may protect against the emergence of suicidal behaviour (Malone, et al., 2000). This article docu-ments particular risk factors that propel suicidal ideations and specific protective fac-tors that can mitigate against adolescent suicidal ideations

from progressing to suicide attempts. The objectives of the study therefore was to; • To identify which reasons for

living (e.g., family alliance, peer acceptance and sup-port, self-acceptance, fear of death by suicide and future optimism) are stronger in predicting suicidal ideation

• To find out whether gender will moderate the relation-ship between reasons for living and suicidal ideation

Hypotheses 1. There would be a sig-

nificant negative relationship between overall scores on Reasons for Living Scale and suicidal ideation.

2. All subscales on Rea-sons for Living Scale (Future Optimism, family alliance, Fear of death by suicide, Peer acceptance and Support, and Self-acceptance) would

obtain results that are a true representation of the popula-tion of about 6000 people, (with 95 % level of confidence), at least 361 participants should be chosen.

MeasuresReasons for Living Inventory for Adolescents (RFL-A) Scale

Reasons for Living Inventory for adolescents (RFL-A) (Osman, Downs, Kopper, Barrios, Bes-sett et al ,1998). The RFL–A is a 32-item self-report measure designed specifically to assess adolescents’ adaptive reasons for not committing suicide. It is comprised of five subscales: Future Optimism (FO), Suicide-Related Concerns (SRC), Family Alliance (FA), Peer Acceptance and Support (PAS) and Self-Acceptance (SA). The alpha co-efficients for the RFL–A scales were as follows: FA = .88, SRC = .92, SA = .91, PAS = .89 and FO = .90. The Cronbach’s alpha index for the RFL–A total scale was .93. The result of retest after 2 weeks on the sample yielded a reliability coefficient of .87. The RFL-A follows a six point Likert scale scoring sys-tem. The responses are scored as follows: 1 = Not at all impor-tant, 2 = Quite unimportant, 3 = Somewhat unimportant, 4 = Somewhat important, 5 = Quite important and 6 = Extremely

significantly predict adoles-cents’ suicide ideation.

3. Gender would moder-ate the relationship between suicidal ideation and reasons for living.

Methodology Design

The research design was mainly correlational in nature. The main variables that were investigated in the study are: reasons for living, gender and suicidal ideation. The research investigated the relationship that each variable (reasons for living and gender) individually have with suicidal ideation and how they contribute to-gether in influencing the level of suicidal ideation.

ParticipantsThree hundred and eighty-three (383) adolescents were randomly recruited to participate in the study. This consisted of 182 males and 201 females. Their ages ranged between 13 and 19 years with an average age of 16.46 years with a standard deviation of 1.4. There were participants from all the ten (10) regions of Ghana who reside in various towns and villages. The 383 participants are justified based on the recommendations made by Krejcie and Morgan (1970). According to Krejcie and Morgan (1970), in order to

important. This implies that scores on the scale range from 32 to 192. Lower score means weaker reasons for living while higher scores indicate stronger reasons for living.

ProcedurePrior to questionnaire, the researcher trained research assistance to assist in ques-tionnaire administration. The training components involved objectives of the study, ethical issues pertaining to the study and questionnaire adminis-tration. Further, participants indicated their acceptance to partake in the study by endorsing the consent form. Owing to the large number of participants, the questionnaire was administered in groups at the schools assembly hall. On a whole, questionnaire was completed between 6-10 minutes.

Data AnalysisHypotheses one and two were analysed using partial correla-tion because these hypotheses involve finding the relation-ship between the variables in-volved. In order to determine the mediating role of gender, the Hierarchical Multiple Regression Analyses was used in testing hypothesis two.

To be continued

Publications by Students: aiu.edu/StudentPublication.html

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Carl Sagan and our tiny world

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highest distinction: the Public Welfare Medal.

He also received the Pulitzer Prize. At Cornell University he was director of the Planetary Studies Laboratory.

He published more than 20 scientific papers.

He refers to our planet as the pale blue dot.

That pale blue dot is moti-vated by the photography of the Earth from Voyager I, at a distance of 6,000 million km. The photograph was taken on February 14, 1990.

The following text was recited by him at Cornell Uni-versity for the first time and appears in the book he wrote “Pale Blue Dot, A Vision Of The Human Future In Space” published in 1994.

According to: “From this distant vantage point, the Earth might not seem of any

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

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Astronautics Society awarded him the John F. Kennedy Prize and the National Academy of Sciences awarded him the

Carl Sagan, astrophysicist, cosmologist and dissemi-

nator of science. He was a pro-fessor at Harvard University.

He was also a NASA advi-sor receiving the awards for Exceptional Scientific Merits, twice, and for Distinguished

Public Service.NASA distinguished him

with the Apollo Achieve-ment Award. The American

http://www.aiu.edu

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Carl Sagan1934-1996

particular interest. But for us, it’s different. Consider again that dot. That’s here. That’s home. That’s us.

On it everyone you love, everyone you know, everyone you ever heard of, every hu-man being who ever was, lived out their lives.

The aggregate of our joy and suffering, thousands of confident religions, ideologies, and economic doctrines, every hunter and forager, every hero and coward, every creator and destroyer of civilization, every king and peasant, every young couple in love, every mother and father, hopeful child, inventor and explorer, every teacher of morals, every corrupt politician, every ‘superstar,’ every ‘supreme leader,’ every saint and sinner in the history of our species lived there —on a mote of dust suspended in a sunbeam.

The Earth is a very small stage in a vast cosmic arena. Think of the rivers of blood spilled by all those generals and emperors so that in glory and triumph they could be-come the momentary masters of a fraction of a dot. Think of the endless cruelties visited by the inhabitants of one corner of this pixel on the scarcely distinguishable inhabitants of some other corner.

How frequent their misun-derstandings, how eager they

suspended in space is our life and we have to make it a major point in our minds even if it is so small in reality.

Never forget how small we are in space but how great that with our daily liv-ing we can make our “pale blue dot”.

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Do you think about your work as the opportunity to contribute something to society?

Do you think about your community as the space in which you have to do some-thing for a better life for everyone?

In that tiny pale blue dot

are to kill one another, how fervent their hatreds. Our pos-turing, our imagined self-im-portance, the delusion that we have, some privileged position in the universe, are challenged by this point of pale light.

Our planet is a lonely speck in the great enveloping cos-mic dark.

In our obscurity —in all this vastness— there is no hint that help will come from elsewhere to save us from ourselves.

The Earth is the only world known, so far, to harbor life. There is nowhere else, at least in the near future, to which our species could migrate.

Visit, yes. Settle, not yet. Like it or not, for the moment, the Earth is where we make our stand. It has been said that astronomy is a humbling and character-building experience. There is perhaps no better demonstration of the folly of human conceits than this dis-tant image of our tiny world.

To me, it underscores our responsibility to deal more kindly with one another and to preserve and cherish the pale blue dot, the only home we've ever known”. (Sagan, Pale Blue Dot, a vision of the Human Future in Space, The New York Times Bestseller, 1994)

We could say that it’s a won-derful poem, but the wonder is what our planet means in the

life of each one of us.Sagan tells us that in that

little blue point there are so many activities that have been done that anyone would say is a huge star and it turns out that it is not so: we’re a blue point in space.

This wonderful writing leaves us, rather we would say wonderful poem, the world we build.

That world built in such a small space is great for what we do.

The greatness of our world is the greatness of our actions.

Sagan also sees the not very good things we do.

This poem should make us reflect on how much we can do as human beings; build a world as big as we want, build the world that seems to be needed.

We live in a world where the communication is instantly and we see and hear events and not very good news.

With the greatness that we have, what we must do is build an ever better world.

What are you going to do to make this pale blue dot better and better for you?

What do you intend to do to make this pale blue dot better and better for others?

Do you study to have life quality?

Are you studying to build a happy life for you and yours?

BIBLIOGRAPHY. Sagan, Carl (2003). El Punto azul Pálido, una visión del futuro humano en el espacio. México: Planeta. Retrieved from: https://lasteologias.files.wordpress.com/2008/06/sagan-carl-un-punto-azul-palido-una-vision-del-futuro-humano-en-el-espacio.pdf

http://www.aiu.edu

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Great news to our AIU community members. Last October we offered

our first Virtual conference called “Education in the 21st Century”

Date: October 16, WednesdayTime: From 9 am to 7 pm. (Eastern Time of the USA) Theme: Education in the 21st Century.https://aiuwebinars.clickmeeting.com/aiu-conferencia-de-la-educacion-del-siglo-21Conference Coordinator: Dr. Edward Lambert

SCHEDULE 9:00 amDr. Jack Rosenzweig Introduction

9:15 amMiguel AngelGonzalez CernudaApplied Knowledge: The Competitive Advantage in the Digital World

Edward Lambert | AIU Academic Coordinator

AIU’s first Virtual conferenceIT WAS CELEBRATED LAST OCTOBER

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10:00 amPascual NunezInternet Breaks Para-digms and Idiomatic Borders

11:00 am Ana María Torres HernándezSustainable Develop-ment from the Con-struction of a Social and Solidarity Territory

12:00 pmMaria Laura GianfriFrom Convergent Thought to Divergent Thought

1:00 pm Fernando Antonio Espinar La TorreApplied Ethics in Higher Education

2:00 pmRosa Linda GutiérrezVital Crises: Proposals for Management and Overcoming

3:00 pm Hernando Murillo GómezWhat to Teach in the Knowledge Society?

4:00 pm Pedro de León RiveraProfessional Life with Success

5:00 pmJosé Rubén Aguilar Sánchez Analysis of Torsion Ef-forts in Rugo-Interfer-ence through the Finite Element Method

6:00 pmDr. Franklin Valcin Conclusion

In case you are interested in any of these topics you may contact your tutor

for more information

http://www.aiu.edu

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First job as an artist

Rather than shutting down the habit of scribbling in his work-

book, Joe’s parents decided to encour-age his creativity by sending their son to an after-school art class.

His teacher recognised Joe’s talent and posted his work all over Insta-gram, which led to something pretty wonderful. Number 4, a restaurant in Shrewsbury, contacted Joe’s teacher to ask if the nine-year-old could come to the building and decorate the dining room with his drawings.

Every day after school Joe’s dad drives him to the restaurant so he can doodle his ideas straight on the wall. Once he’s all done, the work will remain there permanently.

Dad Greg said: ‘Joe is a really talent-ed little boy, he’s excelling at school, he’s a great footballer and cricketer, but drawing is definitely what he is most passionate about. ... He was in school getting frustrated at the little amount of art he could do so he used to doodle on the table’s whiteboard in class and get into trouble for doodling. His mum and I decided to get him into an art class outside of school. His drawings blew his teacher away and they gave him his own wall to keep doodling on which he does every week when he goes there. ...

Read full text: https://metro.co.uk/2019/10/29/

nine-year-old-boy-told-not-doodle-class-lands-

job-decorating-restaurant-drawings-11002030/

Find Open Courses and a world of learning granted by AIU at courses.aiu.edu Help others study and change their lives. Visit MyAIU Pledge.

Christina Hunger, 26, is a speech-language pathologist in San Diego,

California who believes that “everyone deserves a voice.” Hunger works with one- and two-year-old children, many of which use adaptive devices to com-municate. So she wondered what would happen if she taught her two-month-old puppy, a Catahoula/Blue Heeler named Stella, to do the same.

“If dogs can understand words we say to them, shouldn’t they be able to say words to us? Can dogs use AAC to communicate with humans?” she wondered.

Hunger and her fiancé Jake started simply by creating a button that said “outside” and then pressed it every time they said the word or opened the door.

After a few weeks, every time Hunger said “outside,” Stella looked at the but-ton. Soon, Stella began to step on the button every time she wanted to go outside. They added more buttons that say “eat,” “water,” “play,” “walk,” “no,” “come,” “help,” “bye,” and “love you.” ...

“Instead of rewarding Stella with a treat for using a button, we responded to her communication by acknowledg-ing her message and responding ac-cordingly. Stella’s voice and opinions matter just as our own do,” she said. ...

Today, Stella has learned over 29 words and can combine up to five at a time to make a phrase or sentence. ...

Read full text: https://www.upworthy.com/speech-

pathologist-teaches-her-dog-to-use-a-speech-

pad-and-now-it-communicates-in-sentences

Dog communicates in sentencesSpeech pathologist teaches her dog to use a soundboard.

Joe Whale kept getting into trouble for doodling during classtime.

http://www.aiu.edu

http://courses.aiu.edu

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AIU makes a huge contribution to the world by giving new scientifics the space for original investigations and research. Visit MyAIU Evolution

An area in the Mexican city of Tulte-pec slated to become a landfill has

held a long-buried surprise: the largest prehistoric mammoth hunting site ever to be found in the country, complete with more than 800 bones from 14 indi-viduals dating back 15,000 years.

Archaeologists with the National Institute of Anthropology and History (INAH) have been excavating the site for 10 months. They call its discovery a “watershed” moment that serves as a “touchstone on what we imagined until now was the interaction of hunter-gatherer bands with these enormous herbivores,” said INAH Coordinator of Archaeology Pedro Francisco Sánchez Nava in a statement.

Named Tultepec II, the entire exca-vation site measures 40 by 100 meters

(131 by 329 feet). Within it, archaeolo-gists observed stark vertical cuts in the layers of the Earth that contain two traps with almost 90-degree walls, each measuring 1.7 m (5.6 feet) by 25 m (82 feet) in diameter. Used for an estimated 500 years, the traps were likely visited by 20 to 30 hunters that used burning torches and branches to separate indi-vidual mammoths from their herd and push them into the pits.

At least 824 individual bones have so far been found at the “Mammoth Megasite”, including eight skulls, five jaws, 100 vertebrate, 179 ribs, 11 scapu-lae, five humeri, a pelvis, femurs, tibiae, and other “small” bones. ...

Read full text: https://www.iflscience.com/plants-

and-animals/more-than-800-mammoth-bones-dis-

covered-in-ancient-mega-hunting-site-in-mexico/

More than 800 mammoth bones

Dr Peter Bowman Scott-Morgan is an English-American roboticist

suffering from amyotrophic lateral sclerosis (ALS). This degenerative condition pushed Scott-Morgan into a daring approach to counteract it and become, in his words, the “world’s first full cyborg”.

The roboticist took to Twitter in October to announce that he was undergoing four medical procedures to improve the quality and length of his life. He claims that he’s now Peter 2.0. Doctors inserted a feeding tube directly into his stomach, a catheter directly into his bladder, and a colos-tomy bag into his colon.

He also underwent a laryngectomy, a procedure where doctors surgically

remove the larynx, the part of your body that connects the mouth and nose to the lungs. Without his larynx, he can no longer talk with his natural voice, but he also doesn’t risk saliva accidentally accumulating in his lungs. He’s now breathing with a respirator.

“Just home from 24 days in Inten-sive Care. All medical procedures now complete and a huge success. My mini-ventilator keeping me breathing is a LOT quieter than Darth Vader’s. All speech is synthetic but at last sounds like me again. Long research road ahead but in great spirits,” Scott-Mor-gan wrote in a tweet. ...

Read full text: https://www.iflscience.com/tech-

nology/terminallyill-scientist-aims-to-become-

first-full-cyborg/

Terminally-ill scientist aims to become it.

Discovered in ancient “mega” hunting site in Mexico.

First full cyborg

http://www.aiu.edu

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Rain would repair rather than dam-age roads if they were made of

the tyre-based pavement invented by Israel Briseño Carmona, a Mexican student and winner of the nation's James Dyson Award.

The Coahuila Autonomous Uni-versity student’s rubber pavement is made of recycled tyres combined with additives that allow it to self-regener-ate upon contact with water.

Carmona began his research want-ing to solve the problem of rainwater damage to streets, which manifests as potholes and cracks.

“Damage is caused by rain filtering to the base of pavements, weakening it and creating subsidence,” said the designer. “This is how the idea that turning the greatest degradation agent into a recovery agent was born.” ...

Read full text: https://www.

dezeen.com/2019/11/05/

recycled-tyres-self-repairing-pavement/

Canadian camouflage company Hyperstealth Biotechnology

has patented the technology behind a material that bends light to make people and objects near invisible to the naked eye. ...

As well as making objects close to invisible to the naked eye, the material also conceals them from infrared and ultraviolet imagers.

Unlike traditional camouflage ma-terials, which are limited to specific conditions such as forests or deserts, this “invisibility cloak” works in any environment or season, at any time of day. This is made possible through something called a lenticular lens –a corrugated sheet in which each ridge is made up of a convex or outward-curving lens. ...

Read full text and watch video: https://www.

dezeen.com/2019/11/07/hyperstealth-biotechnol-

ogy-quantum-stealth-invisibility-cloak/

Find support for your own unique art and design projects, or support other creative projects at MyAIU Research

Michaela DePrinceFrom war orphan to star ballerina.

New pavementInvisibility cloakSelf-repairs when it rains.Can conceal people and objects.

Michaela DePrince was born in Sierra

Leone and grew up in the United States. Together with her adoptive mother, Elaine DePrince, she wrote the book Taking Flight: From War Orphan to Star Ballerina. At The Rock School in Philadelphia, Mi-chaela specialised in classical ballet. In 2013, Michaela started her career in the Netherlands as a member of the Dutch National Ballet’s Junior Company, which had just started up. In August 2014, she transferred to Dutch National Ballet, in the rank of élève. One year later, she was promoted to coryphée and in 2016 to grand sujet, and then to soloist at the end of the same year.Read full text: https://www.operaballet.nl/en/

people/michaela-deprince

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

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The function of sleep has been something of a mystery for a long

time. Nearly every creature in the animal kingdom sleeps in one way or another, indicating that it’s a highly important function for survival ... .

However, new research published in the journal Science may have just uncovered what’s really going on in our brains while we dream about being late for an exam because our teeth fell out. Our brains may actually be taking a bath in cerebrospinal fluid (CSF), a wa-tery substance that washes out all the gunk that accumulates in our brains over the course of the day.

Neurons take up a lot of energy. In fact, the brain alone accounts for roughly 20% of the body’s total energy consumption. All of this activity and

fuel-burning also means that the brain generates a lot of waste. Two varieties are particularly concerning: beta-amy-loid peptides and tau proteins. Studies have shown that these waste products build up into clumps and entangled nets within the brains of Alzheimer’s patients, damaging the connections between neurons.

The brain produces a lot of waste over the course of a day, and yet we don’t see people getting ... neurodegen-erative diseases in their 30s. Part of the reason why is because when we sleep, our brain takes the trash out. Prior studies in mice have shown that the levels of neurotoxic waste products in the brain drop overnight. ...

Read full text: https://bigthink.com/mind-brain/

toxins-sleep

'Waves' of fluid

The religiosity gap

In virtually all countries in the world, women tend to be more religious

than men. In the USA, recent surveys show a sizeable 12-point difference be-tween the genders in terms of religios-ity. What explains the gap?

A new study published in The Jour-nal for the Scientific Study of Religion suggests one factor is that men are more likely to take risks. ...

For the study, John P. Hoffmann, a professor of sociology at Brigham Young University, examined data from the 2015 Monitoring the Future study, the 2010 National Survey of Drug Use and Health, and the 2005 National Survey of Youth and Religion. These sources recorded the risk preferences, religiousness and demographic vari-ables of 22,745 American adolescents.

Women are more religious than men, but why?

...clear the brain of toxins during sleep.

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After comparing the data, the results showed that men were more willing to take risks, while women were more like-ly to be religious. What’s more, the gap between male and female religiousness nearly disappeared when risk-taking served as a control variable. ... Hoff-man cautioned that the study doesn't prove that risk-taking preferences fully explain the gap in religiosity between men and women, and that the study only focused on young people. ...

As sociologists Omar Lizardo and Jessica L. Collett once wrote, the religi-osity gender gap is still “a genuine sci-entific puzzle.” Most explanations argue that either nature or nurture is respon-sible for the gap. ... Read full text: https://bigth-

ink.com/culture-religion/why-are-women-more-religio

us?rebelltitem=1#rebelltitem1

CSF SYSTEM

Lateral Ventricles

ThirdVentricle

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Skull

Brain

http://www.aiu.edu

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Eco Tip: If there are songs that you stream a lot, consider downloading them instead. Change your life, get sustainable. Visit MyAIU Knowledge

Ecosia is a search engine that do-nates the bulk of its expendable

funds to tree-planting organizations around the globe. ... Ecosia anonymizes all user data after holding it for four days (for security purposes) and has a written agreement with Microsoft requiring the company to follow the same practice.

After paying for its operational and marketing costs, Ecosia invests the rest in long-term projects and tree-planting organizations. That’s how, by Ecosia’s own count, it has planted over 70 mil-lion trees since its founding in 2009. It also takes a “first, do no harm” approach by building solar farms that cover the energy required to operate Ecosia itself.

Ecosia is part of the Microsoft Search

Network, which includes Yahoo, AOL and DuckDuckGo. ... This partnership means that an Ecosia search requires not just its own servers but Microsoft’s as well, and when it comes to sustain-ability, Microsoft is crushed by Google. Google reached 100 percent carbon neutrality in 2018, with clean energy purchases that offset both its data centers and offices (its actual power still comes largely from dirty sources, but it buys an equivalent amount of clean energy). Microsoft, on the other hand, states that it is on pace to reach 60 percent carbon neutrality by the end of 2019, and is committed to 70 percent by 2023. ... Read full text: https://www.wired.com/

story/ecosia-tree-planting/

Visit www.ecosia.org

Want to plant more trees?

Officials have implored the people of New Delhi to stay inside,

indefinitely. Five million children in India’s capital have been handed face masks. Everyone is to keep windows closed. Contrary to the most funda-mental medical advice, the city’s chief minister urged residents this week to “avoid outdoor physical activities.”

News images seem cut from an apocalyptic outbreak film. One of India’s holiest rivers is covered in toxic foam that looks like white cot-ton candy. Midday visibility is like a foggy dusk. The air reportedly causes people’s eyes to burn.

At the root is not some panic-inducing virus, though. The cause is simply pollution from agriculture and transportation. And the city’s air crisis

is unique only in degree. The same elements are accumulating in the air everywhere.

More than a decade ago, a study by India’s government predicted the untenability of the air in New Delhi, warning that the crisis was primarily due to emissions from the city’s more than 8 million cars. Since then, New Delhi’s air has constantly been among the world’s most dangerous, and it has recently gone through phases of being simply uninhabitable. This happens of-ten in the weeks when nearby farmers set their fields ablaze after harvest, add-ing to an already precarious baseline of smog from burning fossil fuel. Automo-tive and industrial emissions ...

Read full text: https://www.theatlantic.com/

health/archive/2019/11/delhi-air-crisis/601507/

The Delhi air crisisWas predicted by a study more than a decade ago.

Do it by using the search engine Ecosia.

http://www.aiu.edu

The World Health Organization declares war on it.

Sometimes rescued wild animals end up in zoos. But the wild ani-

mals in Indonesia’s zoos are actually the ones that need rescuing.

It wasn’t too long ago when the Surabaya Zoo, known by its critics as the “Zoo of Death” made head-lines across the globe. The park was reportedly losing 25 of its 4,000 head menagerie per day and was reeling from the death of one of its Sumatran tigers. Another one of their tigers, Melani, was shown in photos to be so emaciated that officials were forced to consider euthanizing her to put her out of her misery.

That was nearly six years ago, but it seems like welfare standards for

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Get a better knowledge about our rights and the way we can use them on a daily basis to prevent any abuse or limitations of them. Visit MyAIU Human Rights.

The World Health Organization is hoping to drive down the cost of in-

sulin by encouraging more generic drug makers to enter the market. The organi-zation hopes that by increasing compe-tition for insulin, drug manufacturers will be forced to lower their prices.

Currently, only three companies dominate the world insulin market, Eli Lilly, Novo Nordisk and Sanofi. Over the past three decades they’ve worked to drastically increase the price of the drug, leading to an insulin availability crisis in some places.

In the United States, the price of insulin has increased from $35 usd a vial to $275 over the past two decades. “Four hundred million people are living with diabetes, the amount of insulin

available is too low and the price is too high, so we really need to do some-thing,” Emer Cooke, the W.H.O.’s head of regulation of medicines and health technologies, said in a statement. Through a process called “prequalifi-cation” UN agencies, such as Doctors without Borders, will be able to buy approved generic versions of insulin.

The W.H.O. used similar tactics to make HIV/AIDS drugs more affordable. In 2002, 7,000 Africans were dying every year ... because Western drug companies sold the life-saving drugs for around $15,000 a year. Now the drugs are made in countries with thriv-ing generic drug industries and ... cost only around $75 a year. ... Read full text:

https://www.good.is/who-plan-insulin-affordable

The price of insulin

The animals at Indonesia’s zoos need your help.Indonesia’s zoo animals haven’t im-proved since then. The public is now in an uproar about more animals from various Indonesian zoos that are vis-ibly suffering, starving or neglected.

According to one Indonesian animal rights group, 90% of all the zoos in Indonesia should be shut down. The organization based its conclusion on the ability of the assessed zoos to sat-isfy five key criteria: keeping animals free from hunger and thirst, free from pain and injury, free from discomfort, free to behave as they would in the wild and free from stress. ...

Sign the petition: https://www.thepetitionsite.

com/134/039/600/the-plight-of-the-animals-suffer-

ing-in-this-countrys-zoos-will-bring-you-to-tears./

Zoos of death

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campus

kind of androgyny.And we can also think

about gender as a multi-dimensional spectrum and nonbinary people falling somewhere outside the two primary positions of man-hood/womanhood. In other words, there are many dif-ferent ways for nonbinary identity to situate itself with respect to the binary. In a broader sense, nonbinary is just an umbrella term for anyone who does not identify within the binary.

In summary, there is no single way for nonbinary people to look or identify. There is so much diversity in the community and we do ourselves a disservice by focusing only on androgyny and neutrality as the ideals of being nonbinary. There is room for the full spectrum of expression within the nonbi-nary label.


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Help others study and change their lives. Visit MyAIU Pledge. Learn how to have a better financial control. Visit MyAIU Money.

I’ve been on hormones for almost four years. My pre-

sentation is femme. I use she/her pronouns. But I consider myself nonbinary, neither a man or a woman.

Often there is this stereo-type that nonbinary people must strive for perfect an-drogyny. But that stereotype is harmful and overlooks the broad diversity among nonbinary people. Just like AFAB (assigned female at birth) nonbinary people don’t have

to disavow a feminine appear-ance, neither do AMAB (as-signed male at birth) nonbinary people. Vice versa for mascu-line or androgynous looks.

When we create and enforce these stereotypes in the trans community, we risk playing gatekeeper on who is trans or not. But just like there is no “right” way for men or women to present themselves, there is not a “right” way for nonbinary people to present themselves.

There is a similar stereotype

that all nonbinary people pre-fer “they” pronouns. But pro-noun usage does not define whether someone is “really” nonbinary. There is no logical entailment between what pro-nouns you prefer and whether you’re nonbinary.

Furthermore, not all nonbi-nary people even identify as trans. Some do. Some don’t.

Another stereotype is that AMAB nonbinary people have facial hair. This is not true. While we shouldn’t use facial

hair to invalidate the trans-ness or femmeness of AMAB nonbinary people, we also shouldn’t be surprised that some, such as myself, have dysphoria about their facial hair and seek to remove it.

And speaking of dysphoria, there is no logical connection between being nonbinary and how much dysphoria you may or may not have or whether you want surgery or hormones. Some nonbinary people have strong dyspho-ria and go on HRT (hormone replacement therapy)/have surgery and others don’t.

There’s this idea that being nonbinary is about being “in between” male and female. But there are many ways of thinking about being non-binary. For some, it’s being neither male or female and defining your own gender. For some, it is about being “in between” and achieving a

Being nonbinary has nothing to do with looking nonbinary

Read full text by Rachel Anne Williams: https://medium.com/@transphilosophr/being-nonbinary-has-nothing-to-do-with-looking-nonbinary-bef864483a43

Non-binary genderNon-binary is a spectrum of gender identities that are not exclusively masculine or feminine

— identities that are outside the gender binary. Non-binary people may identify as having two or more genders (being bigender or trigender); having no gender (agender,

nongendered, genderless, genderfree or neutrois); moving between genders or having a fluctuating gender identity (genderfluid); being third gender or other-gendered (a category

that includes those who do not place a name to their gender).Source: en.wikipedia.org

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Sprout plant. The Modern sprout plant gift set includes a bamboo pot, plastic plant stand and tray, plant food, a special growing medium made from recycled glass and coconut husks, and a polypropylene wick. Available in lavender or basil. store.moma.org

Self watering pot. This elegant pot from Eva Solo ensures optimum growing conditions for potted orchids with a minimum of care.

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Kamp-Rite 3 in 1 tent.

Converts from lounge chair, to cot, to personal

tent. Comes with rain fly and carry bag.

Its 2 zippered entrances and mesh openings can be closed or opened for

additional air flow. www.amazon.com

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1. Make peace with your past

so it doesn’t spoil your present.

2. What others think of you is none

of your business.

3. Time heals almost everything. Give the

time some time.Source: www.elephantjournal.com

Lovely logics 1

“Mentors of mine were under a big pressure to minimize their feminity to make it. I’m not going to do that. It takes away my power. I’m not going to compromise who I am.”

“Mentors of mine were under a big pressure to minimize their feminity to make it. I’m not going to do that. It takes away my power. I’m not going to compromise who I am.”

—Alexandria Ocasio-Cortez. 1989–. American politician and

activist. At age 29, she became the youngest woman to serve in the

United States Congress.

http://www.aiu.edu

Contact us to get startedSubmit your Online Application, paste your resume and any additional com-ments/questions in the area provided.aiu.edu/apply-online.html

Pioneer Plaza/900 Fort Street Mall 905Honolulu, HI 96813800-993-0066 (Toll Free in US) 808-924-9567 (Internationally)

B AC H E L O R O F

SCHOOL OF BUSINESS AND ECONOMICS

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The Bachelor of Democratic Stud-ies program is offered online via

distance learning. After evaluating both academic record and life experi-ence, AIU staff working in conjunc-tion with Faculty and Academic Ad-visors will assist students in setting up a custom-made program, designed on an individual basis. This flexibil-ity to meet student needs is seldom found in other distance learning pro-grams. Our online program does not require all students to take the same subjects/courses, use the same books, or learning materials. Instead, the on-line Bachelor of Democratic Studies 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 stu-dents 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 ex-ample. Want to learn more about the curriculum design at AIU? Go ahead and visit our website, especially the Course and Curriculum section:www.aiu.edu/CourseCurriculum.html

Core Courses and TopicsComparative democratizationTheories of political developmentProgram design and evaluationResearch design in democracy and

democratizationDemocracy promotionHistory and theories of democracy

and democratizationDemocracy, governance, and

institutionsDemocracy and societyDemocracy, governance, and develop-

ment policyRegional studies in democracySociety and politics specializationPolitical participation in democratic

regimesDemocracy and national security Africa between democracy and

dictatorship Social democracy in western europeDemocracy and democratization in

the arab world Dictatorship and democracy in latin

america Strikes and lockouts in a democratic

perspective International electoral policy and

practice

Political institutions Orientation Courses Communication & Investigation (Comprehensive Resume) Organization Theory (Portfolio) Experiential Learning (Autobiography) Academic Evaluation (Questionnaire) Fundament of Knowledge(Integration Chart) Fundamental Principles I (Philosophy of Education) Professional Evaluation (Self Evaluation Matrix) Development of Graduate Study (Guarantee of an Academic Degree)

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

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

Democratic Studies

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http://aiu.edu/apply-online.html

http://www.aiu.edu

http://www.aiu.edu/CourseCurriculum.html

about us

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MISSION: To be a higher learning institution concerned about generating cultural develop-ment 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 andra-gogy and omniology.

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 philosophi-cally holistic approach towards education fitting within the balance of your life and acknowl-edging the key role each individual can play in their community, country, and the world.

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 al-lowed it to move closer to this goal through the self-empowerment of its students, decentraliza-tion of the learning process, personalized open curriculum design, a sustainable learning model, developing 11 core elements of the Human Condi-tion within MYAIU, and utilizing the quasi-infinite knowledge through the use of information tech-nology combined with our own capacity to find solutions to all types of global issues, dynamic problems, and those of individuals and multi-disciplinary 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 non-traditional student (one who must work, study what he really needs for professional advance-ment, attend family issues, etc.).

We believe that adopting outdated require-ments 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 SECRE-TARY 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 require-ments of such are explored in detail with the rel-evant authorities by the prospective student as the university does not intervene in such processes.

AIU students can be found in over 180 coun-tries, 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 Mission & Vision

Organizational StructureDr. Franklin Valcin

President/Academic DeanDr. José Mercado

Chief Executive OfficerChairman of the Board of Trustees

Ricardo González, PhDProvost

Dr. Ricardo GonzalezChief Operation Officer

and MKT Director

Dr. Miriam Garibaldi Viceprovost for Research

Ofelia HernandezDirector of AIU

Clara Margalef Director of Special Projects

of AIU

Juan Pablo MorenoDirector of Operations

Paula VieraDirector of

Intelligence Systems

Felipe GomezDesign Director / IT Supervisor

Daritza YslaIT CoordinatorNadeem Awan

Chief Programming OfficerDr. Jack Rosenzweig

Dean of Academic AffairsDr. Edward LambertAcademic Director

Dr. Ariadna RomeroAdvisor Coordinator

Nadia GabaldonAcademic Coordinator

Jhanzaib AwanSenior Programmer

Leonardo SalasHuman Resource Manager

Benjamin Joseph IT and Technology Support

Rosie PerezFinance Coordinator

Linda CollazoLogistics Coordinator

Irina IvashukAlumni Association

Coordinator

Carlos AponteTelecommunications

Coordinator

David JungCorporate/Legal Counsel

Bruce KimAdvisor/Consultant

Thomas KimCorporate/

Accounting Counsel

Camila CorreaQuality Assurance Coordinator

Maricela EsparzaAdministrative Coordinator

Chris BenjaminIT and Hosting Support

Mayra BolivarAccounting Coordinator

Roberto AldrettCommunications Coordinator

Giovanni CastilloIT Support

Jaime RotlewiczDean of Admissions

Dr. Mario RiosAcademic AdvisorMichael Phillips

Registrar’s Office

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.

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

Dr. Silvia RestorffAcademic Advisor

Dr. Prakash MenonAcademic Advisor

Dr. Nilani Ljunggren De SilvaAcademic AdvisorDr. Scott Wilson

Academic AdvisorDr. Mohammad Shaidul Islam

Academic AdvisorDr. Edgar Colon

Academic AdvisorDeborah Rodriguez

Academic Tutor CoordinatorCyndy Dominguez

Academic Tutor CoordinatorKinmberly Diaz

Admissions Support TutorAmalia Aldrett

Admissions CoordinatorSandra Garcia

Admissions CoordinatorJose Neuhaus

Admissions SupportJunko Shimizu

Admissions CoordinatorVeronica Amuz

Admissions CoordinatorAlba Ochoa

Admissions CoordinatorJenis Garcia

Admissions CounselorRene Cordon

Admissions SupportChris Soto

Admissions Counselor

Atlantic International University is accredited by the Accreditation Service for Interna-tional Schools, Colleges and Universities (ASIC). ASIC Accreditation is an internationally renowned quality standard for colleges and universities. Visit ASIC’s Directory of Accred-ited 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.

Accreditation

http://www.aiu.edu

http://www.aiu.edu/FacultyStaff.html

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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

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.

School of Business and Economics School of Social and Human Studies

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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.

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 Science and Engineering Online Library Resources

http://www.aiu.edu

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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 905Honolulu, 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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http://aiu.edu

mailto:[email protected]

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