Self Study from American International University Ltd - For Strengthening AMIU’s Continuing Education, Distance Education and Travel-Study Programs

Executive Summary: AMIU hereby declares a self study so it may strengthen its institutional standing on behalf of students and faculty.[1] The University is committed to reaching the unreached Native Americans, first-and second-generation Hispanics, Blacks, disadvantaged Caucasians and citizens known to be disabled as called for by Supreme Court Justices in Olmstead v. L.C., 527 U.S. 581 (1999) and Executive Order 13548. AMIU targets these populations via

      AMIU operates as an open university with no campus bound requirements. It undertakes to provide distance education and a school of Continuing Education; we grant certificates for short-courses and graduate degrees wherein the sole accreditation pretense comes from licensed trainers and caliber faculty selected and approved by the AMIU person-centered graduate committees. This self study is set forth on the pretense AMIU a) will comply with professed eleemosynary standards grounded in indigenous beliefs, sacred customs, prayers, principles and practices the Cardinal principles of education and USDOE standards in every way known; and b) satisfy more student needs and c) enhance and satisfy the visions and demands of our permanent and adjunct faculty. AMIU intends to meet the test set by 20 USC Section 1063(d) and 34 CFR Part 607 taking mandatory baby steps so our School of Continuing Education delivery continue to make superior strides and our Tribal, Hispanic and Caucasian person-centered distance education activities shall uphold expectations, and

We pray for an Option #6 waiver under 34 CFR Parts 607.3(b) (6); 607.4(c), and seek to make substantial increases in Native American, Hispanic and African American needy students opportunity development as described in 607.3(a) [see Task Nos. 1.2-1.3] AMIU began with zero students in 1996 and a low census carry over from consortia members (Dialogue-Producing Consortium aka: founded 1977). Today hundreds of indigenous and Hispanics may be educated like certificate earning students were between 1970 and the mid 1990s. Though certificate students, our costs can remain below the costs and fees levied by other institutions. Through faculty and student strengthening efforts re-initiated along side this self study, we seek to engender more inroads among Tribal, Hispanic, Black and needy Caucasian student populations. We are intent for our students, faculty and research professionals to be firmly interfaced between and among business, industry, government, and their distance learning mentors. Our mandate assures continued growth and progress in entrepreneur development, the humanities, sciences, math and education; moreover we encourage Native Americans, women, minorities and the disabled to seek their professional development through our auspices.

We further wish to 1) groom an influx of graduate students and faculty members capable of imparting knowledge under the tenets of distance learning and of conventional methods when requested; 2) create cooperative arrangements that realizes growth in census; 3) develop leaders and communicators and form consortia(s) with non-CONUS colleges and universities which look to AMIU for recognition (A professor from a University of California school was forewarned in 2004-2005 to cease and desist linking AMIU's program delivery methodologies to his university's web site, and, a Malaysia professor was admonished to halt the sale/selling PhD AMIU degrees in 20031); 4) give youth from middle schools who live near our learners reasons to finish high school and to be assets to their communities; 5) create a circle of cooperation including mentors, tutors and counselors to needy children between university professionals and students at the sixth and seventh grades as well as their teaching professionals. Plus, we are intent on grooming relationships with junior colleges and institutions of higher education. We seek resources to expand and strengthen these initiatives; and wish to 6) develop networks including businesses, industries, social institutions and government; and, to promote the principles of fair trade among Trans Pacific Partnerships, NAFTA and CAFTA Nations (as an alternative to arrogance and hate); 7) reduce ignorance on the part of community leaders and animosity on the part of citizens of one country for another country (giving focus to foundation Fellowships and Grants); and 8) aid others in AMIU's consortium of colleges and universities wishing to grant accredited credentials. To meet needs set forth, AMIU's budget requires no less than $2,162,163.00. These funds are urgently needed to get toe holds, plan, program and execute education; to produce results; and, to follow this self study and perks in growth, and to benefit students and faculty within our catchment area.

Tasks and Sub tasks:

1.0 We seek a stronger faculty, student mentors, research funds, relations with business, the general public, and government and faith-based support to strengthen institutional performance at AMIU under Section 1066 of 20 USCG Chapter 28 Higher Education Resources & Student Assistance, Sub chapter III, Institutional Aid, Part A Strengthening Institutions. USDOE stepping stones are in front of us. Koym visited Commission on Accreditation professionals June 18–19, 2014 to ask questions stimulated by the Federal Register / Vol. 79, No. 37 / February 25, 2014. No Petition for Recognition was submitted. Foundation funds, Research and Development grants, public private partnerships and special assistance funds and fee for services resources and matriculation fees are insufficient. Amiu plans, programs and execute continuing and distance education, person-centered graduate education and travel study initiatives for the socially deprived, Native people, disabled (See as well as affluent scholars are needed. Dr. Richard Carmona’s disability services and Senator Tom Harkin Separate and Unequal: States Fail to Fulfill the Community Living Promise of the Americans with Disabilities Act of July 18, 2013 calls to action) and the handicapped, Hispanic and Black appreciation studies specialists, counselors, medical psychotherapists, mental health professionals and human resources developers.

1.1.1 To increase its self sufficiency and strengthen its capacity to make substantial contributions to the higher education resources of the Nation, AMIU intends to a) provide quality individualized-distance learning programs, b) improve its distance learning and continuing education offerings, its institutional management, and its fiscal stability as a Section 1066 institution; AMIU's focus is on university activities which achieve:

(A)  Faculty development; (support of faculty development, faculty exchanges, and faculty fellowships to assist in attaining advanced degrees in their field of mentor ship or instruction.

(B)  Funds and administrative management.

(C) Development and improvement of distance learning competence and/or academic programs

(D)  Acquisition of equipment for use in strengthening funds management, distance learning competence and/or academic programs;

(E) Joint use of collaborative facilities including telecommunication libraries, source materials and laboratories, and

(F) Student services; use mentors to guide, tutor, and counsel students and monitor student service programs designed to improve distance learning and traditional academic program success.

 1.1.2 Involve faculty and student leaders who train leaders in community, industrial and business strengthening programs via telecommunications networks and impart skills development from multiple training origination centers within Indiana and beyond.

1.1.3 Conduct faculty development programs in-house, via webinars and distant-learning symposiums or conferences with authorities present to evaluate AMIU distance learning and continuing education activities; conduct faculty exchanges and periodic faculty enrichment seminars for our scholars and graduate and post-graduate students.

1.1.4 Though AMIU holds Approved Continuing Education Sponsor status from the Texas State Board of Marriage & Family Therapist; and, the Texas Education Agency - Accredited Provider No. 05-060-B; and provider recognition by The State Bar of Texas MCLE Division - Center 1240, inadequate budget provisions do not allow it to advertise or hold courses, nor can it plan, develop or implement activities that would strengthen the institution or overcome funding limitations. A budget shortfall dramatically limits pursuit of our self study expectations.

1.1.5 Needed external funds will strengthen our faculty and assure scholars, licensed mental health and medical professionals can be appropriately trained. We are intent upon gaining resources that allow us to uphold distance learning initiated by select scholars including disabled/handicapped, Native Americans, migrants and Hispanic working family members and first- and second-generation Americans;

1.1.6 AMIU makes maximum use of the Internet, telecommunication and interactive video training methods coupled with: a) multifaceted businesses and cooperatives organized under the US Capper Volstead Law of 1922 [Co-operative Marketing Associations Act (7 U.S.C. 291, 292] and Indiana State law on cooperatives to overcome low-esteem and low-capitalization business-development biases that prevent growth in areas served by AMIU; b) medical psychotherapists and other mental health specialists receiving continuing education and critical care and first response training; and c) risk management interventionists who stimulate expert use of the commodities market by farmers, ranchers and after-product businesses authorized under 7 USC Sec 7332 (1/6/97); successful implementing cooperativeness and collaboration can overcome these limitations if distance learners and competent distance learning educators combine forces.

1.1.7 Stimulate and joggle the mental sets of citizens in less developed US communities. Through this process, AMIU finds more and more students can fulfill expectations unknown before contact was made. The process includes training modules 1) presented via professional trainers and mentored by business persons found among growth businesses; 2) taught in community settings and conducted in English, Spanish and other languages; 3) conducted in business production strategy sessions and, in special case scenarios to 4) mentor bankers to be receptive to loan guarantee requests for capitalization of select enterprises, export financiers, rural development coop directors and/or "rural business brokers."

1.1.8 Work with commerce oriented cooperatives, private businesses and closed S corporations in growing entrepreneurs, building trade and developing initiatives for small business women and men, professionals, farmers, and ranchers. The focus is on a Tribal Nation by Tribal Nation basis or State by State basis not on "a by outsiders basis." Note, special education centers are anticipated; actual lists can be provided only as funding permits preset self study capabilities to be achieved.

1.1.9 Evaluate each foregoing task on a by-task basis in anticipation of “positive-results returns”. The results from these evaluations will be instantly reincorporated in AMIU's plans, programs and education offered, then evaluated for effectiveness and this self study shall (as suggested by 20 USC Sec 1057/1062 objectives coinciding with the accreditation processes) be used to better AMIU’s overall institutional standing. The goals include gaining the maximum return from every dime expended and upholding the university's basic objectives, its approved continuing education, its personal-centered graduate education delivered via distance learning; travel study certificates; and subsequently national and international recognition.

1.1.10 AMIU intends for appropriate records to be maintained so it may monitor and determine net growth indices; show the results obtained and expected outcomes via both distance learning and conventional methods as applied. Growth will be measured at the advanced levels.

1.2 Beyond its contract with Native American, Hispanic and African American students found throughout the US and border and disaster relief target areas, the greater CONUS, and moreover AMIU's personnel who work outside the USA, are dedicated to US citizens and foreigners wanting credentials from a reputable institution of higher learning. Note, the writer intends for this task to be keyed to Task 1.1.1 (B) and to apply the objectives as set forth above.

1.2.1 Offer adult and continuing education principally to citizens, including Native people, black and Hispanic first generation Americans and aliens, aiding in settlement issues faced by war refugees or disaster relief victims. The primary University draw comes from within the US.

1.2.1. Another draw comes from Mexico, Central America and other third-world countries, where AMIU serves US citizens and family members associated by marriage (or via live-together couplings) which may make them eligible to receive USDOE or other educational benefits. The following comments sustain a need for competence and leadership, which aids Mexican and other foreigners’ efforts to match international educational expectations.

There have been 326 public teacher training schools in Mexico, 189 public technology institutes, 49 public and 450 private Mexican universities, with about 75 percent of the total student body (between 1.4 and 1.8 million) in public schools, according to the Education Ministry. Top-level teachers at private universities do not earn more than $24,000 US annually; many earn half that as do professors at public universities. Moreover, Mexico needs more professors with doctors’ degrees; according to the National Association of Universities La Asociación Nacional de Universidades e Instituciones de Educación Superior (ANUIES), less than six percent of Mexican undergraduate professors (in 1999) had PhDs.

A dated analysis by Carlos Pallán and Elia Marúm on post-graduate studies says: "The asymmetry of our higher education and that of our trade partners (under NAFTA)..... While the United States and Canada are preoccupied with needs in their higher education systems and think they need more than 50 percent of their professors to have Ph.D.s, in Mexico we have only recently begun to consider our disadvantageous situation." Another challenge is to form a general criteria among universities; less than 100 of the 450 private universities in Mexico are members of the private college-accrediting organization FIMPES. Although those 100 enroll 80 percent of the student body in private colleges, 350 universities do not meet accrediting requirements other than those of Mexico's Education Ministry (SEP).

Among the 350 unaccredited private colleges, the oldest dates to 1935. This inexperience means most have poorly defined philosophies etc. But, a new bridge of cooperation is emerging between public and private schools. Joan Landeros, director of the center for international education at Mexico's private Universidad de La Salle says: "Higher education in Mexico is coming to terms with itself. There doesn't have to be a sharply drawn line between private and public universities. Rather there is more collaboration." [La Salle claims Middle States Colleges and Schools Accrediting Association accreditation. And in Costa Rica, La Universidad Internacional de las Americas claims to be accredited by a similar accrediting body not acknowledged by the USDOE.]

Public universities including the National Autonomous University of Mexico (UNAM with more than 300 K students) and similar state universities carry out most of Mexico's research and provide most of the country's full-time professor positions. Mexico's total federal spending on research and development in 1997, much of which was through universities, was a record 13.38 billion pesos, or 0.42 percent of the GDP. Private universities do not have the resources for research and development.

Eight percent of the college-age population is enrolled in school, compared with 65 percent in the US. Moreover, curriculum content varies greatly as does higher education policy in Mexico, Canada and the US. Educational collaboration is working among NAFTA nations. Notably, the Fullbright-García Robles scholarship program funds professor exchanges for both teaching and research. Some university directors agree more interaction with Canadian and US colleges would be beneficial for Mexico. With across-the-board training and task forces we could form a "North American vision of higher education." Landeros says: "Our system should not be judged on the criteria of the western model of what a university should be like, but only in terms of our effectiveness or pertinence to the socioeconomic needs of Mexico."  Mexicans take pride in accomplishments and find them selves deeply hurt when criticized. Special care must be used not to alienate them.

The foregoing comments are attributed to Jenny Rymer-Zavala, author of: "Critical Needs: Higher Education Faces Globalization," El Financiero International Edition, p. 3, April 19, 1999. Cultivate more international higher education cooperative agreements, which enhance border corridor programs and middle-America's answer to world needs. Two Nobel Prize Lauret Rigoberto Menchu – an Cabinet Secretary in Guatemala’s 2005-2009 Presidential Cabinet) asked the writer in 2005 to work with Maya business persons so visitors to Guatemala may go away having studied one of the 23 dialects spoken by five million tribal persons found there.) AMIU anticipates an increase in tourism related possibilities to convene and grant courses; offer diplomas or degrees to foreigners or among such

1.2.2 Consult econometric data to assure the probability citizenry will continue to demand AMIU approved continuing education program offerings and our distance learning master’s degree- and PhD-graduates. [See and, public service announcements used to enhance AMIU's standing. Note few, if any other Hispanic Serving Institutions offer announcements in Spanish as we do.] Our infrastructure permits education at the lowest cost feasible. But force must be put in our sails. Funds are needed to enhance our home page in Spanish (and in Portuguese). In the Western Hemisphere alone, 400+ million inhabitants use Spanish, from the lowest per capita economies in the Hemisphere. Spanish is one of the highest native-taught languages after Mandarin (Chinese). Use one-on-one coaching of new student prospects to assure AMIU helps them meet their needs and to develop vocations which produce worthy returns. Use mentoring as anticipated in 20 USC Sec 1057/1062, the American Indian Assistance Act of 1977, and HR Bill/Act 777 (for secondary education only) of 1997.

1.2.3 Foregoing tasks shall be evaluated for positive results; the results from these evaluations will be instantly reincorporated in AMIU's plans, programs and education offered and a self study as suggested by 20 USC Sec 1057/1062 and 7 USC Sec 5904 objectives coinciding with the accreditation process. The goals include gaining the maximum return from every dime expended and strengthening the university's basic goals and objectives.

1.2.4 Make appropriate reports of said foregoing analyses and evaluations, then incorporate the results into AMIU plans, programs and a self study which leads to accreditation and continued successes by our alumni. Simultaneously report all registrants with visas from foreign countries as per regulation.

1.3 AMIU urges its graduate degree candidates where resources exist to participate in development projects which capture income for the State of Indiana from the annual 185 billion dollar trade with Mexico. Few NAFTA or CAFTA benefits go to Indiana or states where Tribal people reside, but 61 percent of NAFTA proceeds go to Texans. We wish to combine with commercial and/or governmental interests to attract international trade and to make it of interest to Mexicans; vice-versa, we hope to foster greater understanding about Mexican conditions as noted in Task which reports comparative educational capabilities and needs for compassion.

1.3.1 Help US citizens to learn to capture cultural, business, financial and peace initiatives among 400+ million Spanish and 10-13 million indigenous speakers in the Western Hemisphere.

1.3.2 Work with business prospects so they learn ways to capitalize their transactions and achieve growth. Initiate Indiana business incubator studies;

1.3.3 Turn diversity mediation into models for better business and understand, most deprived Caucasians, Hispanics and Blacks have little idea of how to develop a niche or to enter specific fields. Our visits to finance officers of local banks, State and Federal Congressmen and business persons, show agents in USDA Loan Guarantee programs, Ex-Im Bank loan offices, HHS loan guarantee programs, and insurance programs are not well-known as routes for developing rural business interests or trade. But all are advertised on the Internet. In their terms Presidents Bush and Clinton called for local and rural development to be emphasized. Many were told these would be sources be available to Hispanic, Black and tribal populations. But, these programs which had been been earmarked for micro and macro business development, foreign export financing and entrepreneur development did not produce immense returns. AMIU hopes to challenge more to make use of all capitalization available for financing new entrepreneurial developments.

1.3.4 AMIU intends to evaluate each of thee tasks as it strives for positive results; the results from the evaluations will be reincorporated in AMIU's university strengthening plans, programs and the education we offer. And, results of the self study intervention shall be reincorporated back into this self study as suggested by 20 USCG Sec 1057; 1062; and 7 USCG Sec 5904 objectives coinciding with the accreditation processes. The goals include gaining the maximum return from every dime expended and upholding the university's intent to grow and progressively built on its educational objectives.

1.3.5 Appropriate reports will be made of the foregoing analyses and evaluations in AMIU's plans, programs, educational processes and its self study.

1.4 The University combined forces with nonprofit entities Dialogue-Producing Consortium aka: founded 1977 and from time to time these entities may serve as co-sponsors for AMIU Divisions. Through their interface with the public, these entities garner resources needed by our candidates (including select migratory workers) and for our alumni. For qualifying institutions funds from 20 USC Chap 28, higher education, 20 USC Sec 1201, adult basic education and 29 USC Sec 777b would permit coordinated programming; and, cause more alumni to assume faculty positions and university sponsored business developments. We believe the AMIU joint ventures will produce long-term interests, worthy of demonstration. Notably in Mexico, AMIU may do spade work and/or guide interested entrepreneurs or business persons onto land set aside for growth and development (like those that once existed near cities like Phoenix, Arizona and Albuquerque, New Mexico). Often these possibilities are precluded if the business entities fail to do business there and/or to put area laborers to work. Our School of Leadership & Business can foster incubator enterprises and on occasion to pursue land needed for setting up a new business site.

1.4.1 AMIU procures student prospects from economically marginal populations; this requires the University to have its thumbs on resources (i.e., foundation grants, graduate student fellowships, basic education opportunity grants, etc.) and to be able to represent these to prospects wanting to proceed with their dreams.

1.4.2 Although distance learners, who depend on AMIU for their advanced PhD or post graduate studies, often have reasonably good jobs, they need special resources to take on study projects serving special interest needs like on-line library holdings, video telecommunication, teleconferencing and interactive computer-based learner exercises. Many of our distance learners are forced to live on meager amounts due to large family sizes or destitute situations. Thus, all the resources specified must be funded. For AMIU to be strengthened and to receive premium results, a significant need exists for more professionals to be able to give advanced studies in Spanish and other languages and for materials to be translated (to Spanish or other appropriate languages). Trade relationships and cultural differences must be understood and supported. Faculty must appreciate cultural differences of the populations involved. Or, they must know the intricacies of exporting, commodities marketing or alternate technology transfer methodology.

1.4.3 On one side, it makes sense that AMIU candidates for graduation have resources to implement and realize a greatly different rural and urban America. As resources permit AMIU proceeds. 20 USC Sec. 1057 (b)(3) fits AMIU's need to plan, program and educate.

1.4.4 On another side: Competent faculty and excellence in administration of duties once were AMIU's trademark. But to grow that again, institutional support is needed from sources like 20 USC Secs 1066 and 1069.

1.4.5 Our faculty members are university approved mentors who apply the Socratic model to learning and apply distance learning tenets as anticipated in 20 USC Sec 1057/1062; 7 USC Chap 31A, Sec 950aaa; 15 USC Sec 278g-1; and 12 USC Sec 635i-7 (2). We seek to provide appropriate incentives to our faculty. Resources are needed to cover expenditures for field study tasks or experimental observations in the field.

1.4.6 AMIU intends to evaluate these tasks for positive results; the results from these evaluations will be instantly reincorporated in our plans, programs and education offered and this self study suggested by 20 USC Sec 1057/1062 and 7 USC Sec 5904 objectives will be used to coincide with accreditation processes. The goals include gaining the maximum return from every dime expended and upholding the university's basic objectives.

 1.5 In Indiana and other states, a need exists to apply resources like those found in 7 USC Chap 41 Agriculture Trade Development & Assistance, Sub-chapter VI, Enterprise for the Americas Initiative, Sec 1738 and 7 USC Sec 7332, Risk management Education. Rural America can have vitality again. The entire USA needs to overcome violence in its midst. But AMIU needs to be strengthened under 20 USC Sec 1057 to be part of that process. Like the mass exodus from rural America, the principal investigator grew up on a farm in Ft Bend County, Texas; then he moved away with friends and relatives. As AMIU's President and programs developer, Founder of Dialogue-Producing Consortium aka:, and former director of Inter-American Educational Consortium, he urges this page in history must be reversed.

1.5.1 AMIU and associated personnel seek resources to stimulate University field studies and to track business growth in industrial settings and in farm and ranch communities, and for making alter Native uses of the vast US farm belt. We seek to enhance trade relationships with Mexicans, Central and South Americans; and, to render risk management education dealing with the commodities market (7 USC Sec 7332), credit instruments and newly approved post bailout funds, so small business operators, farmers, ranchers and energy development innovators may each learn how to sell to their benefit.

1.5.2 Economic restructuring of the rural sector is a vital strategic force needed today; southern Indiana suffers from red zoning, though resources exist. There is need for trial and error which results in greater progress but not from producing more; rather producing things which have been further processed, plus new and different things. Underdeveloped social and economic groupings including Hispanic, Blacks and economically deprived Caucasians all need pump priming. Loans to citizens in red zoned areas must be possible. A Houston Chronicle article says: "Pawnshops and lower-end finance companies are crowding into the state's poorest neighborhoods while banks and other traditional lenders continue their exodus from those areas, according to a report of the Consumers Union." Ibid, July 20, 1997, p. 12E. Similarly the Ex-Im Bank has short sighted itself by red zoning rural America in concurrence with racist who would limit rather than work with immigrants from neighboring countries. (Given the chance members of cooperatives do have sufficient intellectual capability to receive export financing loan guarantees. There's no reason they cannot be educated to participate in international trade.)

1.5.3   AMIU intends to evaluate these tasks for positive results; the results from these evaluations will be instantly reincorporated in AMIU's plans, programs and education methods and this self study shall be completed as recommended by 20 USC Sec 1057/1062 and in accord with 7 USC Sec 5904 objectives, which coincide with the accreditation processes. The goals include gaining the maximum return from every dime expended and upholding the university's basic objectives.

 1.60 Is the coop including AMIU and accredited and capable of addressing the training needs and assessments involved? And, can they be associated with our Consortia of Professionals and students deal with commercial mediation and enhancement of international trade issues?

1.60.1 Yes the School of Continuing Education is an approved CE provider. The Texas Department of Health & Human Services/State Board of Examiners of Marriage & Family Therapists; Texas Education Agency and State Bar of Texas authorize a coop including and AMIU for multi-year periods as Approved Continuing Education Sponsors; the certification grants the institutions authority to train licensed professionals and Board members interested in courses offered. Courses are written. But class size limitations and quite costly for the Coop to market its courses.

1.60.2 Plus, the American Bar Association recognizes the Coop MCLE as provider 562 once specific courses are approved by the State Bar of Texas – Provider No 1240. MCLEs may be granted to attorneys, judges, mediators, counselors and commercial negotiators. This recognition was first granted to psychotherapist Kenneth Koym in 1983 so minimum continuing legal education could be granted under the then new Texas Mediation Act; that occurred before any Texas Law School offered a single course in mediation.

1.60.3 Subject to renewal of courses offered in the past, American Bar Association and State Bar of Texas may re-authorize Center 1240 to train attorneys, judges, arbitrators or other specialists in Commercial Mediation and concerned with resolving minor business-oriented disputes and with drawing up fair trade agreements and/or Trans-Pacific Partnership, NAFTA, CAFTA and the GATT.

1.60.4 To strengthen the School of Continuing Education, AMIU tasks are evaluated for positive results; each experience factor arising from such evaluations is instantly reincorporated in the project design, particularly if 20 USC Sec 1066 or 1069 or 12 USC Sec 635I-7 (2) support can be anticipated. We hope to gain the maximum return from every dime expended and to uphold the university's plans, programs and educational goals and objectives.

1.7 On a State by State basis sell participant's roles along with other US participants on the university's role and responsibility in urban and rural development and in associated cooperative service projects. Mexico invited AMIU professionals to train 2,100 Jalisco State Police and President Ernesto Zedillo's office commended our work to his counterpart to the US Drug Czar -- Mr. Mariano Herran. So AMIU needs the strength to educate our candidates via conventional and distance learning methods and to put forth its Approved Continuing Education Sponsor program before Indianans (and other US student prospects). Its personnel must be alleviated from reaching into their pockets to sell AMIU offerings.

1.7.1 The principal objective of this self study is to create in AMIU a strengthened information transfer vehicle. Along side runs our long term desire to produce niche incubation options for minority businesses in rural and urban America, export financing and risk management education (which may now may be applied to understanding commodity markets) using University undergraduates, and masters and PhD degree candidates when resources exist, especially candidates from the AMIU School of Business, the AMIU School of Social Sciences, and, the AMIU School of Leader Development. Under the supervision of AMIU faculty, our graduate students will complete scientifically defensible work as an integral part of the work statement (contract) they set forth in their individualized PhD distance learner degree program. For certain professional services to be rendered, materials must be translated in Spanish to enhance work, media dissemination, teleconferenced banker-to-banker training and banker-to-businessman communications and in pamphlets given to prospective business persons and/or farmers in target areas where students do their field studies. These will enhance communication among the participants and the public, public education and the leadership development process. The medium will be via community-based small group seminars, panel discussions, closed-circuit telecommunication and communication and leadership methods like that found in Toastmasters International sessions; however, the latter groups will generally be "closed" except to persons who fit the criteria of associated university coordinated projects, and to the specific growth stimulation processes set forth. Some groups may form goal-dedicated cooperatives designed to fulfill growth objectives.

1.7.2 For small business, local, national or international companies and those from the State of Indiana, where the resources and properly negotiated contracts exist, we endeavor to grant certificates, special diplomas, and advanced degrees to students from around the world. Only if studies are successfully completed with passing marks via specialized distance learning methods, telecommunication, inter-library linkages and state of the art methods will certificates, diplomas or degrees be granted.

[1] In the future, the Board's thrust is to plan and develop accords with Native-Indians where in-roads had been made before, i.e., with the Sac and Fox Nation (Genaro Lopez, member), Iroquois Federation of Nations; the Cree (June Flud, lineal descendant), Cherokee, Nanticoke, Blackfoot, Apache in the US and foreign tribes, including millions Maya tribal people in Guatemala, and Coahuiltecan (MaryJane Martinez and Marie Torres lineal descendants), Piyaya, Pure’pecha, Tarahumada, Jicarillo Apache (Ben Gitan and lineal descendants) and Aztec tribal people of Mexico, the 21 aborigine tribes of Taiwan (Republic of China), etc. under in-house study, US minorities, namely first-generation Hispanics; displaced US-born children of aliens; un-accompanied minors; and blacks, including economically deprived, the class and affluent found in mainline America.

Revised 2-22-15

file: SelfStudy.html

1These incidences caused the AMIU Trustees to cease offering degrees until appropriate changes could be put in place.