a Global Love Equality Freedom Network

Month: February 2016

At least the 97% graphic looked nice…

Popular Technology Global Warming

I mean get it together… Just because Leo is shouting about global warming between thank yous, doesn’t mean that accuracy of major reports can be thrown out the window.

Although i am just more concerned with the actual data. The raw data. Sure, AGW could be a real thing, but when I read things like this from completely credible sources… I start to question consensus.

Does NOAA _adjust_ Historical Climate Data_ – Florida Climate Center

Lovely Series, Contemporary Technological (Globalized) American Culture

Four Parts so far…Awaken the Amnesias.

The train departing now is on a journey to Christian and post-Christian existence in the Millennial age. In America, the message is mainly gnostic and spiritual. America was built on spiritual awakenings, coinciding with historic levels of development. The First Great Awakening (1730-1755) paved the way for the American Revolution (1765-1783). The Second (1790-1840) and Third Great Awakenings (1850-1900) reflected the stresses of the faithful during the Industrial Revolution and the American Civil War (1861-1865).

This is not a message presented under noisy labels, in the way the Baby Boomers presented their explorations of spirituality in the ’60s and ’70s, which has been called the Fourth Great Awakening, an umbrella term for western counter-culture movements and the Sexual Revolution in the American experience. I argue here that the autumn of 2015 marks the onset of a Fifth Great Awakening, an awakening for the Technological Revolution. It departs from Boomer gender politics and bypasses feminist theories. Some online spiritualists conclude that the Boomers did not herald the Age of Aquarius. They were iconoclasts who destroyed the Judeo-Christian Age of Pisces. In the post-Boomer aftermath, the current quest for renewed spirituality suits a plugged-in Aquarian consciousness. It is a born of incessant talk on the Web, which suddenly chimed in shrill agreement that a new vision of the world had and has arrived. The synthesis is also appearing in Europe, Britain and the British Commonwealth, primarily in self-help, crypto-anarchic, hacker and eco-tech circles.

Jennifer Helsby, 32th Chaos Communications Congress, CCC

Annie Jacobsen, DARPA, World Affairs Council

Grant Writing, Phase 1

The impetus of my grant application———————————————————-



I have always had many interests. From the University of Arizona I earned a BS/BA triple major in mathematics with life sciences emphasis, economics of social and behavior sciences, and molecular cellular biology – minoring in business administration. My undergraduate research was in Oaxaca, Mexico trying to understand traditional medicine versus allopathy (please see final report attached). This research consisted of two months abroad for the first time outside of the United States of America and was only possible with the academic guidance of Doctor Theodore Downing and native Oaxacan, Carmen-Garcia Downing. With their foresight, connections and knowledge, I refined my basic Spanish studying eight hours a day for one month in the Instituto Cultural de Oaxaca (ICO), in preparation for this investigation of cultural healthcare pluralism. My days of questionnaires and surveys along with structured interviews of kind doctors led me to the conclusion that time spent during the doctor-patient interviews to exchange ideas within the pluralistic framework would influence the long-term cultural faith in traditional or allopathic medicine. I unconsciously learned through this experience the importance of how time is spent.

For the month July of 2015, I lived in Lima, Perú before completing my first year of medical school at the University of Arizona, College of Medicine (UACOM), but over the last two years I had invested much greater amounts of time plagued the unquenchable lack of understand of how the world works. With the internet and many dedicated independent journalist like James Corbett of the Corbett Report, I gleaned a hazy, but certainly true, conspiratorial geopolitical insight, focused on what constitutes power of nations and peoples. At this time I was able to grow personally from an individual standpoint of human emotion and interrelations. Not limited to the setting of medical education, I had the opportunity to learn that in many respects everything we do, we do for ourselves to a degree. All this growth and change was condensed, and pressed against and into the backdrop of medical school. I was confident I had discovered many new and empowering, valuable, ideas on the internet! Although, what remains is my unshakable appreciation that how I see the world now can never be the same.

I learned how much money is spent on wars. I learned about portable light radiators created by Gustave Trouvé in the early 1900’s to heal lupus and epithelioma with psoralens, and his invention of the first functional electric vehicle in 1880 – even his “polyscope”, prototype of the endoscope. I learned the true and wrenchingly unimaginable scale of disparity, nationally and internationally. I heard of the Flexner Report, 1910, leading to the merging or closure of over half of the medical schools in the United States. I spent time learning about multinational financial conglomerates and the trans-nationalistic, capitalistic, superclass. I even studied royal families, along with royal prerogatives as sovereign persons constituting legal statutes within forty-six of the two-hundred six sovereign nation-states recognized by the United Nations:  monarchy. I learned a little of a lot. Hermes Trismegistus, Dialetheism, Architectural Orders, to Middle Chinese, Hexagrammum Mysticum Theorem, and atmospheric water generators. I even read parts of Doctor John Harvey Kellogg´s book The Art of Massage, A Practical Manual for the Students, the Nurse and the Practicioner to discover a simple manual hemorrhoid treatment… after having sat, reading so much! Over this time learning, I even saw the ongoing birth of cryptocurrency and discovered a richer political philosophy influenced by Marxism, Libertarianism, Anarchism, and Agorism, a philosophy in parts shared by many, including Peruvian scholar Manuel González Prada, enrolled at the University Nacional Mayor De San Marcos in Lima! I felt compelled to share all this information and dynamic personal philosophy by building a website titled a Global Love Equality and Freedom Network, which to date has over three-thousand four-hundred views from over ninety different countries.

This is how and why I feel ready to adventure to Perú for up to 1.5 years, naturalizing as a dual-citizen, while furthering my medical education. My action is based upon all of my learning experiences, and as an aspiring medical doctor in Perú, the U.S.A. or any land, I have concluded:  daily access to clean drinking water forms a basis of human health. My research project will focus on phase one of three in planning an international public water project intended to first understand market-product fit of water purification systems – contextualizing ripe and due fuel within the rise of nations into “high-income earning” status – of Lima, Perú for public health benefits, firstly of the Peruvian people that deserve daily access to one-hundred percent uncontaminated drinking water.


MODULE 1 – Identifying Global Business Opportunities • Determine potential international markets for existing or proposed goods and services

MODULE 2 – Analyzing International Competitors • Identify domestic and international companies involved in similar global business activities

MODULE 3 – Assessing the Economic-Geographic Environment • Examine geographic and economic factors that affect the business environment of a nation

MODULE 4 – Assessing the Social-Cultural Environment • Research social institutions, customs, traditions, and beliefs influencing business

MODULE 5 – Assessing the Political-Legal Environment • Research the influence of government and regulations on business activities.

The emphasis of this project will be on module 3,4, and 5 and the final product will include a written report with supplementary tables and visuals, plus an oral presentation with visuals. To learn more about my professional background please see my Curriculum Vitae. Thank you for your time and consideration.


——————————————————————————————————-February 26th, 2016

Rough Draft…


October 9th, 1998:  United Nations Educational, Scientific and Cultural Organization (UNESCO) opens up their vision and action of the World Declaration on Higher Education for the Twenty-First Century acknowledging the “unprecedented demand for and a great diversification in higher education”.  UNESCO envisions the mission and function of higher education as creating qualified and responsible citizens able to access higher learning throughout life and providing social mobility for individual development. This educates for citizenship while advancing, creating and disseminating knowledge and culture through research and cultural pluralism. There is emphasis on equity and long-term returns in building co-operation within the world of work, itself increasing globalized. Work that anticipates societal needs and diversification, each with educational personnel as leaders and agents directing student needs that interface professional careers. These student needs are at the center of national and institutional decision-making. From vision to action UNESCO discusses the reversal of ‘brain drain’ to ‘brain gain’, sharing knowledge and know-how across borders and continents, and qualitative evaluation based upon multidimensional teaching, researching and staffing at the specific institutional and regional levels — as well as internationally. There is also “promotion of appropriate programmes for academic staff development, including teaching/learning methodology and mobility between countries, between higher education institutions, and between higher education institutions and the world of work, as well as student mobility within and between countries”. Some of these visions and goals have manifested as international and interdisciplinary dual-degree programs in more recent years.

The Institute of International Education surveyed Joint and Double Degree Programs in the Global Context in 2011. The report acknowledges members from within the University of Alberta, University of Kansas, Purdue University, The University of Knottingham, The University of Toronto, University of Graz, Freie Universitat Berlin, European Commission DG Education and Culture, and the German Academic Exchange Service, and was made possible by the U.S. Department of Education’s Fund for the Improvement of Postsecondary Education (FIPSE) and the European Commission. The report sought information on international joint and double/dual degrees and to learn more about the challenges, opportunities and motivations for developing such programs. A total of 245 higher education institutions from 28 different countries were surveyed and analyzed. The surveys discovered that double/dual degrees are more common than joint degrees (generally, defining a joint degree as a single degree program created and delivered in lieu of using credits to satisfy an existing set of independent degree programs at the respective institutes). According to survey respondents, the double-counting of credits appears to be one of the least important challenges, and that 66% of responding institutions have measures regulating double counting of credits. Also, in total 14% of the programs were Doctoral, 53% graduate (Master), and 28% undergraduate. Notably, 71% of responses concerning double/dual degree program participant numbers “lingered in the 25 or fewer range”, whereas about 18% had more than 45 participants enrolled. The surveys also measured the top motivation and the actual impacts of the implemented programs, and the results were: [insert chart].

The primary partner institute survey respondents are diverse, yet the top impact tended to be increased collaboration between faculty members. The top five cited partner countries of this report were France, China, Germany, Spain and the U.S., and similar studies have mapped solely U.S. program profiles and perspectives and found consensus.

In 2014, the American Council on Education (ACE) and the Center for Internationalization and Global Engagement (CIGE) found the prospects of international collaborative degree programs to “deepen ties with partners abroad, increase mobility and build global competence among faculty and students, and advance institutional internationalization more broadly”. In this survey a total of 134 institutions responded to the survey collectively providing data on 193 joint and dual degree programs (left), and (right) the primary partners were China, France, Turkey and Germany.

[insert global map]

The majority of degrees granted by any given program, specifically from the set of doctoral granting institute respondents, were master’s degree (45%), bachelor’s degree (35%) and doctoral degree (20%). Business (35%), physical and natural sciences, social sciences, other, humanities, education, and health (2%) are the academic field distributions of all these programs ordered percent-wise. The majority of programs during start-up had “no challenge” with sufficient funding to launch the proposed program, no legal or regulatory issues, and no health and safety issues, and about 18% of the programs were developed in a single year. Concerning these three challenges respectively, 14%, 14% and 5% of programs did experience “quite a bit” to “extreme challenge”, but there was a 28% reduction in the frequency of any type of program challenge when the start-up was a double/dual degree program. Likewise the majority of programs report “no challenge” with either education quality/standards (48%) and “no challenge” with evaluation and accreditation standards and practices (52%), as opposed to:  “some challenge”, “quite a bit of challenge”, or “extreme challenge”. Lastly, 68% of these programs were accredited in both partner countries, and one respondent confirmed that “no special steps are required for individual joint or dual degree programs…since we are simply transferring credits as part of the degree”.

Going forward, CIGE predicts that business will remain a top field, and acknowledges speculation of the graduate programs, particularly at the PhD level, becoming more common. Their report also highlights the skew toward non-U.S. student enrollment (i.e. ‘brain-drain’), while acknowledging the substantial variations among program models (e.g. financing, policies and enrollment processes). Even though 47% of survey respondents specifically mentioned joint/double/dual degree programs in planning documents, or were incorporating these programs into such documents, this process of comprehensive internationalization entails complexity and nuances. Specifically, these moderate challenges effecting sustainability involve managing the level of student enrollment to consistently meet expectation (survey results 33% “no challenge”, 42% “some challenge”, 16% “quite a bit of challenge”, 8% “extreme challenge”) and working to share commitment level and expectations (survey results 36% “no challenge”, 42% “some challenge”, 15% “quite a bit of challenge”, 7% “extreme challenge”). Commitment specifically was “the extent to which each of the partners share the same level of interest in making the partnership effective and taking the necessary steps to support it”. A minority of programs experience significant challenge in overdependence on key faculty and administrators from which the partnership originated or in shifting institutional priorities and goals, respectively 26% and 17%. These challenges are addressed by effective marketing to U.S. students over foreign student groups and effective administrative communication between partner institutions. Regardless of experiencing some challenge, the general trend is towards internationalization. So, CIGE and ACE have designed a Model for Comprehensive Internationalization as part of the bigger planning picture.

[insert comprehensive internationalization schematic]

Working on my final draft…


There is an increasing demand for comprehensive internationalized education and professionals. Emerging economies and rapidly developing nations especially need to collaborate with high-income nations to sustainably improve collective work force diversity, skill and global advancement together. This type of collaboration will improve real-world competency in the globalized world system if fairness is the aim. Carefully planned gains can benefit healthcare systems to technology systems, while strengthening general socioeconomic relations. A dual-degree of both Médico Cirujano (MC) and Medical Doctor (MD), respectively from La Universidad Nacional Mayor de San Marcos (UNMSM) and The University of Arizona College of Medicine (UACOM) supplies these growing needs.

The major challenge to the creation of this dual-degree program is updating internal policy and credit transfers, neither of which has posed significant difficulty for a majority of currently operational and international U.S. double/dual-degree programs. A MD/MC dual-degree depends only on institutional time investment and detailed review of policy and course syllabi. The long-term challenges of this program are sustainability, faculty support and effective marketing. These long-term challenges might initially warrant limiting the operational timeframe of the program to five years.

UACOM will most likely benefit with increased international visibility, and UNMSM stands to gain reversal of ‘brain-drain’ to ‘brain-gain’. Both institutes will most likely benefit from improved international faculty collaboration. If successful, this dual-degree program will procure:  better residents and doctors with extra research experience and clinical training; improved culturally-competent treatment of patients across the Pan-American geography; and timely, pertinent, comprehensive internationalization demanded by prospective students, faculty, employers and a globally connected digitalizing society.


Update, update, updates!

So i have my board exam coming up in June. Then i’ll hopefully just have more 1 semester before transferring medical schools internationally. I’ll end up in Peru for 1.5 to 2 years, apply for citizenship and also get an MC, before transferring back some credits to finish up the MD. This sounds silly, but if the two schools jump on the opportunity to make this a dual-degree medical program it might be the first in the US, if not the entire world. WOW! all before 30. more realistically, everything is going to go wrong. it will take twice as long, and then i’ll realize why no one else has attempted it. lol. wish me luck until june. I have decided on PM&R part-time, then selling new water purification technology to developing nations and impoverished persons that do not have the equipment/infrastructure allowing them access to clean drinking water. Selling is not overcharging either. Here is an example of some of the cool water tech that i am looking at. –>

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