ABOUT CADIA INSTITUTES & ACADEMIES

2014-2016 TERM AND LAUNCHES OF

CADIA INSTITUTES & ACADEMIES ON VARIOUS ELEMENTARY SCHOOL -

MIDDLE SCHOOL-HIGH SCHOOL AND UNIVERSITY/COLLEGE CAMPUSES

IN: EAST AFRICA -UGANDA-KENYA-EVENTUALLY TANZANIA--

IN: WEST AFRICA SENEGAL-GAMBIA-MALI-MAURITANIA-MOROCCO-

GUINEA BISSAU, GUINEA, COTE D'IVOIRE, LIBERIA, AND SIERRA LEONE

EVENTUALLY IN 2015 & IN GHANA, NIGERIA, TOGO, BENIN, CAMEROON,

NIGER, CHAD, & IN BURKINA FASO IN 2016-2017. 

MARCH  27, 2014

CADIA INSTITUTES & ACADEMIES & AGOA EU ACP ASSOCIATION

Partenaire Avec/Partnerships WIth : English For Development in Africa -

www.englishffl.org

• Strategic Direction Strategies

• Bikiling Clinic Research & Development

• UltraSoft E-Solutions-Africa-Silicon Valley J.V. • I.T. World-West Africa -

*Groupe d'Etudes et de Recherches Economiques et Socialesat the 

Université de Bamako Centre de Formation pour l'Afrique Francophone

• Capacity Building

• Training

• Trade Shows - I.T.-Telecommunications-Trade-Marketing-Sales-Fair Trade Development, Agriculture, Strategic Metals

• Trade Missions & Delegations Exhibitions

• -University Of The Gambia in- The Republic Of The Gambia

• GREEN AFRICA AMERICA EU ACP Consortiia

Green Africa America EU ACP Projects are Sponsored By AAADAC Alumni Membership and Leadership Clubs of: the Following Universities & Institutes:

The Universities Of California (10 Campuses):

• U.C. Berkeley

• U.C. Davis

• U.C. San Francisco

• U.C. Hastings School Of Law-San Francisco

• U.C. Irvine • U.C. Merced

• U.C. San Diego

• U.C. Los Angeles

• U.C. Santa Barbara

• U.C. Santa Cruz

• Stanford University

• California Institute Of Technology-(CALTECH)

• University Of Southern California-(USC)

• Gemological Institute Of America -(G.I.A.)

 Mailing Addresses: In The United States Of America

(Northern & Central California Campus Branches) P.O. Box 19464 Stanford University

- U.S. Post Office 

Stanford-Palo Alto, California-(USA)

(AADAC ALUMNI CLUBS Southern California Campuses)

30765 Pacific Coast Highway-Suite/Box 30765

Malibu, California Zip Code 90265

New Headquarters To Be Location in Los Altos Hills, California

IN AFRICA:CARE OF: PROFESSOR DARRYL OBAMA-PREVOST-EXECUTIVE DIRECTOR & GLOBAL PRINCIPAL-(CADIA)=

CHEIKH NATA DIOP INSTITUTES& ACADEMIES

CARE/ OF :

IFAN INSTITUTE-(L'INSTITUT IFAN-INSTITUTFONDAMENTAL AFRIQUE NOIRE-(ENGLSIH TRANSALTION-(FUNDAMENTAL INSTITUTEOF BALCKAFRICA)  2 EME ETAGE-(2ND FLOOR)

BUREAU D/OF PROFESSOR DARRYL OBAMA-PREVOST-ET/AND

DR. FARY SILATE  KA

LABORATOIRE LINGUSITIQUE-

(LINGUISTICS LABORATORY)

IFAN INSTITUT-UNIVERSITE CHEIKH NATA DIOP

FANN RESIDENCE-CORNICHE

DAKAR, SENEGAL

AFRIQUE De L' OUEST-(SENEGAL-WESTAFRICA 

TEL:  IN SENEGAL +(DIALING FROM AFRICA+(221) 7777-58541  

TEL DIALING FROM THE UNITED STATES OF AMERICA:

+011-(221) 7777-58541 

24 HOURS

EMAIL ADDRESSES  CADIAINSTITUTES@AOL.COM

CADIAINSTITUTES@GMAIL.COM

CADIAACADEMIES@AOL.COM 

CHIEKH ANTA DIOP INTERNATIONAL ACADEMIES
CHARTER UNIVERSITY HIGH SCHOOLS
MESSA AFTER SCHOOL ACADEMY PROJECT

MISSION STATEMENT:

The mission of Cheikh Anta Diop University High School (CADIA – UHS) and the MESSA After School Academy, is to provide an accelerated college preparatory education with a special focus on Language Arts, Literature Science, Mathematics, Music
and Sports.

CADIA students receive a strong foundation in a small school environment while benefiting from the opportunities available on a large public university campus.

The athletic department will feature coaches holding current world records and former world record holders. Youth will initially come from Africa, the Caribbean, and the United States.

(MESSA means Mathematics, English, Science, Sports and Arts)

Math Circles & Bay Area Mathematical Olympiad

Math Circles & Bay Area Mathematical Olympiad

What is a Math Circle?

Math Circles bring mathematicians and mathematical scientists into direct contact with pre-college students. These students (and sometimes their teachers) meet with mathematics professionals in an informal setting, after school or on weekends, to work on interesting problems or topics in mathematics. These interactions get students excited about mathematics and provide them with a community to foster their passion for mathematical thinking. Find out more about Math Circles at the National Association of Math Circles (NAMC) website, http://mathcircles.org.
 

 The National Association of Math Circles is an MSRI sponsored organization that provides a support structure for Math Circles and similar programs. The primary focus of the NAMC is the development of a National Math Circle Website (http://mathcircles.org) that includes: the Circle in a Box wiki, contacts for Math Circles throughout North America, the Math Circle Problem Collection, and a forum for discussion of Math Circles and related issues among NAMC members.

 The Berkeley Math Circle (BMC) is intended for talented middle- and high-school students who are interested in extending their mathematical knowledge and skills well beyond what their curriculum offers. It is a Mosse Foundation for Arts and Education program for education at MSRI. The Circle meets on the Berkeley campus during the academic year for 2-hour sessions that includes advanced math topics for high and middle school students. The majority of the sessions are split into two separate groups: for advanced and for beginning students. For further information, please see http://mathcircle.berkeley.edu/

 The Marin Math Circle brings together students who are interested in exploring new mathematical topics and challenging problems. Although math circles have existed in Europe for decades, and in other Bay Area cities for years, the Marin Math Circle is brand new, starting in September, 2009. http://www.marinmathcircle.org/

 The Oakland/East Bay Math Circle offers middle school students and teachers in the Oakland and East Bay area the opportunity to learn advanced mathematics in a free, after-school enrichment program. This is an extraordinary activity for students who enjoy mathematics and want to learn more. For more information on the program, please visit http://oebmc.mathcircles.org

 The San Francisco Math Circle (SFMC) is intended primarily for middle school students in San Francisco who are interested in extending their mathematical knowledge and skills well beyond what their curriculum offers. It is funded at MSRI through The Moody's Foundation. The Circle meets on the San Francisco State University campus every week during the academic year for a 2-hour session that includes advanced middle school topics and lots of challenging problems. Teachers whose students are involved in SFMC are eligible for a Math Circle for Teachers, funded by the S. D. Bechtel Foundation. For further information, please see http://www.sfmathcircle.org.

 The San Jose Math Circle (SJMC) is for middle and high school students, and is held on most Wednesday evenings for two hours at San Jose State University during the academic year. About once per month a Bay Area Mathematical Adventures (BAMA) presentation replaces it, which is held alternately at San Jose State University and at the Santa Clara University. It is funded by a grant from MSRI and by donations from parents of the students who attend. For more information, see http://www.sanjosemathcircle.org/.

 The Stanford Math Circle (SMC) , held on Sunday afternoons (2-4pm) on the Stanford Campus, emphasizes mathematical discovery and collaboration. It's intended for middle and high school students, although anyone is welcome.

 The Bay Area Mathematical Olympiad (BAMO) is an annual competition among 250 Bay Area middle- and high-school students, consisting of five proof-type math problems, which is held on the last Tuesday of February. The Hilde L. Mosse Foundation as well as other private donors generously fund it. Click here or more information.

The Bay Area Circle for Teachers is to a Circle designed to equip educators with an effective problem-solving approach to teaching mathematics. The emphasis is to show teachers some beautiful and entertaining mathematics as opposed to telling them what or how they should teach. Teachers who have participated in the past wish that they could attend more workshops like this one.

VISION STATEMENT:

The vision of CADIA-UHS is to provide superior learning opportunities by embracing the best practices in school reform efforts. Teachers and students learn in a technologically rich, project-driven environment. CADIA-UHS plans to serve as a
working model for educational innovation and reform acting as a resource for other schools to follow.

The school plans to also model effective university-district
partnerships in 9-16 education and become a center for teacher training in music and secondary school academic subjects. CADIA-UHS plans to be Chartered and housed under the auspices of Berkeley Unified School District and situated near the University, Of California at Berkeley. Eventually, we plan campuses to be located near every campus in the AAADAC Campus affilated campuses:

consisting of the Universities Of California System-Wide-Stanford University-CAL TECH-USC-University Of Southern California & The Gemological Institute Of America. Campuses are being opened in mali, Senegal, Kenya, Uganda and DR Congo in partnership with local African University campuses and larger Internet Complexes for our CADIA INSTITUTES & ACADEMIES Virtual University Project.

CADIA - UHS 1/2/2013

WHAT DOES IT MEAN TO BE AN EDUCATED PERSON IN
THE 21ST CENTURY?

In the coming century, even more than in the present one, an educated person will be one who:

• Has completed college

• Possesses intellectual curiosity and a passion for life-long learning

• Has acquired sufficient grounding in academic disciplines to learn what is required

• Has engagement with the arts

• Is a responsible citizen and knows how to work with diverse cultures

College completion is increasingly important in the complex society of the 21st century. In college, students hone their ability and intellectual curiosity to continue learning throughout life.

CADIA-UHS is, therefore, a college preparatory high school. Important goals are to prepare students for admission to, success in, and graduation from the college of their choice.

High school is the appropriate stage in the K-16 educational process to learn thoroughly the basic ideas, theories, vocabulary, and facts of the disciplines that comprise the arts and humanities, social sciences, and natural sciences. Those who have grounding in the academic disciplines will be in a better position to understand and lead change.

An important goal of CADIA-UHS will be to develop literacy and intellectual curiosity in students, enabling them to become self-motivated, competent, and life-long learners.

Students will also learn to use technology appropriately.

Students will be part of CADIA-UHS for four short but extremely crucial years in a lifetime of learning. During the high school years, it is imperative that students practice habits that characterize educated people in any century: to think logically, read critically, write and speak clearly, solve problems creatively, organize time effectively, and make choices wisely. An important goal of the school is to help students develop habits that
will enable them to learn all their lives and to face unforeseen challenges.

In this century, students will have at their fingertips more technology, more information, and more choices about almost everything than ever before. Their education must provide
a context for that information, a way to separate the important from the non-important.

For the past 20,000 years-(From the Central African Conceived Oshugbo Bone)-

Defined as a:

, classical studies have provided the educational framework that has been partly responsible for the amazing progress of the West.

African-Nabta Playa-Egypto-Nubian, Arab-Muslim-Moorish Classical studies have also helped generations of students to become thoughtful, engaged, and responsible citizens.

In the last thirty years, the classical tradition has been almost completely abandoned, replaced by more "relevant" subjects. CADIA-UHS will introduce high school students to the classical tradition by requiring two years of Latin, a subject that is
unavailable in all but one high school in the two counties.

HOW DOES LEARNING BEST OCCUR?

CADIA-UHS bases its academic program on principles derived from cognitive science and school research as old as Socrates and as new as the work of Dr. Theodore Sizer and Dr. Lee Shulman, president of the Carnegie Foundation for the Advancement of
Teaching,.

The five principles that will guide the school are:

1) Learning best occurs when students have the opportunity to study with teachers who have what Dr. Lee Shulman has called "pedagogical content knowledge."

Such teachers are extremely knowledgeable and enthusiastic about their subject matter, and they know how to convey that knowledge in ways that engage students actively.

2) Learning best occurs when students take responsibility for their work - what Dr. Theodore Sizer and the Coalition of Essential Schools refer to as "student-as-worker."

Students will sign a contract stipulating that they agree to take responsibility for their work.

3) Learning best occurs when students have the opportunity to master academic subjects through a variety of approaches, including group and individualized instruction, distance learning, media-assisted learning, projects, field experience, cooperative learning, and community service. An extended school day for C

CADIA-UHS students, as well as a calendar that includes a fall term, a spring term, a January intensive studies term, and a
May/June intensive studies term, enables students to have learning experiences that are unavailable in most public high schools.

4) Learning best occurs in a school atmosphere of civility, trust, respect, cooperation, and intellectual curiosity. It is the responsibility of all members of the CADIA-UHS community to create and sustain this atmosphere that students repeatedly say is the strength of the school.

5) Learning best occurs when a school is small enough so that teachers can really get to know each student, and large enough to provide resources needed for a 21st century education. CADIA-UHS students have the security of a small cohort while benefiting
from the excellent library (including a music library recognized as one of the finest on the west coast); musical ensembles; planetarium; science, computer, and music laboratories;
and professorial expertise on the UC, and Stanford University campuses.

To facilitate students learning of the ESLRs and achieving our mission of preparing students for admission to, success in, and graduation from the college of their choice,

CADIA-UHS has created a required rigorous curriculum for all students, This curriculum has been designed to provide all students with a college preparatory course of study that
meets or exceeds the Universities Of California, Stanford, Cal Tech and California State Standards in all core subject areas. All students take university courses beginning in their
sophomore year. These courses include World History, Biology/Zoology 10, a modern Foreign Language and Geology, for which they receive dual (college and high school)
credit.

CADIA - UHS 1/2/2013

Students have the option of taking many university courses they are interested in, in addition to the regular course of study that includes 3 or 4 years of Math, 4 years of English, Science, Physical Education, Musicianship and a Performing Group, two years of Latin, three years of Social Science, and a number of unique electives during our Winter and Spring Special Sessions.

All CADIA-UHS students have access to University Of California & Staford Regular & UC Extention courses. CSU & Peralta Colleges such as Berkeley City, Merritt & Alameda Community Colleges Fresno Tech Ed, as well as life skills and computer/Information Systems courses.

Multiple AP offerings include English Composition, English Literature, Calculus, Statistics, US History, Government and Music.

Students may take extra CSUF (California State University at Fresno) courses in the junior and senior year, and although it is not indicated below, they may forego a senior
year of math and take another academic course stead.

CADIA EDUCATIONAL PROGRAM

CADIA-UHS-MESSA is planned as a site-based charter school where all students attend a specified amount of minutes per day. CADIA-UHS plans to educate students who seek a rigorous, accelerated college preparatory curriculum with an added emphasis on music instruction and performance and / or sports.

The rich ethnic and racial diversity of Alameda and Contra Costa, Marin and Santa Clara Counties should be reflected in the
student population.

Music is the most abstract of the arts and also one of the most ancient. It speaks through barriers of time and language and custom. Music has a direct relationship with mathematics and is a gateway to the understanding of other cultures and other times.
Striving for excellence in musical performance teaches students discipline and commitment; performing music in groups teaches students to work cooperatively for a common goal; performing for an audience is a culminating experience that draws on all
of a student's personal resources.

Listening actively to music trains the memory, sharpens
the intellect, and enhances life. For these reasons, the study of music has been part of the definition of a good education since the ancient Greeks, and will remain so in the 21st
century. CADIA-UHS will connect the outstanding human and material resources of the music department at the University Of California at Berkeley and Stanford University to students who are not served or are underserved in high school music programs
throughout the region.

By serving students who are interested in serious study of music (performance, theory, and history), the school provides a new choice to underserved music students in the region. The school also provides opportunity for students who wish to accelerate their high school program to earn significant college credit while still in secondary school.

The program is designed to serve as a gateway to entry into the University of California's campuses, Stanford, Cal Tech, University of Southern Cal, National Hispanic University, the California State System's campuses, as well as, the California Community Collegecampuses.

Languages to be taught will be: (Modern Languages): French, German, Arabic, Amharic, Tigrinya, Swahili, and Ancient Languages: Ge'ez, Hebrew, Ancient Egyptian, Coptic,
Latin and Greek

The sports program is designed to be a world-class model. In collaboration with former Track & Field -100 Meters World Record Holders, Mr. Eddie Hart of the Eddie Hart All In One Foundation, Jim Hines of the Jim Hines Foundation, along with Mr. Kevin
Young-(Current World Record Holder for the 400 meter hurdles), it was determined that in light of the USA Track & Field Team's performance at the Beijing Olympics in August 2008, a renewed effort is required to recruit taller, stronger, leaner and eriousacademically inclined, student athletes into CADIA-UHS.

This new athletic program would produce world class athletes, geared toward academic, scientific success, achievement, community service and philanthropy.

Further, a state of the art, music, arts, cultural-literary, Classical and modern languages and language arts, program complete with access to University Of California and Silicon Valley institutions in Mathematics, Biology, Chemistry, Electronics, Geo Sciences, Computer Sciences- Telecommunications and Green Energy Systems, would complete our world class curriculum.

To be competitive and support competence in both, using technology and communications skills for today's global citizenship requirements, a technology lab will be maintained for students. Enterprise and research internships will be arranged to
support learning adult enterprise skills. Opportunities to for students to purchase equipment are being sought.

Our MESSA After School Academy plans to facilitate the advanced academic preparation of 20,000 students at their home campuses, after school world wide via the internet. We are partnering with companies, non-profits and educational institutions around the world. The African headquarters of our program will be based at the Senator Barack Obama Middle School in Nyanza in the Republic of Kenya.

Public information meetings will be held periodically. A CADIA-UHS web page has been set up to inform parents and potential students about the school.

ENGLISH LANGUAGE STUDENTS

CADIA-UHS will meet all requirements of federal and state law to provide equal access to the curriculum for English language learners. Our goal is to develop high-quality instructional programs and services for English learners that allow them, within a reasonable amount of time, to achieve the same challenging grade level and graduation standards as native English-speaking students. Personalized attention and an individual
student learning plan aid in bringing English language learners to the expected achievement levels. CADIA-UHS uses tools, such as, the California English Language

Development Test (CELDT) to determine individual student level, and to assess student progress in acquiring English proficiency. Listening, speaking, reading, and writing skills are also assessed. Some English learners may require more than four years in order tobe able to meet CADIA-UHS graduation requirements.

SPECIAL EDUCATION STUDENTS CADIA-UHS will exist under the SELPA of BUSD. Berkeley Unified School District (BUSD) will be categorized as a "public school" within BUSD in conformity with Education Code 47641b

CADIA-UHS recognizes its responsibility to enroll and assist students with disabilities who can benefit from its programs and who otherwise qualify for enrollment. Applicants
will be accepted if the goals and objectives delineated in the student's Individual Education Program (IEP) can be met, with appropriate aides and services, in the educational environment of CADIA-UHS.

CADIA-UHS is committed to providing the fullest inclusion and least restrictive environment that enables students with disabilities to participate in both the academic and community aspects of CADIA-UHS.

CADIA-UHS will adhere to all laws affecting individuals with exceptional needs, including all provisions of PL 94-142, the Individual with Disabilities in Education Improvement Act (IDEIA), Section 504 of the Rehabilitation Act, the Americans with
Disabilities Act, Office for Civil Rights mandates, and AB 602.

All students will be given equal access to the school regardless of disabilities, and CADIA-UHS will not discriminate against any student based on his/ her disabilities. All students with
disabilities will be accorded a Free, Appropriate Public Education.

CADIA-UHS also recognizes that this commitment may not fit the expectations of all parents of students with disabilities and that special education programs provided by FUSD may be more
appropriate for meeting the expectations of some parents and the needs of some students.

CADIA - UHS 1/2/2011

CADIA-UHS will provide appropriate services for the exceptional needs students according to the plan developed pursuant to Education Code Section 56710, and in compliance with the California Master plan for Special Education (Education Code Section 56000 et. seq.). For purposes of Special Education, CADIA-UHS has elected to be a public school within various School dustricts in the Northern California-Silicon Valley Region .

CADIA-UHS personnel, school administrator and other mandated IEP team members will attend staff development and/or training meetings as necessary to comply with IDEIA regulations and shall utilize appropriate SELPA forms.

A Memo of Understanding will exist to describe the arrangement between BUSD and CADIA-UHS regarding how Special Education
Services will be delivered and monitored. A MOU will include how CADIA-UHS will use the SST process to provide interventions for students and help identify potential special education students in the "Child First" process.

The MOU will also describe the funding agreement between BUSD and the charter for special education services.

INCREASED ACADEMIC AND MUSIC OPPORTUNITIES FOR
CALIFORNIA BASED & GLOBAL EXHANGE STUDENTS STUDENTS

Currently, the Berkeley area has fewer private schools than any other metropolitan area of comparable size in the nation. High schools in Oakland and Alameda County communities offer very limited numbers of Advanced Placement and music courses.
Only a handful of students in either county have the opportunity to study Latin or Classical Studies. As a public charter school, CADIA-UHS offers an excellent choice for highly motivated college-bound students who have a special interest in music and want to attend a small school.

MOTTO AND MASCOT ARE DESIGNED FOR INSPIRATION

CADIA-UHS' educational program is denoted in its motto and mascot. The motto of the school, written in Latin is "Ad Astra Per Aspera", which can be translated as either, "To the stars through our aspirations", or "Through our aspirations to the stars." The school mascot is the Ancient Egyptian Phoenix. It was chosen not only for its mythical connection as a bird that rises from the ashes and is continually reborn, but also because the spelling of the word is the same both singular and plural. This symbolizes the dual nature of our student body. They are individual students who also come together to form one school.

STUDENT BODY ACADEMIC METRICS

CADIA-UHS is aiming to place at minimum 500 graduates onto University Of California campuses, and another 500 of our students will gain entry to reputable US academic campuses, such as, Stanford University , University of Southern California, CAL TECH, University Of Chicago, M.I.T., Yale and Harvard University by 2012. We will also be aligned with the State of California Career Technical Education Program which support students who need to go to one of the California Community Colleges
before completing a 4 year academic program due to choice of career path.

This way we can serve thousands of on-line virtual High School-University students annually and meet our goal of over 20,000,000 students by 2015. in the USA & Africa, through our linkages with over 20,00,000 JUA KALI Artisans and their family members,

CADIA's courses will also be offered in partnership/alliance with our AAADAC Alumni Clubs Affilaite Universities and Colleges.

Online and Physical Presence courses, seminars, lectures, capacity Building training will give provided through our AAADAC Affilate University Alumni partners.

This will be acoomplished and exceuted through educational extension programs located on our partner's campuses,  at other institutions of higher learning, and technical/vocational colleges as well as those offered via the University Of California Extension Units at individual campuses,  especially those online & physical presence courses offerend by the U.C. Berkeley campus, Stanford University, and USC-the University Of Southern california at the G.I.A. -Gemological Institute Of America and the American Institute for Diamond Cutting, will allow us to reach as many as 300 Million to 400 Million of Africa's Agricultural, Technical, I.T. Telecommunications,  Working Classes, Unemployed and the Professional Class via the Interne and physical presence facilities via our various affiliations. 

Via MERI and other Mathematical & Scientific institutions will will train

our African & AMerican teacing & Professional staff.

DIVERSE STUDENT BODY

CADIA-UHS is non-sectarian in its programs, employment practices, and other operations and shall not charge tuition or set admission standards or grades based on race, color, national origin, sex, sexual orientation, disability or place of residence.
CADIA-UHS will actively recruit a diverse student body from middle schools throughout Alameda and Contra Costa, Santa Clara and Marin Counties, a region that currently sends less than 4% of its high school graduates to the University of California. Recruitment notices will be sent to religious congregations in Fresno and the surrounding counties and to local radio stations, newspapers.

Extra Curricular, Research & Development Preparatory Programs Currently Planned Travel abroad and exchange programs for international study in: Archeology, Egyptology, Nubianology, History, Anthropology, Middle Eastern and African Diplomacy, Public Policy Career Preparation and Development Programs.

The CADIA Institute for Basic Research in Science is dedicated to the encouragement of creative thought. We support research and investigation in the fields of science, social science, art, and their applications, in so far as, such research and investigation are
deemed by the CADIA's Advisory Board to offer promising approach to fundamental problems.

CADIA is expanding into Central North East & West Africa during the 2012-2015 ACADEMIC YEARS.

MSRI-U.C. BERKELEY-MATHEMATICAL SCIENCES RESEARCH INSTITUTE

University Of The Gambia

NARI-National AGRICULTURAL Research Institute-

BRIKAMA-REPUBLIC Of THE GAMBIA

(UCAD)-CHEIKH ANTA DIOP UNIVERSITY-

(FORMALLY UNIVERSITY OF DAKAR)

INFAN INSTITUTE-AT UCAD-DAKAR-SENEGAL

ENGLISH FOR DEVLOPMENT IN AFRICA=www.engkishffl.org

AFRICAN TRAVEL ASSOCIATION-(TRAVEL ABROAD PROGRAMS)

YOUTH & YOUNG ADULT SME DEVELOPMENT PROJECT-GREEN AFRICA AMERICA TOURS AGOA EU ACP ASSOCUATION PARTNERS

FUTURE ON LINE TELECOURSES WITH AAADAC ALUMNI CLUBS AFFILIATED UNIVERSITIES & INSTITUTES:

TEACHER -STAFF ADMINISTRATOR DEVELOPMENT THROUGH AIM

-
Welcome to the American Institute of Mathematics Math Teachers' Circle. Founded in 2006, the AIM Math Teachers' Circle is the original member of the national Math Teachers' Circle Network.

Announcements
Summer Workshop for Middle School Teachers Presentations Available
Materials from the 2014 AIM Math Teacher's Circle Immersion Workshop is now available online. The workshop was held July and was a great success.

Table of Presentations for Math Immersion Workshop 2014

Upcoming Meetings
Every month from September to April (except December), the AIM Math Teachers' Circle will offer an evening meeting for middle school math teachers interested in exploring accessible, exciting topics in mathematics and learning about a problem-solving approach to teaching math. All teachers are welcome to attend. Please contact us in advance so that we can have sufficient food on hand. Dinner is complimentary.

The meetings will typically be held at AIM on TUESDAY evenings from 5:00-8:00 pm.

The Math Circles-Northern California Silicon Valley

This is the home page of The Math Circle, a program of courses founded in 1994, designed for students who enjoy math and want the added challenge of exciting topics that are normally outside the school curriculum. Its teachers are experienced, committed, and enthusiastic. Our classes encourage a free discussion of ideas; while the courses are mathematically rigorous, the atmosphere is friendly and relaxed.

Fall 2012-Spring 2013 Schedule Information is available!
Math Circle Summer Teacher Training Institute

We will hold our fifth Math Circle Summer Teacher Training Institute on the Campus of Notre Dame, in South Bend Indiana, from July 8th to 14th, 2012.

Demonstrations of our approach, practice sessions in running Math Circles, discussions of theory and practice, and conversations about selected math topics will be hosted by Bob and Ellen Kaplan, Leo Goldmakher, and Amanda Serenevy. Participants will work with children in 1st through 12th grades each afternoon to try out their own Math Circle ideas.

Tuition is $850 for the week, room and board included.

Inquiries can be made by e-mail to kaplan@math.harvard.edu.

Our Philosophy

"What you have been obliged to discover
by yourself leaves a path in your mind
which you can use again when the need
arises." --G. C. Lichtenberg

[learn more...]

Recent Courses

Sunday
•Elliptic Curves (Notes: 1-2 3 4)
•Set Theory (Notes: 1-2 3 4 5-7)
•The Four Numbers Game (Notes: 1 2 3 4 5)
•Constructing the Real Numbers (Notes: 1 2 3 4)
•Group Theory, Topology, and Physics
•Quantum Mechanics
•Computational Complexity Theory
•Non-Euclidean Geometry

Weekday
• Are There Numbers Between Numbers?
• Probability
• The Pythagorean Theorem
• Continued Fractions
•Random Walks
•Graph Theory

Our classes begin with a free discussion of ideas and play of invention around a developing problem; then - once insight blossoms - we link this insight formally to axioms, aiming for elegance and clarity. While the courses are mathematically rigorous, the atmosphere is friendly and relaxed. We want our students to feel free to express their ideas, to suggest their own approaches, and to make mistakes. We work in a spirit of friendship, cooperation, and enjoyment of one another.

The vision of CADIA-UHS is to provide superior learning opportunities by embracing the best practices in school reform efforts. Teachers and students learn in a technologically rich, project-driven environment. CADIA-UHS plans to serve as a
working model for educational innovation and reform acting as a resource for other schools to follow.

The school plans to also model effective university-district
partnerships in 9-16 education and become a center for teacher training in music and secondary school academic subjects. CADIA-UHS plans to be Chartered and housed under the auspices of Berkeley Unified School District and situated near the University, Of California at Berkeley. Eventually, we plan campuses to be located near every campus in the AAADAC Campus affilated campuses:

consisting of the Universities Of California System-Wide-Stanford University-CAL TECH-USC-University Of Southern California & The Gemological Institute Of America. Campuses are being opened in mali, Senegal, Kenya, Uganda and DR Congo in partnership with local African University campuses and larger Internet Complexes for our CADIA INSTITUTES & ACADEMIES Virtual University Project.

CADIA – UHS 1/2/2013

WHAT DOES IT MEAN TO BE AN EDUCATED PERSON IN
THE 21ST CENTURY?

In the coming century, even more than in the present one, an educated person will be one who:

• Has completed college

• Possesses intellectual curiosity and a passion for life-long learning

• Has acquired sufficient grounding in academic disciplines to learn what is required

• Has engagement with the arts

• Is a responsible citizen and knows how to work with diverse cultures

College completion is increasingly important in the complex society of the 21st century. In college, students hone their ability and intellectual curiosity to continue learning throughout life.

CADIA-UHS is, therefore, a college preparatory high school. Important goals are to prepare students for admission to, success in, and graduation from the college of their choice.

High school is the appropriate stage  in the K-16 educational process to learn thoroughly the basic ideas, theories, vocabulary, and facts of the disciplines that comprise the arts and humanities, social sciences, and natural sciences. Those who have grounding in the academic disciplines will be in a better position to understand and lead change.

An important goal of CADIA-UHS will be to develop literacy and intellectual curiosity in students, enabling them to become self-motivated, competent, and life-long learners.

Students will also learn to use technology appropriately.

Students will be part of CADIA-UHS for four short but extremely crucial years in a lifetime of learning. During the high school years, it is imperative that students practice habits that characterize educated people in any century: to think logically, read critically, write and speak clearly, solve problems creatively, organize time effectively, and make choices wisely. An important goal of the school is to help students develop habits that
will enable them to learn all their lives and to face unforeseen challenges.

In this century, students will have at their fingertips more technology, more information, and more choices about almost everything than ever before. Their education must provide
a context for that information, a way to separate the important from the non-important.

For the past 20,000 years-(From the Central African Conceived Oshugbo Bone)-

Defined as a: 

, classical studies have provided the educational framework that has been partly responsible for the amazing progress of the West.

African-Nabta Playa-Egypto-Nubian, Arab-Muslim-Moorish Classical studies have also helped generations of students to become thoughtful, engaged, and responsible citizens.

In the last thirty years, the classical tradition has been almost completely abandoned, replaced by more "relevant" subjects. CADIA-UHS will introduce high school students to the classical tradition by requiring two years of Latin, a subject that is
unavailable in all but one high school in the two counties.

HOW DOES LEARNING BEST OCCUR?

CADIA-UHS bases its academic program on principles derived from cognitive science and school research as old as Socrates and as new as the work of Dr. Theodore Sizer and Dr. Lee Shulman, president of the Carnegie Foundation for the Advancement of
Teaching,.

The five principles that will guide the school are:

1) Learning best occurs when students have the opportunity to study with teachers who have what Dr. Lee Shulman has called "pedagogical content knowledge."

Such teachers are extremely knowledgeable and enthusiastic about their subject matter, and they know how to convey that knowledge in ways that engage students actively.

2) Learning best occurs when students take responsibility for their work - what Dr. Theodore Sizer and the Coalition of Essential Schools refer to as "student-as-worker."

Students will sign a contract stipulating that they agree to take responsibility for their work.

3) Learning best occurs when students have the opportunity to master academic subjects through a variety of approaches, including group and individualized instruction, distance learning, media-assisted learning, projects, field experience, cooperative learning, and community service. An extended school day for C

CADIA-UHS students, as well as a calendar that includes a fall term, a spring term, a January intensive studies term, and a
May/June intensive studies term, enables students to have learning experiences that are unavailable in most public high schools.

4) Learning best occurs in a school atmosphere of civility, trust, respect, cooperation, and intellectual curiosity. It is the responsibility of all members of the CADIA-UHS community to create and sustain this atmosphere that students repeatedly say is the strength of the school.

5) Learning best occurs when a school is small enough so that teachers can really get to know each student, and large enough to provide resources needed for a 21st century education. CADIA-UHS students have the security of a small cohort while benefiting
from the excellent library (including a music library recognized as one of the finest on the west coast); musical ensembles; planetarium; science, computer, and music laboratories;
and professorial expertise on the UC, and Stanford University campuses.

To facilitate students learning of the ESLRs and achieving our mission of preparing students for admission to, success in, and graduation from the college of their choice,

CADIA-UHS has created a required rigorous curriculum for all students, This curriculum has been designed to provide all students with a college preparatory course of study that
meets or exceeds the Universities Of California, Stanford, Cal Tech and California State Standards in all core subject areas. All students take university courses beginning in their
sophomore year. These courses include World History, Biology/Zoology 10, a modern Foreign Language and Geology, for which they receive dual (college and high school)
credit.

CADIA – UHS 1/2/2013

Students have the option of taking many university courses they are interested in, in addition to the regular course of study that includes 3 or 4 years of Math, 4 years of English, Science, Physical Education, Musicianship and a Performing Group, two years of Latin, three years of Social Science, and a number of unique electives during our Winter and Spring Special Sessions.    

All CADIA-UHS students have access to University Of California & Staford Regular & UC Extention courses. CSU & Peralta Colleges such as Berkeley City, Merritt & Alameda Community Colleges Fresno Tech Ed, as well as life skills and computer/Information Systems courses.

Multiple AP offerings include English Composition, English Literature, Calculus, Statistics, US History, Government and Music.

Students may take extra CSUF (California State University at Fresno) courses in the junior and senior year, and although it is not indicated below, they may forego a senior
year of math and take another academic course stead.

CADIA EDUCATIONAL PROGRAM

CADIA-UHS-MESSA is planned as a site-based charter school where all students attend a specified amount of minutes per day. CADIA-UHS plans to educate students who seek a rigorous, accelerated college preparatory curriculum with an added emphasis on music instruction and performance and / or sports.

The rich ethnic and racial diversity of Alameda and Contra Costa, Marin and Santa Clara Counties should be reflected in the
student population.

Music is the most abstract of the arts and also one of the most ancient. It speaks through barriers of time and language and custom. Music has a direct relationship with mathematics and is a gateway to the understanding of other cultures and other times.
Striving for excellence in musical performance teaches students discipline and commitment; performing music in groups teaches students to work cooperatively for a common goal; performing for an audience is a culminating experience that draws on all
of a student's personal resources.

Listening actively to music trains the memory, sharpens
the intellect, and enhances life. For these reasons, the study of music has been part of the definition of a good education since the ancient Greeks, and will remain so in the 21st
century. CADIA-UHS will connect the outstanding human and material resources of the music department at the University Of California at Berkeley and Stanford University to students who are not served or are underserved in high school music programs
throughout the region.

By serving students who are interested in serious study of music (performance, theory, and history), the school provides a new choice to underserved music students in the region. The school also provides opportunity for students who wish to accelerate their high school program to earn significant college credit while still in secondary school.

The program is designed to serve as a gateway to entry into the University of California's campuses, Stanford, Cal Tech, University of Southern Cal, National Hispanic University, the California State System's campuses, as well as, the California Community Collegecampuses.

Languages to be taught will be: (Modern Languages): French, German, Arabic, Amharic, Tigrinya, Swahili, and Ancient Languages: Ge'ez, Hebrew, Ancient Egyptian, Coptic,
Latin and Greek

The sports program is designed to be a world-class model. In collaboration with former Track & Field -100 Meters World Record Holders, Mr. Eddie Hart of the Eddie Hart All In One Foundation, Jim Hines of the Jim Hines Foundation, along with Mr. Kevin
Young-(Current World Record Holder for the 400 meter hurdles), it was determined that in light of the USA Track & Field Team's performance at the Beijing Olympics in August 2008, a renewed effort is required to recruit taller, stronger, leaner and  eriousacademically inclined, student athletes into CADIA-UHS.

This new athletic program would produce world class athletes, geared toward academic, scientific success, achievement, community service and philanthropy.

Further, a state of the art, music, arts, cultural-literary, Classical and modern languages and language arts, program complete with access to University Of California and Silicon Valley institutions in Mathematics, Biology, Chemistry, Electronics, Geo Sciences, Computer Sciences- Telecommunications and Green Energy Systems, would complete our world class curriculum.

To be competitive and support competence in both, using technology and communications skills for today’s global citizenship requirements, a technology lab will be maintained for students. Enterprise and research internships will be arranged to
support learning adult enterprise skills. Opportunities to for students to purchase equipment are being sought.

Our MESSA After School Academy plans to facilitate the advanced academic preparation of 20,000 students at their home campuses, after school world wide via the internet. We are partnering with companies, non-profits and educational institutions around the world. The African headquarters of our program will be based at the Senator Barack Obama Middle School in Nyanza in the Republic of Kenya.

Public information meetings will be held periodically. A CADIA-UHS web page has been set up to inform parents and potential students about the school.

ENGLISH LANGUAGE STUDENTS

CADIA-UHS will meet all requirements of federal and state law to provide equal access to the curriculum for English language learners. Our goal is to develop high-quality instructional programs and services for English learners that allow them, within a reasonable amount of time, to achieve the same challenging grade level and graduation standards as native English-speaking students. Personalized attention and an individual
student learning plan aid in bringing English language learners to the expected achievement levels. CADIA-UHS uses tools, such as, the California English Language

Development Test (CELDT) to determine individual student level, and to assess student progress in acquiring English proficiency. Listening, speaking, reading, and writing skills are also assessed. Some English learners may require more than four years in order tobe able to meet CADIA-UHS graduation requirements.

SPECIAL EDUCATION STUDENTS CADIA-UHS will exist under the SELPA of BUSD. Berkeley Unified School District (BUSD) will be categorized as a "public school" within BUSD in conformity with Education Code 47641b

CADIA-UHS recognizes its responsibility to enroll and assist students with disabilities who can benefit from its programs and who otherwise qualify for enrollment. Applicants
will be accepted if the goals and objectives delineated in the student's Individual Education Program (IEP) can be met, with appropriate aides and services, in the educational environment of CADIA-UHS.

CADIA-UHS is committed to providing the fullest inclusion and least restrictive environment that enables students with disabilities to participate in both the academic and community aspects of CADIA-UHS.

CADIA-UHS will adhere to all laws affecting individuals with exceptional needs, including all provisions of PL 94-142, the Individual with Disabilities in Education Improvement Act (IDEIA), Section 504 of the Rehabilitation Act, the Americans with
Disabilities Act, Office for Civil Rights mandates, and AB 602.

All students will be given equal access to the school regardless of disabilities, and CADIA-UHS will not discriminate against any student based on his/ her disabilities. All students with
disabilities will be accorded a Free, Appropriate Public Education.

CADIA-UHS also recognizes that this commitment may not fit the expectations of all parents of students with disabilities and that special education programs provided by FUSD may be more
appropriate for meeting the expectations of some parents and the needs of some students.

CADIA – UHS 1/2/2011

CADIA-UHS will provide appropriate services for the exceptional needs students according to the plan developed pursuant to Education Code Section 56710, and in compliance with the California Master plan for Special Education (Education Code Section 56000 et. seq.). For purposes of Special Education, CADIA-UHS has elected to be a public school within various School dustricts in the Northern California-Silicon Valley Region .

CADIA-UHS personnel, school administrator and other mandated IEP team members will attend staff development and/or training meetings as necessary to comply with IDEIA regulations and shall utilize appropriate SELPA forms.

A Memo of Understanding will exist to describe the arrangement between BUSD  and CADIA-UHS regarding how Special Education
Services will be delivered and monitored. A MOU will include how CADIA-UHS will use the SST process to provide interventions for students and help identify potential special education students in the "Child First" process.

The MOU will also describe the funding agreement between BUSD and the charter for special education services.

INCREASED ACADEMIC AND MUSIC OPPORTUNITIES FOR
CALIFORNIA BASED & GLOBAL EXHANGE STUDENTS  STUDENTS

Currently, the Berkeley area has fewer private schools than any other metropolitan area of comparable size in the nation. High schools in Oakland and Alameda County communities offer very limited numbers of Advanced Placement and music courses.
Only a handful of students in either county have the opportunity to study Latin or Classical Studies. As a public charter school, CADIA-UHS offers an excellent choice for highly motivated college-bound students who have a special interest in music and want to attend a small school.

MOTTO AND MASCOT ARE DESIGNED FOR INSPIRATION

CADIA-UHS' educational program is denoted in its motto and mascot. The motto of the school, written in Latin is "Ad Astra Per Aspera", which can be translated as either, "To the stars through our aspirations", or "Through our aspirations to the stars." The school mascot is the Ancient Egyptian Phoenix. It was chosen not only for its mythical connection as a bird that rises from the ashes and  is continually reborn, but also because the spelling of the word is the same both singular and plural. This symbolizes the dual nature of our student body. They are individual students who also come together to form one school.

STUDENT BODY ACADEMIC METRICS

CADIA-UHS is aiming to place at minimum 500 graduates onto University Of California campuses, and another 500 of our students will gain entry to reputable US academic campuses, such as, Stanford University , University of Southern California, CAL TECH, University Of Chicago, M.I.T., Yale and Harvard University by 2012. We will also be aligned with the State of California Career Technical Education Program which support students who need to go to one of the California Community Colleges
before completing a 4 year academic program due to choice of career path.

This was we can serve thousands of on-line virtual High School-University students annually and meet our goal of 20,000 students by 2012. in the USa & Africa.

 Via MERI and other Mathematical & Scientific institutions will will train our African & AMerican teacing & Professional staff.

DIVERSE STUDENT BODY

CADIA-UHS is non-sectarian in its programs, employment practices, and other operations and shall not charge tuition or set admission standards or grades based on race, color, national origin, sex, sexual orientation, disability or place of residence.
CADIA-UHS will actively recruit a diverse student body from middle schools throughout Alameda and Contra Costa, Santa Clara and Marin Counties, a region that currently sends less than 4% of its high school graduates to the University of California. Recruitment notices will be sent to religious congregations in Fresno and the surrounding counties and to local radio stations, newspapers.

Extra Curricular, Research & Development Preparatory Programs Currently Planned Travel abroad and exchange programs for international study in: Archeology, Egyptology, Nubianology, History, Anthropology, Middle Eastern and African Diplomacy, Public Policy Career Preparation and Development Programs.

The CADIA Institute for Basic Research in Science is dedicated to the encouragement of creative thought. We support research and investigation in the fields of science, social science, art, and their applications, in so far as, such research and investigation are
deemed by the CADIA's Advisory Board to offer promising approach to fundamental problems.

CADIA is expanding into Central  North East & West Africa during the 2012-2015  ACADEMIC YEARS. 

MSRI-U.C. BERKELEY-MATHEMATICAL SCIENCES RESEARCH INSTITUTE

University Of The Gambia

NARI-National AGRICULTURAL  Research Institute-

BRIKAMA-REPUBLIC Of THE GAMBIA 

(UCAD)-CHEIKH ANTA DIOP UNIVERSITY-(FORMALLY UNIVERSITY  OF DAKAR)

INFAN INSTITUTE-AT UCAD-DAKAR-SENEGAL

ENGLISH FOR DEVLOPMENT IN AFRICA=www.engkishffl.org

AFRICAN TRAVEL ASSOCIATION-(TRAVEL ABROAD PROGRAMS)

YOUTH & YOUNG ADULT SME DEVELOPMENT PROJECT-GREEN AFRICA AMERICA TOURS AGOA EU ACP ASSOCUATION PARTNERS

FUTURE ON LINE TELECOURSES WITH AAADAC ALUMNI CLUBS AFFILIATED UNIVERSITIES & INSTITUTES:

TEACHER -STAFF ADMINISTRATOR DEVELOPMENT THROUGH AIM

-
Welcome to the American Institute of Mathematics Math Teachers' Circle. Founded in 2006, the AIM Math Teachers' Circle is the original member of the national Math Teachers' Circle Network.

Announcements
Summer Workshop for Middle School Teachers Presentations Available
Materials from the 2014  AIM Math Teacher's Circle Immersion Workshop is now available online. The workshop was held July and was a great success.

Table of Presentations for Math Immersion Workshop 2014

Upcoming Meetings
Every month from September to April (except December), the AIM Math Teachers' Circle will offer an evening meeting for middle school math teachers interested in exploring accessible, exciting topics in mathematics and learning about a problem-solving approach to teaching math. All teachers are welcome to attend. Please contact us in advance so that we can have sufficient food on hand. Dinner is complimentary.

The meetings will typically be held at AIM on TUESDAY evenings from 5:00-8:00 pm. 
 

The institute does not have many activities for undergraduates. Undergraduates interested in mathematics may be interested in volunteering to work with a math circle or a Julia Robinson Mathematics Festival. Of course anyone is welcome to attend talks at the institute, however most talks will be aimed at an audience of research mathematicians.