Education
Principles for Organizing Your Day
Create daily, weekly, monthly, and yearly plans.
It is preferred that all plans are initiated prior to the time period in which the
plan starts.  For example, it is preferred that daily plans are drafted prior to
the day in which the plan is executed; however, if that is not possible, then
continue to draft a 'To-Do" list that will provide a guide on the important
items for the day.  This applies to weekly, monthly, and yearly plans in which
more long-term or extended action items can be accomplished.
Always begin by reviewing your daily plan.
By reviewing and adjusting what you want to accomplish during the day, and
establishing your priorities you become goal-driven rather than task-driven,
thereby driving your day, instead of letting it drive you.
Schedule and do priority tasks first (or as close
to first as possible).
This allows you to make sure that you get the most important things done,
and while you are still fresh.
Schedule protected or concentrated work time
to do your priority work as early in the day as
possible.
It's impossible to do concentrated or quality work if you're constantly being
interrupted.  By scheduling protected time (even just an hour per day) you
become more productive and less stressed.
Schedule a time period during the day for "self".
This allows you to control the "unstructured" or "unplanned" things, instead
of them controlling you.
Schedule repetitive/mechanical or less "taxing"
tasks for late in the day.
When you're tired it's difficult to concentrate, and you don't do your best
work.  By doing the mechanical or less "taxing" tasks late in the day you
won't get frustrated by your lack of concentration, and at the same time you
continue to feel productive because you're getting things done.
Review, evaluate, and adjust your daily, weekly,
monthly, and yearly plan at the end of each
time period, respectively.
This gives you a sense of completion.  The day is done, you've done your
best, you've got a plan and are in control of tomorrow.
Source unknown...
"Power of the Mind" by Macka B.
The development and training of one’s mind, character, skills, etc.,
as by instruction, study, or example.

Definition from the New International Webster’s Student Dictionary
Our Philosophy on Education...
The environment must be safe, equipped, and properly staffed.  
Students must be fit, fed, and present to learn and teachers must be
provided an
accurate, complete, and timely curriculum with
recognition and compensation commensurate with measurable
student improvement.

  • Safety/security precautions are instituted to protect
    unauthorized access to the student population, both physically
    and virtually (e.g., internet, broadcast, etc.,).
  • Adoption and access to current technologies and equipments
    must be constantly updated to insure that students and
    teachers have timely access to accommodate instruction and
    production of intelligent progressive human beings.
  • Optimum class sizes must be maintained to allow teachers the
    dedicated time they need one-on-one with all their students in
    need of additional instruction.
  • We strongly support the African Union CONTINENTAL
    EDUCATION STRATEGY FOR AFRICA 2016-2025 (CESA 16-25)
Characteristics
Learning Styles
(click here for worksheets)
Visual Learner:
  • Reader/observer
  • Scans everything; wants to see things, enjoys
    visual stimulation
  • Enjoys maps, pictures, diagrams, and color
  • Needs to see the teacher's body
    language/facial expression to fully understand
  • Not pleased with lectures
  • Daydreams; a word, sound or smell causes
    recall and mental wandering
  • Usually takes detailed notes
  • May think in pictures and learn best from
    visual displays
Visual Learners:
  • Have a clear view of your teachers when they are speaking so you can
    see their body language and facial expression
  • Use color to highlight important points in test
  • Illustrate your ideas as a picture and use mind maps
  • Use multi-media such as computers or videos
  • Study in a quiet place away from verbal disturbances
  • Visualize information as a picture to aid learning
  • Make charts, graphs and tables in your notes
  • Participate actively in class -- this will keep you involved and alert
  • When memorizing material, write it over and over
  • Keep pencil and paper handy so you can write down good ideas
Auditory Learner:
  • Interpret the underlying meanings of speech
    through listening to tone of voice, pitch, speed,
    and other nuances
  • Prefers directions given orally
  • Seldom takes notes or writes things down
  • Prefers lectures to reading assignments
  • Often repeats what has just been said; talks to
    self
Auditory Learners:
  • Think aloud and talk to yourself
  • Participate in class discussions/debates
  • Make speeches and presentations
  • Read test out loud -- especially when proofreading or when tired
  • Create musical jingles and mnemonics to aid memorization
  • Use a tape recorder
  • Discuss your ideas verbally with a friend or small group
  • Use verbal analogies
  • When doing math computations by hand, use graph paper to help you
    keep your columns aligned
  • Recite information over and over to better memorize material
  • You may want to sit near the side or back of the classroom where there
    is less visual stimulation
Tactile/Kinesthetic Learner:
  • The "Do-er"
  • Needs to touch, handle, manipulate materials
    and objects, especially while studying or
    listening
  • Counts on fingers and talks with hands
  • Good at drawing designs
  • Often doodles while listening, thus processing
    information
  • Good at sports, mechanics, using appliances
    and tools
  • Often adventurous
  • May find it hard to sit still for long periods
  • May become distracted by their need for
    activity and exploration
Tactile/Kinesthetic Learners:
  • Take frequent study breaks and vary your activities
  • Make study more physical -- work at a standing desk, chew gum, pace
    while memorizing, read while on an exercise bike, mold a piece of clay,
    squeeze a tennis ball
  • Use bright colors to highlight reading material
  • Dress up your work space with posters and color
  • Play music in the background while you study
  • When reading, first skim through the whole thing to get a feel for what
    its about, then read the chapter carefully
  • Use spatial note taking techniques such as mind mapping
  • Visualize complex projects from start to finish before beginning -- this
    will allow you to keep the big picture in mind
Source:  Designed by Tammy Friemund, Study Skills Instructor (UM-College of Technology)  09/21/2012
UCI Curriculum  
We know "Readers are Leaders".

UCI recommended reading list for all ages and levels consist primarily of authors with indigenous African Heritage with an
emphasis on spiritual, physical, and mental well-being that encompass Health, Technology, Communications,  Economics,
Engineering, Agriculture, Math, and Science.
Preschool (up to age 5)
  1. Numbers & Alphabet (from at least 2 languages)
  2. Physical Exercise (Walking, running, jumping, etc.)
Elementary (up to age 16)
  1. Verbs, Adverbs, Adjectives, Nouns, Pronouns, Conjunctions (2 languages)
  2. Learn to Read ( 2 languages)
  3. Learn to Write (2 languages)
  4. Science, Technology, Engineering, Math (S.T.E.M.)
  1. Algebra
  2. Geometry
  3. Physical Exercise
  4. Social Sciences (History, Geography, Economics,etc.,)
  1. Music
  2. Art
High-school (up to age 18)
  1. Agriculture, Architecture, Communications, Economics, Engineering, Math, Science, Technology (A.A.C.E.E.M.S.T.)
Learn Amharic
Tools
Scholarships
Grants
ATTENTION:  It is critical that African people throughout the diaspora have
access to a  curriculum from an African perspective, at all educational levels,
that is accurate and complete.  African people have been "
brainwashed" and
under "Mind Control", mentally, physically, and spiritually.
It stops here and now!
UCI ~ I See You
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Education
Developing an environment for
our children and teachers that is
conducive to learning and
teaching.
Community
Strengthening our foundation by
re-vitalizing our family and
community.
Health
Developing a program that will
provide education, prevention,
and curative measures against
dis-eases impacting our
community.
Economics
Gaining financial independence
through investment in people,
information, and property.
Spiritual Life
Developing an environment that
teaches basic to complex spiritual
concepts.
Government
Advocating representatives that
support the priorities of the
people.