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USC Shoah Foundation’s Dimensions in Testimony

https://sfi.usc.edu/dit

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New Dimensions in Testimony preserves Holocaust survivors stories as holograms

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Destruction of Schools by Israel in Occupied Palestine

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Destruction of Schools by Israel in Occupied Palestine

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No schools left in Gaza: How teachers rebuild education in tents

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VISTA (Virtual Science and Technology Academy)

An example of Conversational Hypertext from the VISTA's Year in Health Sciences.

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Virtual International Science and Technology Academy (VISTA)

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Virtual International Science and Technology Academy (VISTA)

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VISTA's Year in Health Sciences

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South Korea blows $850m on failed AI school textbooks

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South Korea blows $850m on failed AI school textbooks

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South Korea blows $850m on failed AI school textbooks

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How To Create Viral Talking & Moving AI Avatar in Minutes! (No Skills Needed)

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Prepare your workforce for the dynamic demands of modern business with Socratic Arts’ experiential “learn-by-doing” programs. Backed by learning and cognitive science, we create custom learning experiences that foster real skill development and drive your business outcomes.

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The Goal-Based Scenario Tool™

We will soon be releasing a revolutionary new Goal-Based Scenario (GBS) Tool ™ that fully embraces a learn-by-doing approach to training. Unlike currently available course development tools, the GBS Tool engages users in a question-and-answer dialog not just to elicit course design but also to produce a fully fleshed out course that, after a bit of polishing, is ready for learners.
Hence, as a course designer, you learn through actually designing and developing a course directly in the tool. And, the end result is an engaging, hands-on course for your learners.
Start the design process with a conversation

When a person creates a course, there is often little support for the "front-end" of the process - the steps that take a course from perceived learning needs to a full design. This can be incredibly challenging for the vast majority of people, many of whom may be novice course designers or subject-matter experts with no instructional design training.

It is for these novices that we've created a tool that engages users in conversations to help them design and build great courses. Users are asked a series of questions and are provided relevant examples. The main areas of focus include:

the overarching goal of the course

the skills learners should acquire, i.e., the things they should be able to do

how each skill is instrumental in performing a real-world task

how a progression of tasks can be situated within the context of a realistic, engaging story

the work that students will produce in each task and the performance support they are likely to require to do so

Throughout the design process, users have access to help and advice from an experienced designer via short, instructional videos.

The output of this process is a draft of your course that, after a little polishing, is ready for students.

Don't just build a course. Build a meaningful experience.

While e-learning has grown a great deal over recent years, few providers are taking full advantage of technology to create a forward-thinking approach to education and training. Their online programs are still rooted in the traditional, lecture-based classroom. We believe in learn-by-doing experiences that frame learning in stories (Story-Centered courses).

Our Approach

Our approach is grounded in one simple fact and decades of research: people learn most effectively by doing, not by being told. Socratic Arts develops courses using this approach, which was pioneered at Professor Roger Schank's Institute for the Learning Sciences at Northwestern University, and has been validated through the development and deployment of hundreds of courses in which a wide range of learners have learned by doing, acquiring skills in the context of accomplishing meaningful, motivating tasks.

For Corporations

Business training for employees is the single most effective way to improve a corporation's workforce, but that training isn't worth anything if participants don't walk away with workplace-ready skills that they can apply immediately.

For Universities

While many universities are putting their courses online, few are taking full advantage of technology to make learning more compelling, engaging, or relevant. Instead, today's online courses look a lot like what has always been done in the classroom: lectures, homework, and tests.

Contact us to see a demo of our Goal-Based Scenario Tool and how it can work for you.

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Socratic Arts' Goal Based Scenario Tool helps you create learn-by-doing experiences guides by our decades of experience developing and deploying hundreds of courses to a wide range of learners.

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ExTRA (Experts Telling Relevant Advice)

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An organization's knowledge capital doesn't exist in documents. It exists in the experiences of its practitioners. ExTRA, Socratic Arts' unique knowledge management system - stores and retrieves digitally recorded stories of practitioners sharing war stories of their experiences.

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I've seen more than one new Generative AI system make serious factual errors in 2024 and 2025. Such systems should not be allowed anywhere near formal education because the authority that is given to them does not match the unpredictability and unreliability of their errors and hallucinations which are stated as fact very confidently by the systems. Errors of fact are even showing up in Google search results in June 2025.

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Humans "no longer needed" - Godfather of AI | 30 with Guyon Espiner S3 Ep 9 | RNZ

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AI Hallucinations in Technical Documentation

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AI Hallucinations in Technical Documentation

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Addressing AI Hallucinations in Technical Documentation | Ensuring Accuracy with Doc-E.ai

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Project Astra | Exploring the Future of Learning with an AI Tutor Research Prototype

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No teachers, no homework: School solely uses AI to teach students

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Parallel Universe Where Learning is Fun | Brilliant

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Why the NEW Gemini 2.5 Pro + NotebookLM is 2X POWERFUL

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Ultimate NotebookLM Guide (Google's AI Note-Taking App)

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Notice the use of the words "almost always correct". It needs to be remembered that the idea of education being talked about is not the new Synthesis or Story-based curricula but the old-school Sage on the Stage presenting content and assessing recitation.

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Elon Musk on AI Revolutionizing Education: Personalized Learning for Every Child

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The problem here is that Education should be about skill development not just knowledge transfer. Even worse, Generative AI systems confidently make mistakes and make things up. Verification is a necessity especially if one is not an expert that already knows the correct answer.

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AI Will Reshape Education. Are We Building Tools We Can Trust? | Jim Chilton | TEDxSNHU

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AI is transforming education, but will it bridge the learning divide or widen it? Experts explore its impact, challenges, and future in classrooms.AI is tran…

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Top private school appoints an AI chatbot as its new ‘headteacher’ in UK first #ITVNews

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Einstein by Digital Humans | An AI-powered version of Albert Einstein

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Using AI Chatbots in Education: A Comprehensive Guide

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My New Voice Clone Speaks Every Language

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New Dimensions in Testimony preserves Holocaust survivors stories as holograms

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VISTA (Virtual International Science and Technology Academy)

VISTA's Year in Health Sciences

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Health Sciences Curriculum Rotations

Internal Medicine: Students, playing the role of medical center residents, diagnose and recommend treatment for a Vietnam veteran presenting with a swollen abdomen. Along the way, acting as members of the medical center's ethics committee, students analyze three ethical situations: patient fitness, patient autonomy, and buying and selling organs.

About Dr. Alfred Baker, subject matter expert who advised the development of the Internal Medicine rotation.

About Bill Lavery, subject matter expert who advised the development of the Internal Medicine rotation.

Nutrition Advisor: Students, in the role of nutrition advisors at a community clinic, diagnose and develop treatment plans for teenage patients presenting with nutritional conditions and issues. Outside of the simulation, students reflect on their own diet and exercise habits.

About Barbara Pearl, subject matter expert who advised the development of the Nutrition Advisor rotation.

Superworm: Students, acting as scientists hired by a foundation, research and make recommendations on an unusual proposal for combating world hunger. Because healthy soil leads to improved crop yields, and because the earthworm plays such a critical role in soil health, should the foundation pursue modifications to the worm to help worms increase crop yield even further, and if so, what modifications?

About Dr. Bill Purves, subject matter expert who advised the development of the Superworm rotation.

Sports Medic: Playing the role of hospital interns, students diagnose teenage patients and recommend treatments for sports-related injuries and conditions.

About Dr. William Meltzer, subject matter expert who advised the development of the Sports Medic rotation.

Designer Genes: Playing the role of a bioethicist, students are asked to present to a (fictional) congressional subcommittee on applications of biotechnology in the genetic modification of animals, plants, and humans. Students explore both the science behind genetic modification and the ethics surrounding these technologies as they prepare for multiple rounds of presentations, focus groups and debates, as well as one final report.

About Dr. David Savada, subject matter expert who advised the development of the Designer Genes rotation.

Plant Plague: Working in various roles, students investigate plant fungi and look at their potentially devastating effects on both local agriculture and world food production. During the rotation, they will investigate and recommend solutions to these serious problems using reasoned decision-making techniques.

About Dr. Michael Coffey, subject matter expert who advised the development of the Plant Plague rotation.

About Dr. Bill Purves, subject matter advisor who appears in the videos of the Plant Plague rotation.

Medical Detective: Students work on two separate medical investigations. In one case they play the role of a private investigator examining evidence involving in a hand gun-related death. They must build a case based on the available evidence and testify in court. In another case students determine the medical explanation for the sudden collapse of a young athlete while playing sports.

About Dr. Jeff Nine, subject matter expert who advised the development of the Medical Detective rotation.

Business of Healthcare: In this rotation, students are introduced to the business of healthcare. Working as a consultant, students are hired by a fictional Colorado based hospital to analyze the financial implications of four possible investment opportunities. In addition to practicing broadly applicable finance skills, students get to investigate cutting edge medical technology and see how hospitals try to balance profitability with patient care.

About Bill Lavery, subject matter expert who advised the development of the Business of Healthcare rotation.

About Mitch Schwarzbach, subject matter expert who advised the development of the Business of Healthcare rotation.

Mystery Case: In this rotation, students play the role of medical center residents. They diagnose and recommend treatment for a young girl with some troubling but mysterious symptoms, whose diagnosis is elusive. Note: This rotation is a prerequisite to Outbreak.

About Dr. Burton Andersen, subject matter expert who advised the development of the Myster Case rotation.

: In this rotation, students work alongside epidemiologists in an unusual outbreak investigation. Students determine what data is needed to further the investigation and how to gather, analyze, interpret that data in order to find the source of contamination so the outbreak can be contained. Students also decide how and when to communicate with different groups such as medical professionals, the press, and the public. Along the way, they work with a Statistics Team, answering incoming questions on statistics. Note: Mystery Case is a prerequisite for this rotation.

About Dr. Larry Cohen, subject matter expert who advised the development of the Outbreak rotation.

About Dr. Michael Jhung, subject matter expert who advised the development of the Outbreak rotation.

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IBM WATSON and the obsolete human know-it-all

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IBM WATSON and the obsolete human know-it-all

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The obsolete know-it-all | Ken Jennings | TEDxSeattleU

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IBM WATSON defeats human trivia king.

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The obsolete know-it-all | Ken Jennings | TEDxSeattleU

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"Free tuition at Girls Garage has eliminated any barriers that could deprive me of an experience that I believe all girls should have access to. It has allowed me to practice something I am passionate about, in a safe space, without having to worry about fees, as well as allowed some of my closest friends to attend these empowering classes with me. If I wasn't able to be a part of Girls Garage, I would have never found my love for engineering and design, which is what I'm going to do in college and as a career in the future."
- Erica, 17 years old

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Girls Garage is a nonprofit design and construction school for girls and gender-expansive youth ages 9-18. Through classes in carpentry, welding, architecture,

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Association for Better Living and Education

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Applied Scholastics Ukraine - revolutionizing education

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"... we could have actively listening AI systems that are helpful anytime you need help. To accomplish this we need to record the best stories, advice, and answers, from the best and brightest in the world. We need to index those videos in order to link them to activities people are engaging in. Can this be done? Yes. But it would be a massive undertaking."

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"... we could have actively listening AI systems that are helpful anytime you need help. To accomplish this we need to record the best stories, advice, and answers, from the best and brightest in the world. We need to index those videos in order to link them to activities people are engaging in. Can this be done? Yes. But it would be a massive undertaking."

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Today there was this quote from Mark Zuckerberg in Fast Company:

"Most of the content 10 years ago was text, and then photos, and now it's quickly becoming videos," Zuckerberg said, justifying Facebook's aggressive push into the area. "I just think that we're going to be in a world a few years from now where the vast majority of the content that people consume online will be video."

I suspect he is right about this, but he has not mentioned what may well be the most important use of those videos. Before I explain what I mean here I would like to mention that a man whom I respect a great deal, Donald Clark, made a speech recently about the history of education, called 2500 years of learning theory.

In his presentation he talks about 101 people. I agree with him about nearly everything he says about each of them (especially since he says nice things about me.) But he says this about MOOCs:

"We have waited 20 or 30 years for people to deliver massive online education and all we want to do is kill it."

Now let me put Zuckerberg and Clark together and make some points about video and education. In order for me to do that, I need to reiterate a point I have made before in this space. When you are trying to do something, and you need help or advice, what is your first course of action? Google it or read a book about it are possible answers to this question of course. But honestly, the first thing anyone does is ask someone who might know, assuming they are available to them.

Why is that? Because we learn, and have always learned, through conversation. When we ask our resident expert and they answer, what do we do next? We ask another question. We discuss. We engage. This is how we learn. This is how humans have always learned.

Clark is wrong about MOOCs because the very concept of massive education is oxymoronic. Education is only massive because we have created a world of schools that include classrooms and not enough teachers to do one on one education. MOOCs are an extension of a vary bad educational idea called lecturing. We have come to accept lecturing because it is everywhere and we all had to endure it. But no one gives lectures to their children who have assembled together in a room. We deal with children as individuals when we "teach" them as children. What is wrong with MOOCs is the "massive" part. Education cannot be both massive and actual education. Learning starts with a goal followed by questions when you have trouble reaching your goal. We each have our own questions and our own goals.

Back to Zuckerberg. If people have answers to questions, or good stories to tell, or helpful hints, or specific advice, we should be delivering them through video. Rather than consult my friend and ask him a question I would prefer to ask that question of many experts (maybe massive numbers of them) and hear and see their responses. The "massive" part is on the opposite end. It is the teachers who must be massive, not the students. Zuckerberg is right about videos being the medium of delivery, but short and to the point ones, not hour long ones.

To make this work right for learning, these videos need to be delivered just in time. That means, that they appear when we have a question but it also means that they appear when we are confused and don't even know what question to ask. People give advice when you don't ask for it as well. They know what you are thinking (or talking) about and offer their point of view. But we are limited to answers from people we know.

I envision a new computer world, a world that works on Artificial Intelligence principles that are sound and not the AI flavor of the month, that delivers just in time video to anyone who is trying to do anything because the computer is smart enough to know what you need to hear when, just like a good teacher would do or a good parent would do.

Can we build this? Yes, we can. Or to put this another way, Zuckerberg could afford to build it. Then, instead of MOOCs and friends posting videos randomly, we could have actively listening AI systems that are helpful anytime you need help. To accomplish this we need to record the best stories, advice, and answers, from the best and brightest in the world. We need to index those videos in order to link them to activities people are engaging in. Can this be done? Yes. But it would be a massive undertaking.

It would however change education and learning forever.

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Massive delivery of just-in-time videos: A way to change education and build useful AI

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Today there was this quote from Mark Zuckerberg in Fast Company: "Most of the content 10 years ago was text, and then photos, and now it's quickly becoming videos," Zuckerberg said, justifying Facebook's aggressive push into the area.

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Massive delivery of "just in time" videos; a way to change education and build useful AI

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Massive delivery of "just in time" videos; a way to change education and build useful AI

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"... instead of MOOCs and friends posting videos randomly, we could have actively listening AI systems that are helpful anytime you need help. To accomplish this we need to record the best stories, advice, and answers, from the best and brightest in the world. We need to index those videos in order to link them to activities people are engaging in. Can this be done? Yes. But it would be a massive undertaking."
- Roger Schank, Education Outrage: TUESDAY, FEBRUARY 23, 2016

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Today there was this quote from Mark Zuckerberg in Fast Company:

"Most of the content 10 years ago was text, and then photos, and now it's quickly becoming videos," Zuckerberg said, justifying Facebook's aggressive push into the area. "I just think that we're going to be in a world a few years from now where the vast majority of the content that people consume online will be video."

I suspect he is right about this, but he has not mentioned what may well be the most important use of those videos. Before I explain what I mean here I would like to mention that a man whom I respect a great deal, Donald Clark, made a speech recently about the history of education, called 2500 years of learning theory.

In his presentation he talks about 101 people. I agree with him about nearly everything he says about each of them (especially since he says nice things about me.) But he says this about MOOCs:

"We have waited 20 or 30 years for people to deliver massive online education and all we want to do is kill it."

Now let me put Zuckerberg and Clark together and make some points about video and education. In order for me to do that, I need to reiterate a point I have made before in this space. When you are trying to do something, and you need help or advice, what is your first course of action? Google it or read a book about it are possible answers to this question of course. But honestly, the first thing anyone does is ask someone who might know, assuming they are available to them.

Why is that? Because we learn, and have always learned, through conversation. When we ask our resident expert and they answer, what do we do next? We ask another question. We discuss. We engage. This is how we learn. This is how humans have always learned.

Clark is wrong about MOOCs because the very concept of massive education is oxymoronic. Education is only massive because we have created a world of schools that include classrooms and not enough teachers to do one on one education. MOOCs are an extension of a vary bad educational idea called lecturing. We have come to accept lecturing because it is everywhere and we all had to endure it. But no one gives lectures to their children who have assembled together in a room. We deal with children as individuals when we "teach" them as children. What is wrong with MOOCs is the "massive" part. Education cannot be both massive and actual education. Learning starts with a goal followed by questions when you have trouble reaching your goal. We each have our own questions and our own goals.

Back to Zuckerberg. If people have answers to questions, or good stories to tell, or helpful hints, or specific advice, we should be delivering them through video. Rather than consult my friend and ask him a question I would prefer to ask that question of many experts (maybe massive numbers of them) and hear and see their responses. The "massive" part is on the opposite end. It is the teachers who must be massive, not the students. Zuckerberg is right about videos being the medium of delivery, but short and to the point ones, not hour long ones.

To make this work right for learning, these videos need to be delivered just in time. That means, that they appear when we have a question but it also means that they appear when we are confused and don't even know what question to ask. People give advice when you don't ask for it as well. They know what you are thinking (or talking) about and offer their point of view. But we are limited to answers from people we know.

I envision a new computer world, a world that works on Artificial Intelligence principles that are sound and not the AI flavor of the month, that delivers just in time video to anyone who is trying to do anything because the computer is smart enough to know what you need to hear when, just like a good teacher would do or a good parent would do.

Can we build this? Yes, we can. Or to put this another way, Zuckerberg could afford to build it. Then, instead of MOOCs and friends posting videos randomly, we could have actively listening AI systems that are helpful anytime you need help. To accomplish this we need to record the best stories, advice, and answers, from the best and brightest in the world. We need to index those videos in order to link them to activities people are engaging in. Can this be done? Yes. But it would be a massive undertaking.

It would however change education and learning forever.

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Massive delivery of "just in time" videos; a way to change education and build useful AI

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Today there was this quote from Mark Zuckerberg in Fast Company: "Most of the content 10 years ago was text, and then photos, and ...

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Students hate it....
Teachers hate it more... (Okay, a couple of you like it... but most of you don't.)

Why? Because most study halls don't work!

Recently, we've had conversations with several schools about "Study Hall." All of them expressed frustration over lack of results.
From these conversations, two common themes have emerged:

Extended time for school work is not producing results.

They all agree more structure is needed, but teachers struggle to assemble an effective curriculum on their own.

Problem #1

When students have a "Study Hall", they tend to complete less work in their other classes. Students will express this in the form of, "Oh... I'll do that in Study Hall." But, as you can imagine, this work isn't completed in Study Hall either. The demands of organization, reading for information, taking notes, etc. are overwhelming to students.
It's easy to assume providing more time to complete work will lead to students getting more done.
However, giving students more time to utilize poor approaches to learning, doesn't improve results. Until students adopt effective learning strategies, nothing will change.

When students know how to learn effectively, they do it! It goes against human nature to intentionally fail.
Not completing work is the symptom, not the problem.
Problem #2

"Wow, there is already a curriculum for this?!" This was the most common remark we heard from attendees at the Council for Exceptional Children Conference. From there, teachers described how they gathered "this tip," "that skill," and "this strategy" from a variety of resources for their study hall/learning strategies class. We asked, "How is that working for you?" the response was, at best, "Meh."

We commend those teachers who recognized the need to teach learning strategies. Recognition of the real problem is half the battle.

However, building a curriculum from a multitude of sources could be compared to remodeling your kitchen by using five different contractors. Then, hoping they all have the same end-goal in mind.

What's the Solution?

Using a comprehensive learning strategies curriculum. Teachers that utilize a comprehensive curriculum have a strategic approach to solving the inadequacies of Study Hall.
A comprehensive curriculum:

Uses a common language throughout the program.

Explicitly teaches: organization, time-management, communication, and study skills...

...while providing time to apply those skills with some guidance.

Ensures attributes of one skill does not conflict with another.

Is presented in a logical order.

Provides the teacher with a game-plan.

Assesses students understanding.

Collects student data to evaluate effectiveness of the program.

Has proven results.

Good news!

That curriculum exists. StudySkills.com has created a curriculum to address the typical challenges surrounding Study Hall.

Our curriculum is proven to raise GPAs by more than one full point.

Our curriculum is proven to raise GPAs by more than one full point! Plus, all of the strategies are aligned with how the brain works.

(Watch our Brain Biology videos, here.)

Finally, teachers have all the instructional resources, training, and assessments ready-to-go in one, easy-to-access location. Click here to learn more about our curriculum.

Would you like to learn how inexpensively you and your students can access our curriculum? Simply contact us.

Sincerely,

Brian Winter, M.Ed.
Co-Author of SOAR Social Emotional Learning Skills

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From these conversations, two common themes have emerged: Extended time for school work is not producing results, and teachers struggle to assemble an effective curriculum on their own.

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Does the supervisor of a study hall at this institution detect and remedy study difficulties or just maintain a peaceful, quiet environment?

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A bright, modern learning environment tailored to the needs of 21st century students.

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Certificate Programs - Hubbard College of Administration

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A place where you can fulfill your career dreams

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Student Hat Course at Churches of Scientology

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Student Hat Course at Churches of Scientology

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Scientology, What is it? - Student Hat - Study Technology: Effective Learning and Education

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‘Study technology’ provide the first fully workable approach to teaching people exactly how to learn. Study technology helps anyone learn anything. Used throughout Scientology in all churches, missions and groups, it is also widely used outside the Church in schools and businesses. Study technology…

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Supervised Course Rooms are old-school in their focus on printed material, audio recordings with complete transcripts with glossaries and film/video recordings. See the comments of H.G. Wells on education and live lecturing versus mass publication books in chapters 6 and 7 of his 1921 book, "The Salvaging of Civilization". The role-play and peer coaching is modern as is removal of a Sage on the Stage in the form of a teacher or an instructor and replacement with a Course Room Supervisor.

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Supervised Course Rooms are old-school in their focus on printed material, audio recordings with complete transcripts with glossaries and film/video recordings. See the comments of H.G. Wells on education and live lecturing versus mass publication books in chapters 6 and 7 of his 1921 book, "The Salvaging of Civilization". The role-play and peer coaching is modern as is removal of a Sage on the Stage in the form of a teacher or an instructor and replacement with a Course Room Supervisor.

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Applied Scholastics Global Center of Study Technology

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Applied Scholastics Global Center of Study Technology

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Official Church of Scientology: What is Scientology?

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As early as the 1950s, L. Ron Hubbard recognized the failings of the educational system. In answer to this crisis, he began developing an actual "technology" of learning with which to master any subject. These educational breakthroughs are collectively known as Study Technology. They provide students at every age and educational level with the missing ingredient of much of modern education-the ability to learn how to learn.

Mr. Hubbard described the scope of meeting the educational challenge:

"The end and goal of any society as it addresses the problem of education is to raise the ability, the initiative and the cultural level, and with all of these the survival level of that society."

In the 1960s, Mr. Hubbard released a series of lectures on his research into the broad subject of how to study and learn. So universal was the application of his discoveries, the information was soon in use in Scientology organizations.

It was implemented by teachers in secular classrooms as well, with measurable improvement reported in students' learning ability. In 1971, a classroom teacher formed the first educational organization specializing in the use of Study Technology.

Applied Scholastics was founded in Los Angeles the following year, dedicated to working with governments and schools worldwide in the broad implementation of this technology.

For more than three decades, the introduction of Study Technology into schools and universities was largely a grass-roots effort initiated by educators united under the Applied Scholastics banner. Today, Applied Scholastics is a worldwide network of schools, programs and tutoring groups.

In 2003, to meet the international demand for Study Technology, Applied Scholastics opened a residential campus at Spanish Lake near St. Louis, Missouri. This 100-acre training center just two miles from the confluence of the Mississippi and Missouri rivers, is the international headquarters of Applied Scholastics and the first college of Study Technology.

What is Study Technology? In his research of the subject, Mr. Hubbard discovered that the main impediment to a student's ability to retain and effectively use data was the absence of a technology of how to study. This included his discovery of what are known as the three barriers to study. Study Technology, or Study Tech as it is commonly called, includes the precise methods to overcome these barriers. The primary barriers are:

■ Lack of Mass (Physical Object) of What is Being Studied

If one is attempting to understand the function and operation of a car or a computer or a solar system, the printed page and spoken word are no substitute for the object itself. Lacking the object associated with a word can inhibit all understanding. If the mass of a subject is absent, the student will feel squashed, bent, sort of spinny, sort of dead, or bored.

■ Too Steep a Study Gradient

When the student has not mastered prior skills before proceeding to more complicated or detailed steps, the student may feel a sort of confusion or a feeling of reeling (moving or swaying as if they might fall). This barrier to study is often referred to as "missed basic skills" or "insufficient basic skills."

■ A Word Not Understood or Wrongly Understood

The third and most important barrier is the misunderstood word. A misunderstood word is a word which is not understood or a word which is wrongly understood. All becomes distinctly blank beyond a word not understood or wrongly understood. It can result in the student feeling blank or washed out, "not there," and a sort of a nervous upset feeling can follow after that.

Teachers and administrators from public and private schools, tutors, corporate business trainers and educational consultants from around the world come to Applied Scholastics at Spanish Lake for training in Study Technology. Residential and daytime professional training are available, with many courses offered for postgraduate and continuing education credits.

Spanish Lake also offers a full schedule of courses and workshops on specific aspects of Study Technology as well as studies in techniques that enable students to become more accountable, self-directed and self-advocating.

Applied Scholastics has trained over 135,000 educators from 42 nations who, in turn, have brought Study Technology to millions of colleagues and students.

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Applied Scholastics Global Center of Study Technology

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Delivery of Scientology Services: Division 4

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Delivery of Scientology Services: Division 4

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Scientology Parent | Raising Children in a Scientology Family

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Got the following question on Reddit, and as I've gotten it before, I decided it was worthy of a longer-form answer:
Question: Do you feel like the organizational body of the church is just as important as the content of the religion (i.e. the courses, the auditing, etc.)? Is it just a vessel to get the word out? I'm interested in your thoughts on the practicality of the church and its impact on you, as a regular practicing parishioner.
The short answer to the question is that I feel that the Church of Scientology as an organization is absolutely intrinsic to the actual practice of Scientology itself, and that whilst books and lectures containing the scripture of Scientology can exist on their own and obviously require no organization to study, the practice of Scientology itself absolutely requires an organization and in most cases assumes the existence of an organization in order to be practiced at all.

Now, let me give you a more detailed answer to that, and hopefully it makes sense. My wife and I were both church staff members for 10+ years (my wife for around 15 years), with my wife working in the area of delivering Scientology courses & ensuring they are done right, and my primary areas were on the administrative side. There's a good bit of story to tell there, so I'll try to be succinct yet complete.

What Scientology Consists Of

The act of participating in the Scientology religion consists, broadly speaking, of one of three different main activities:

1. Study of books & lectures: This is where Scientologists read Scientology books and listen to recorded lectures on the subject, either in a Church of Scientology or on their own.

2. Scientology courses: There are a vast number of Scientology courses of study, each of which teaches an exact skill or subject, and most of which require that one demonstrate proficiency in that skill before graduating the course.

3. Scientology counseling: Scientology counseling practices (called auditing) is a formally-defined and exactly-run procedure, which has precise subject matter, wording and handling for each step and subject that is taken up. It's done by someone who has graduated Scientology courses covering such activity, under the supervision of what's called a Case Supervisor. Please see this video for a more-complete description of Scientology auditing.

What a Scientology Organization Consists Of

Understanding the above, it's important to then know the parts of a Scientology organization, and what they do to facilitate this.

Now - for the purposes of answering the question posed above, I'm going to give a super-rapid overview of things. There is so much more to be said on the subject of organizations and how it relates to the Scientology religion. If you're at all curious about this, I'd recommend doing this free on-line course on Scientology organizations, which you'll likely find generally useful.

This video also gives a great introduction:

That being said, we'll start with this organizing board, which lays out all of the basic functions that you'll find in ANY church of Scientology, from the smallest Scientology missions, to the Advanced Organization at Flag.

There is SO MUCH I could say about this organizing board, but I'll focus on a few things.

Delivery of Scientology Services: Division 4

The actual delivery of Scientology services happens in the production division of the church, which is Division 4 on the org board above. This is where you have trained supervisors who supervise Scientology courses, and ensure they're done correctly - and ensure that people taking those courses are able to correctly apply what they've learned. Not only are these courses in how to deliver Scientology auditing, but other courses such as ones that cover data on how to handle toxic people in your life. If you read this summary I wrote here on when Scientology's disconnection policy is to be used, and when it's absolutely not to be used, I'm sure you can appreciate just how important it would be to train people correctly so they don't go around handling every upset they have with "disconnection". Just as an example.

The delivery of Scientology auditing is also done in Division 4, and in this case, each Church of Scientology has put considerable effort into training up Scientology Auditors who can deliver all of the various counseling procedures available at the church. This would include everything from the beginning steps of Scientolology up through the State of Clear. Training an auditor can take from a few months to a few years, so this is something where having a well-trained staff in the church is inextricable from actually getting the help one wants from Scientology.

Ensuring it's Done Right, and Correcting It When It's Wrong: Qualifications Division 5

Because of the fact that Scientology is an applied religion, its efficacy is only going to be as far as it's done right. Marriage counseling done wrong would result in people being worse off as a couple than when they started. Counseling like the Survival Rundown, which is meant to get you more in touch with and able to handle the world around you, could be done entirely wrong leaving one even more out of touch with one's surroundings. Scientology is completely worthless if it doesn't work, so, there's virtually nothing as important to the religion itself than the work that's done in the Qualifications Division which ensure that the scriptures are being applied correctly in the church, and to correct both the people doing it, as well as the people receiving it, when it's done wrong. The Qualification Division trains the staff of the church, and also regularly and constantly inspects the counseling and training work being done in the church to make sure it's being done right.

Lacking a Qualification Div, the church would rapidly disintegrate, as quite literally the only thing that matters in Scientology is the results that you get with it. This is why, in the diagram above, Qualifications Division 5 is, along with Division 1 (which I'll talk about in a sec) raised above the others.

For an idea of how much of the church is devoted to this, the entire building you see in the photo below is dedicated only to training staff & maintaining quality at the Scientology Flag Service Organization in Clearwater, Florida.

Keeping the Edges on the Road - Communications Division 1

In order for an organization to be there at all, you need people. You need people who show up, who have a job and know what that job is. That's the job of the Communication Division 1, which in a Scientology organization is referred to by it's original name, Hubbard Communications Office or HCO. The point of HCO is to provide the framework for the organization itself, the people, the way the communicate to each other, and then to make sure those people can do their jobs and maintain a high level of ethics while doing so.

It's fairly obvious that any organization of any sort needs people - people that are well-qualified for the jobs that they are meant to do, and who can go about doing them. So, that part of HCO is plain to see, in terms of its importance. But much more than that, it's important for the organization to be able to self-correct. In most companies, if someone starts to go off the rails, ethically, the organization just goes and fires them. They maybe get a warning, but there's not much more to internal ethics work than that. Scientology, by contrast, has a vast amount of intensely workable technology specifically as regards getting someone to improve their own ethics level, and their own condition as an individual.

This video explains this in a lot more detail:

In a Scientology church, you're dealing with people's lives. You're dealing with their fears, their deep-seated life problems, their up-to-this-point-immovable barriers, as well as misdeeds they may have done in their past which cast a nasty shadow on everything they're trying to now move forward with in life. When you're dealing with peoples very personal lives like this, you need to have staff that maintain the absolute highest level of personal ethics. There are a lot of people who simply don't qualify to be church staff, owing to their inability to keep their own ethics together. But keeping that team tight, clean, and focused is the job of this division.

If you look at scandals that have plagued not only the psychiatric profession, but other faiths over the years, it should be pretty plain how important this is to the activities of the church.

Preservation and Purity of the Materials

I'd be remiss if I didn't bring up the fact that everything I just mentioned requires the fundamental basic of materials. Dianetics and Scientology is the codified work of L. Ron Hubbard, as contained in his books, policies and recorded lectures. We're not enjoined to "believe" everything in Scientology - what is true is what is true for you based on what you read & observe. But, the fundamental agreement that Scientologists dohave, is that Scientology is what L. Ron Hubbard wrote & said, and not other things.

So, the painstaking disambiguation and delineation between what Mr. Hubbard said and asked to be compiled into courses and such, and what is other people's own invention or mis-interpretation, is of massive value to us in Scientology.

I wrote a whole article on it here in comparison to earlier religious faiths, which bears a read. But, essentially, we want to ensure that what L. Ron Hubbard actually wrote, is what we're reading. Not something else. It's why we don't look to the Internet to tell us what our policies are. Our policies are in books and lectures which have been meticulously verified as to their authenticity.

One of the most important jobs that the Sea Organization in Scientology does, is this work to pore through old research notes, restore 60-year-old wax disk recordings, and verify without the faintest trace of doubt what it was that the religion was meant to contain.

A fantastic video to watch which gives the details of how much care was put into this process, is available to watch on the Scientology website:

The video linked above is where Mr. David Miscavige details the restoration and verification work that was done to make sure Scientology books and lectures are authentic and presented in the context they were intended. The video is fascinating, and though it was intended for Scientologists (there's quite a bit of Scientology terminology in it) I highly recommend watching it.

If you don't have a lot of time though, watch at the 41-minute mark, for a description of what was done to ensure that the book Dianetics: The Original Thesis (the first book L. Ron Hubbard wrote on the subject) was true to the original form. It's staggering.

My point in bringing this up, is that without the materials, there is no Scientology. So, the organization required to make this possible is also entirely intrinsic to the faith itself.

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Question: Is the Organizational Body of the Church of Scientology Just as Important as the Content of the Religion? | Scientology Parent

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Got the following question on Reddit, and as I've gotten it before, I decided it was worthy of a longer-form answer: Question: Do you feel like the organizational body of the church is just as important as the content of the religion (i.e. the courses, the auditing, etc.)?

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A Supervised Course Room at the Church of Scientology in Atlanta, Georgia, U.S.A.

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A Supervised Course Room at the Church of Scientology in Atlanta, Georgia, U.S.A.

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View this post on Instagram

A post shared by Church of Scientology Atlanta (@scientology_atlanta)

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Official Church of Scientology: What is Scientology?

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During his research, L. Ron Hubbard made many advances in how best to educate people and these are applied in training services ministered by the Church. He isolated the fundamentals of learning and codified these into a technology of study. Study Technology is a separate field in itself, with application to any subject of learning. It is used in all Scientology training but is equally useful in the study of any subject.

Among elements unique to Scientology course rooms is the Course Supervisor, an expert in the technology of study, adept at locating and handling any barriers or obstacles to understanding which one might encounter.

The Supervisor does not lecture, nor in any way add his own rendition of the subject. This point is important because the results obtained in Scientology come only from closely following the technology exactly as written by Mr. Hubbard. The subject has already been researched, tested and well-proven as workable in application. Verbal renditions passed on from teacher to student would inevitably contain alterations from the original, however unintentional, until Scientology's efficacy would be lost. This is why considerable attention is paid to ensuring that a student receives only the pure rendition as written or spoken by L. Ron Hubbard himself.

Instead, the Supervisor helps the individual to grasp the materials, always stressing understanding and application. This method of education has been found to enable individuals to understand more and be far better able to use what they have learned than traditional methods of instruction.

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In his research on learning and education, L. Ron Hubbard made many advances and developed Study Technology, used in all Scientology training. The student progresses at his own pace, with a supervisor making sure he fully grasps the material.

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Define: Academy
Source: First Independent Church of Scientology, https://firstindependentchurchofscientology.org/definitions/academy/

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Academy

1. A classroom offering Scientology courses. One goes there to gain understanding and practice the skills of Scientology. An academy's primary purpose is to train auditors, but there are dozens of different courses covering all aspects of Scientology.

Each academy has at least one Course Supervisor to help students with their courses. An Academy has two main rooms. One, called the theory room, is where students do quiet study. The other is the practical room where students do drills to develop the skills they are studying. Sometimes there is a third area where students audit others to develop their auditor skills.

The Academy is also called the "course room."

" Back to All Definitions

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Academy - First Independent Church of Scientology

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Academy 1. A classroom offering Scientology courses. One goes there to gain understanding and practice the skills of Scientology. An academy's primary purpose is to train auditors, but there are dozens of different courses covering all aspects of Scientology. Each academy has at least one Course Supervisor to help students with their courses.

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What is Training at a Church of Scientology?

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What is Training at a Church of Scientology?

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Official Church of Scientology: What is Scientology?

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The practice of Scientology is comprised of auditing (spiritual counseling) and training. One becomes free through auditing, while training provides one the knowledge of how to remain so.

Inside every Church of Scientology are special rooms where parishioners study the written works and listen to recorded lectures of L. Ron Hubbard in a precise order set forth on a checksheet. A Course Supervisor is present in each course room to assist Scientologists to attain full understanding of the material they are learning. A Course Supervisor does not teach, lecture or interpret in any way, but instead refers students to the correct material if they are experiencing difficulty. Because of the checksheets and Supervisor's role, parishioners studying Scientology materials are able to proceed at their own pace.

Training ranges from introductory courses to advanced, encompassing studies of the higher levels of scripture. There are courses where one can learn to minister Scientology counseling as an auditor. Auditor is defined as "one who listens," from the Latin audire, meaning "to hear or listen."

Auditor training includes an intensive series of drills on every aspect of delivering an auditing session. Films on important aspects of the subject are used to facilitate learning the practical applications of auditing. A student learns his techniques cold, for in every Church of Scientology there is but one passing standard: A student who graduates is expected to minister a 100 percent perfect auditing session every time. Through Scientology training, that standard is reached daily.

The end result of auditor training is that an individual is able to minister to another person. But because Scientology offers an understanding of human behavior and what lies behind everyday problems, training as an auditor also provides individuals with the means of dealing with life itself.

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Official Church of Scientology: Studying & Applying the Works of L. Ron Hubbard

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Learn more how individuals study the Scientology Religion by following an exact route of training as developed by L. Ron Hubbard. The understanding of Scientology gives people the tools for resolving their problems in life, dealing with relationships and gets them closer to the true understanding of their spirit and the relationship with the Supreme Being.

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Church of Scientology                                              What is Training?

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Church of Scientology                                              What is Training?

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What is Training?

The practice of Scientology is comprised of auditing (spiritual counseling) and training. One becomes free through auditing, while training provides one the knowledge of how to remain so.

Inside every Church of Scientology are special rooms where parishioners study the written works and listen to recorded lectures of L. Ron Hubbard in a precise order set forth on a checksheet. A Course Supervisor is present in each course room to assist Scientologists to attain full understanding of the material they are learning. A Course Supervisor does not teach, lecture or interpret in any way, but instead refers students to the correct material if they are experiencing difficulty. Because of the checksheets and Supervisor's role, parishioners studying Scientology materials are able to proceed at their own pace.

Training ranges from introductory courses to advanced, encompassing studies of the higher levels of scripture. There are courses where one can learn to minister Scientology counseling as an auditor. Auditor is defined as "one who listens," from the Latin audire, meaning "to hear or listen."

Auditor training includes an intensive series of drills on every aspect of delivering an auditing session. Films on important aspects of the subject are used to facilitate learning the practical applications of auditing. A student learns his techniques cold, for in every Church of Scientology there is but one passing standard: A student who graduates is expected to minister a 100 percent perfect auditing session every time. Through Scientology training, that standard is reached daily.

The end result of auditor training is that an individual is able to minister to another person. But because Scientology offers an understanding of human behavior and what lies behind everyday problems, training as an auditor also provides individuals with the means of dealing with life itself.

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What is Training? The practice of Scientology is comprised of auditing (spiritual counseling) and training. One becomes free through auditing, while training provides one the knowledge of how to remain so. Inside every Church of Scientology are special rooms where parishioners study the written works and listen to recorded lectures of L.

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Get to know the real YOU

Free Online Personality Test

Jeff's studying to become a Scientology Supervisor-a person who helps guide students through their studies. Here's to his being super successful with his training at the American Saint Hill Organization.

The Technology of Study is one of 19 free Scientology online courses based on principles from The Scientology Handbook.

Scientologists @home showcases the many people across the globe who are staying safe, staying well and thriving in life.

The Technology of Study Online Course

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Jeff's studying to become a Scientology Supervisor-a person who helps guide students through their studies.

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Church of Scientology Academies have course rooms with Supervisors trained to detect and remedy study difficulties. There is no Sage on the Stage. 

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Official Church of Scientology: What is Scientology?

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The Supervisor’s Code is the code for instructors in a Scientology training course room, and sets guidelines for keeping it professional and standard for maximum benefit to the student.

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What is the best study method? answer is (Applied Scholastics)

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What is the best study method? answer is (Applied Scholastics)

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Socratic Arts Professional Prep Academy for high school students (Internet Archive web page)

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Professional Prep Academy | Socratic Arts

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Virtual Internships for High Schools at Professional Prep Academy, by Socratic Arts.

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Well ... (?) Samantha Stevens (Bewitched t.v. show)
Socratic Arts is using it but I'm not sure about whether or not other teachers are working as trained mentors or giving lectures/delivering content.

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Explore Any Interest

From phonics to AP Physics to Minecraft to Piano, Outschool feeds your kid's curiosity and elevates their learning with a variety of 100,000+ classes.

Learn With Peers

Grow your learner's confidence in and out of the classroom with live video classes that meet in small groups.

Inspiring Teachers

Our approved teachers consist of professional educators, artist, scientists, and inspired adults with an expertise to share. Interested in teaching? Apply Here

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Outschool: Take small-group classes, from anywhere.

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From phonics to AP Physics to Minecraft to Piano, Outschool feeds your kid's curiosity and elevates their learning with a variety of 100,000+ classes. Grow your learner's confidence in and out of the classroom with live video classes that meet in small groups.

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Don't wade through a sea of lectures and textbooks or drown in student loan debt.

Dive in and discover who you're meant to be.

We created Gap Year Academy because we understand that to learn about yourself and your place in the world, you might want to try out a few things first. With our online courses, you can take a deep dive into something that interests you with the help of expert mentors and other students who are interested in the same thing. Thinking about being a doctor? A programmer? A writer? A cyber security expert? Try it out without the commitment that college requires.

Successful completion of Cyber Security, Software Development, or Data Analytics will lead to immediate employment.
Software Development > Cyber Security > Data Analytics, Big Data > Entrepreneurship & Business > Health Sciences > Video Production >

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Don't wade through a sea of lectures and textbooks or drown in student loan debt. Dive in and discover who you're meant to be. We created Gap Year Academy because we understand that to learn about yourself and your place in the world, you might want to try out a few things first.

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American Modeling Teachers Association - Transforming STEM Education

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The American Modeling Teachers Association (AMTA) is a professional organization of teachers, by teachers, and for teachers who use Modeling Instruction(TM) in their Science, Technology, Engineering and Mathematics (STEM) teaching.

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How AI could become an extension of your mind | Arnav Kapur

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How AI could become an extension of your mind | Arnav Kapur

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How AI could become an extension of your mind | Arnav Kapur

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Teaching with a Blended Learning Methodology

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Teaching with a Blended Learning Methodology

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Blended Learning: 4 Blended Learning Models

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Rainbow School Toilet Project of the WTO

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Rainbow School Toilet Project of the WTO

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"EDUCATION/GIRLS"

"Clean and safe toilets help keep more girls in school and increase attendance rates. Far too many girls miss out on education just because of the lack of a clean and safe toilet."

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The silence surrounding the sanitation crisis is beginning to break as evidenced by the Sustainable Development Goal's inclusion of sanitation on its global development agenda. Sustainable Development Goal #6 calls for universal access to adequate and equitable sanitation and the end of open defecation by 2030.

World Toilet Organization is one of the few organizations whose sole focus is on toilets
and sanitation. Breaking the silence on the sanitation crisis is at the heart of what we do.
And here's how we do it.

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The silence surrounding the sanitation crisis is beginning to break as evidenced by the Sustainable Development Goal's inclusion of sanitation on its global development agenda. Sustainable Development Goal #6 calls for universal access to adequate and equitable sanitation and the end of open defecation by 2030.

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UNICEF's work

UNICEF works in over 190 countries and territories to save children's lives, to defend their rights, and to help them fulfil their potential, from early childhood through adolescence. And we never give up.

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UNICEF works in more than 190 countries and territories to reach the most disadvantaged children and adolescents - and to protect the rights of every child, everywhere.

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Many lecture videos waste a lot of bandwidth to show a speaker at a podium. These videos could be replaced with a single photo of the speaker, the audio track and a full transcript with glossary that listeners can read if desired and refer to for clarification.

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https://en.wikipedia.org/wiki/Study_skills
https://journals.sagepub.com/stoken/rbtfl/Aq5/rcztL2GbI/full

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For better or worse, studying is part of college life. It is also a technique that requires patience, practice, and trial and error. As you think about studying methods that are right for you, consider the tips below. You might find techniques that will help you get the most out of your college classes (both the engaging and the not-so-engaging ones).

Set Yourself up for Success

One of the most beneficial ways to begin the studying process is to set yourself up for success from the start. Consider the following tips.

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1. Stick to Print

Tablets and other eLearning media are convenient and portable, but research suggests that traditional print materials still have the upper hand when it comes to studying. Some researchers argue that adopting interactive habits like scrolling, clicking, and pointing enhances the academic experience, but more than 90% of students polled said they prefer a hard copy or print over a digital device when it comes to studying and school work. Furthermore, a psychology lecturer finds that students required more repetition to learn new material if they were reading on a computer screen versus reading printed material.

While some experts argue the ability to concentrate during silence or listening to music while studying is left up to personal preference, many agree that playing certain types of music, such as "obscure 18th century composers," can help students engage parts of their brain that help them pay attention and make predictions. Not to mention, listening to music may improve your mood and change your whole outlook about studying in general.

The benefits of exercise on the brain have been well established in the fields of health, fitness, and psychology. Studies show our brainpower gets a boost following even a short workout, as our bodies are pumping oxygen and nutrients to the brain. According to Dr. Douglas B. McKeag, breaking a sweat shortly before cracking the books can make you more alert, open, and able to learn new information during your post-workout study session.

Stress hinders learning. UC Irvine researchers find that stress lasting as briefly as a couple of hours can engage corticotropin-releasing hormones that disrupt the process of creating and storing memories. Taking study breaks to exercise or drawing a few deep breaths will help your studying if they lower your stress level.

When and Where to Study

While you might think late-night study sessions are disadvantageous to your academic success, research suggests they are not necessarily a bad idea. Additionally, some psychologists even encourage students to break with their daily college-life routines, especially when it comes to studying for a midterm or final exam.

Studying at your tiredest can help your brain retain higher concentrations of new skills, such as speaking a foreign language or playing an instrument. There's even a term for it: sleep-learning. As the memory-consolidation process does its best work during slow-wave sleep, your brain could be getting both the restoration and reactivation it needs during its time of rest. All of this means that reviewing study materials before bed can help you brain learn, even in your sleep.

A change of scenery impacts learning and concentration abilities. Psychologist Robert Bjork suggests that simply moving to a different room to study (or going a step further and learning amongst the great outdoors) could increase both your concentration and retention levels.

Study Methods

Scientists have been investigating information retention and the studying process for decades. The best way to find the most effective study method for you is to test various tips, such as the ones listed below.

Scientists started exploring the "curve of forgetting" in 1885, but the concept remains useful to today's study habits. The gist of the "curve of forgetting" is this: The first time you hear a lecture or study something new, you retain up to 80% of what you've just learned -- if you review the material within 24 hours. Fortunately, this effect is cumulative; so after a week, you may retain 100% of the same information after only five minutes of review. Generally, psychologists agree this type of interval studying -- as opposed to "cramming" -- is best, and that students should study closer to the day they learned the material than the day of the test.

This controversial method of studying was a hot topic in 2009, when a psychology professor published an article advising students against reading and rereading textbooks -- which, he argued, merely lead students to thinking they know the material better than they do since it is right in front of them. Conversely, he suggested students use active recall: closing the book and reciting everything they can remember up to that point to practice long-term memorization.

9. Use the Leitner System

Named for its originator, German scientist Sebastian Leitner, the study method forces students to learn, through repetition, the material they know least well. The system involves moving cards with correctly answered questions further down a line of boxes and moving incorrectly answered cards back to the first box. Thus, the cards in the first box are studied most frequently and the interval becomes greater as the student proceeds down the line, forcing her to review again and again the information she doesn't know.

As you would with the ACT, SAT, or GMAT, take advantage of professors and instructors who make old exams available as practice tests. You can get a sense of the instructor's testing style and a become familiar with how the information might be presented on the real test day. A 2011 study finds students who tested themselves with a practice test after learning the material retained 50% more of the information a week later than their peers who did not take a practice test.

Experts argue that the difference between "slow learners" and "quick studiers" is the way they study; for example, instead of memorizing, "quick learners" make connections between ideas. Known as contextual learning, this process requires students to customize their own methods of learning, thus making connections that inspire all of the information to fall into place and make sense for them individually. Some students find that recording all information visually in one place (such as on a sheet of paper or chalkboard) can help to paint a fuller picture and aid their connections within the learning process.

Physicist Robert Feynman created this organization-based learning method by writing on the title page of an empty notebook, notebook of things I don't know about. From there, he developed a technique of deconstruction and reconstruction of ideas, in an effort to understand even the most complicated of concepts. To use this method and learn how to study effectively, first identify what you want to learn. Then, try explaining it as you would to a five-year-old. The Feynman method is ideal for using analogies to further illustrate your concept (e.g., a bonsai tree is just like a big tree, but smaller).

Research shows that students have better memory and recall abilities when they learn new information with the expectation of having to teach it to someone else. This makes sense, as teachers are charged with not only learning information for themselves, but also with organizing key elements of said information to explain it clearly to others. Studies also suggest that students are more engaged and will instinctively seek out methods of recall and organization when expected to take on a "teacher" role. This can be especially effective with subjects like reading comprehension and science, though part of the magic involves working out how you'd "teach" each subject on a case-by-case basis.

Metacognition, or thinking about thinking, thrives on self-awareness. To achieve this, students need to be able to assess their level of skill and where they are in their studies, as well as monitor their emotional well-being around potentially stressful studying activities.

What Not to Do When Studying

While the studying methods included above are strategic and focused, the tips below remind us that we can, in fact, "overdo it" when it comes to studying.

Once you've been able to cycle through your flashcards without making a single mistake, you may feel a sense of satisfaction and call it a day, or you may feel a charge of adrenaline and be tempted to continue studying. When you come to this fork in the road, keep in mind that a sharp onset of diminishing returns during "overlearning." With a limited amount of time to study each topic, you're better served moving on to something else.

Multitasking is a myth. You may think you're killing two birds with one stone by texting while studying, for example, but you're actually forming poor study habits. According to researchers, so-called "multitasking" extends your study time and ultimately may damage your grades.

Researchers and learning experts debate the concept of learning styles, some even go so far as to say they don't exist. Our conclusion is this: Despite the amount of work on the subject, scientists have found "virtually no evidence" to support the concept of learning styles, though they left the possibility open to further investigation in years to come. We recommend you don't go out of your way to try to make your material fit a specific style because it may not be worth the time or effort.

If you've never felt "burned out" from repeatedly studying pages of history notes, scrutinizing chemistry formulas, or practicing music scales, consider yourself lucky. But know that the threat is real. It's best to vary your material rather than zeroing in persistently on one area. (It is acceptable to join related or similar subject areas together; for example, instead of only memorizing vocabulary, mix in reading as well. If doing math, tackle several concepts together instead of just one.)

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17 Scientifically Proven Ways to Study Better This Year

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From studying-while-sleepy to ditching the iPad in favor of the trusty old printed word, using these 17 scientifically proven study tips can help you crack the code in how to study in college the smart way and score higher than ever before!

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School Food | Canada | Coalition for Healthy School Food

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The Coalition for Healthy School Food is a group of non-profit organizations working to ensure all Canadian children have access to healthy meals at school.

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Dianetics and Scientology materials | Holiday Catalog

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Recorded audio of lectures with full transcripts

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Recorded audio of lectures with full transcripts

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By the mere fact of people looking at this truth, finding these things were true, applying these things and achieving a higher state of existence, you would inevitably get a calmer life, a calmer environment, a calmer civilization. -L. Ron Hubbard

The world may define a as "a literary work of the first rank and acknowledged excellence," but the Classics of L. Ron Hubbard redefine the word. Each one is a jewel in itself, mined from the riches of Mr. Hubbard's recorded wisdom-the only chronological record of the breakthroughs that resolved both the universe and life itself.

Spanning the entire length and breadth of Scientology, the Classics cover everything from the subjects of life and livingness to infinite abilities, and from the facts of life on the streets of Earth to the facts of life in the ageless past. In short, here are the fundamental lectures L. Ron Hubbard wanted you to hear-to understand your life and your own role in eternity.

Twenty-six of the Classics provide an ideal introduction for people new to Scientology, while all 52 offer indispensable data for the Scientologist.

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The Classics are individual gems drawn from the vast treasure of L. Ron Hubbard's recorded lectures. All 52 Classics are an essential for every Scientologist, while 26 of them also form a perfect introduction for those new to the subject.

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Recorded lecture audio with full transcript

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Recorded lecture audio with full transcript

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"These materials contain the full basics of the only game in the universe where everyone wins, the game of triumphant life itself."

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The Basics Books and Lectures-L. Ron Hubbard's books contain the summaries of breakthroughs and conclusions as they appeared in the developmental research track. In many instances, he gave a series of lectures immediately following the release of a new book, providing further explanation and amplification of these discoveries as well as their full application in auditing and in life. Studying these in combination with the book provides a level of comprehension not otherwise possible.
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Can't decide on which one to begin with? Contact us and a personal consultant will help.

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"These materials contain the full basics of the only game in the universe where everyone wins, the game of triumphant life itself." Free Shipping The Basics Books and Lectures-L. Ron Hubbard's books contain the summaries of breakthroughs and conclusions as they appeared in the developmental research track.

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http://worldtoilet.org/updates-on-the-rainbow-school-toilet-programme/

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https://www.aroundtheworldl.com/the-school-toilet-in-china-that-may-make-you-gasp/

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"Providing humanity with clean, safe and convenient toilets is a familiar goal, but it remains a distant one because of cultural taboos, poor funding and a lack of political will. About 40 percent of humanity still lives without access to improved sanitation, and Jack believes the only way to meet the immense demand is through an orchestrated global campaign and the use of market forces to bring sanitation to everyone."

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Jack Sim, founder of the World Toilet Organization, wants to restructure the field of sanitation worldwide. Providing humanity with clean, safe and convenient toilets is a familiar goal, but it remains a distant one because of cultural taboos, poor funding and a lack of political will.

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University of Colorado Anschutz Medical Campus

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Who Will Save Your Life on Mars? | First Responders In Space

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Google experimental AI

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Talk to Books was a new way to explore ideas and discover books. Select one of the samples to view its archived search results.

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Nigeria: "Listen Africa" Educational Radio Project

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Nigeria: "Listen Africa" Educational Radio Project

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Nigeria: "Listen Africa" Educational Radio Project

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Nigeria: "Listen Africa" Educational Radio Project

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Australia

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(School of the) Air apparent: educating Australia’s remote students

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ALS VSAT - Satellite Education for UPSC Preparation

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ALS VSAT - Satellite Education for UPSC Preparation

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India

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Driving Digital Literacy Across India | World on Wheels | HP

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India

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Butterflies Mobile School - If children cannot come to school, let us take the school to them

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Mobile School in Kolkata, India • EkTara

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Youth building a new future with Cryptocurrency

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Youth building a new future with Cryptocurrency

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Financial literacy, entrepreneurship, STEM, and education about the system.

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Web of Stories - Life Stories of Remarkable People As of June 23, 2023, Web of Stories STILL does not have a good well-indexed video ASK system.

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"web of stories" stories autobiography "life story" video interview inspiring website www.webofstories.com "stan lee" "ken adam" "marvin minsky" "andrzej wajda" "oliver sacks" "donald knuth" "jonathan miller" "peter hall" "murray gell-mann" story

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Web of Stories - Life Stories of Remarkable People

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Web of Stories - Life Stories of Remarkable People

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Web of Stories - Life Stories of Remarkable People is an archive of the life stories some of the greatest people of our times who have influenced our world. Web of Stories began as an archive of life stories told by some of the great scientists of our time.

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Youth Empowerment

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"vocational training" "online learning" "financial literacy" "trade skills"

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ShopSquawk 501c3 provides free education (STEAM, vocational skills & safety, financial literacy, entrepreneurship and business management), lifelong portfoli...

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Documentary on Krishnamurti schools - Academics

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A Modeling Approach to Physics Instruction

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A Modeling Approach to Physics Instruction

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A Modeling Approach to Physics Instruction