Training labs for training linemen and other power or utility technicians are disclosed. The training labs can be configured to provide equipotential zone (EPZ) grounding training in overhead and/or underground power scenarios. In some instances, the training labs can be mobile. For example, a mobile training lab can comprise an overhead training side that comprises one more deployable overhead power poles and/or an underground side comprising one or more component cabinets.

An object is enclosed but moveable within a container. An interior surface of the container includes two or more distinct areal segments exhibiting corresponding surface characteristics. Movement of the object while in contact with each areal segment results in a corresponding sensory input to a user moving the container. The corresponding surface characteristic of each areal segment differs from the corresponding surface characteristic of at least one other areal segment, so that the corresponding sensory inputs to the user resulting from movement of the object while in contact with those areal segments differ from one another. The corresponding sensory inputs can include auditory inputs, tactile inputs, visual inputs, olfactory inputs, or sensor readouts. The article can be employed in methods wherein a user identifies the object, or characterizes the object or areal segments, based on the sensory inputs.

An object is enclosed but moveable within a container. An interior surface of the container includes two or more distinct areal segments exhibiting corresponding surface characteristics. Movement of the object while in contact with each areal segment results in a corresponding sensory input to a user moving the container. The corresponding surface characteristic of each areal segment differs from the corresponding surface characteristic of at least one other areal segment, so that the corresponding sensory inputs to the user resulting from movement of the object while in contact with those areal segments differ from one another. The corresponding sensory inputs can include auditory inputs, tactile inputs, visual inputs, olfactory inputs, or sensor readouts. The article can be employed in methods wherein a user identifies the object, or characterizes the object or areal segments, based on the sensory inputs.

A language learning assembly includes a body having at least one first recess and at least one second recess arranged parallel to the at least one first recess. A plurality of blocks are color-coded by syntax category or “parts of speech” and have a plurality of words displayed on each block. The blocks are sized to fit side-by-side within one of the at least one first recess and the at least one second recess to form grammatically correct sentences. Each block can have a different word on at least two faces thereof. Some of the blocks can be configured to display words in a fixed fashion. Some of the blocks can have electronic displays configured to display words electronically.

An example play device for teaching software concepts is provided. The play device includes a sensor and a computing device. The play device performs a set of functions. The functions include providing an instruction to place one or more physical objects in an area of the play device. The instruction includes an indication of a source code operator. The functions include determining that a physical object has been placed in the area of the play device. The functions include executing an operation corresponding to the source code operator. The functions include determining, based on executing the operation, whether the instruction is successfully followed in accordance with the source code operator. The functions include providing an indication of (i) a result of executing the operation corresponding to the source code operator, and (ii) whether the instruction is successfully followed in accordance with the source code operator.

An emotional learning system includes: a plurality of emotion state identifiers that includes at least one common character configured to visually define a plurality of emotional states; and a self-emotion defining device configured to allow a user to identify their own emotional state so that it may be compared to the plurality of emotional states.

An conflict-resolution board system includes: a first emotion identifier storage area configured for storing a first plurality of emotion state identifiers corresponding to a first plurality of emotional states; a second emotion identifier storage area configured for storing a second plurality of emotion state identifiers corresponding to a second plurality of emotional states; and a conflict indication area configured to allow a first participant to indicate their emotional state by selecting one of the first plurality of emotion state identifiers and allow a second participant to indicate their emotional state by selecting one of the second plurality of emotion state identifiers.

An emotion-indication board system includes: an emotion identifier storage area configured for storing a plurality of emotion state identifiers corresponding to a plurality of emotional states; a participant identifier storage area configured for storing a plurality of participant identifiers corresponding to a plurality of participants; an emotion indication area configured to allow one or more of the plurality of participants to indicate their emotional state via one or more of the plurality of participant identifiers and one or more of the plurality of emotional state identifiers.

A screenless smart toy device may be a block made of natural or wooden material and may include a transparent or semi-transparent panel allowing one or more LEDs, from within the smart toy device, to be visible when illuminated. The smart toy device may read RFID values from various objects, such as tiles having objects depicted thereupon and RFID tags embedded within, and play different sounds and/or illuminate its LEDs with different colors based on the RFID tag that was read. The smart toy device may operate in a variety of modes, such as in a play/explore mode, quiz mode, definition mode, etc. The smart toy device may be configured into different modes and/or language settings by use of a mode card or separate application.

A system and method for teaching a student how to read using a vowel priming method is described. The method can comprise the step of displaying to a student a vowel grapheme of a set of graphemes while remaining graphemes of the set of graphemes are hidden. The set of graphemes can be arranged such that when completely unhidden together can graphically construct a word. Each grapheme encodes a phoneme. The phoneme associated with the set of graphemes can together be a set of phonemes that construct the word. The method can also comprise the steps of pausing to allow the student to determine the phoneme associated with the vowel grapheme, revealing the remaining graphemes in one or more subsets of graphemes, and pausing after each revelation to allow the student to determine one or more of the phonemes associated with the subset of graphemes revealed in the revelation.