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.

A system and method for teaching a student how to read using a phonetic word distinction technique is herein disclosed. The method can comprise the step of providing to a student a set of charted grapheme-phoneme pairs, presenting to the student words in a story in order of the story. Each of the word being a phonetic word if all grapheme-phoneme pairs between a spoken word of the word and a conventional spelling of the word each match at least one charted grapheme-phoneme pair within the set of charted grapheme-phoneme pairs, and a non-phonetic word if not. The words in the story can be presented as follows, for each of the phonetic word, displaying a first subset of graphemes of a set of graphemes while remaining graphemes of the set of graphemes are hidden, while for each of the non-phonetic word, displaying all letters of the non-phonetic word contemporaneously.

A system and method for teaching a student how to read using a phonetic word distinction technique is herein disclosed. The method can comprise the step of providing to a student a set of charted grapheme-phoneme pairs, presenting to the student words in a story in order of the story. Each of the word being a phonetic word if all grapheme-phoneme pairs between a spoken word of the word and a conventional spelling of the word each match at least one charted grapheme-phoneme pair within the set of charted grapheme-phoneme pairs, and a non-phonetic word if not. The words in the story can be presented as follows, for each of the phonetic word, displaying a first subset of graphemes of a set of graphemes while remaining graphemes of the set of graphemes are hidden, while for each of the non-phonetic word, displaying all letters of the non-phonetic word contemporaneously.

A system and method for teaching a student how to write using a phonetic word distinction technique is herein disclosed. The method can comprise the step of providing to a student a set of charted grapheme-phoneme pairs, communicating to a student each word in a story in order of the story, in any manner other than a written form of the word, prompting the student to encode a phoneme of the set of phonemes with a grapheme, receiving first selections of the graphemes to form a set of graphemes in the order, and displaying in the order the graphemes associated with the first selections. Each word is a phonetic word if all grapheme-phoneme pairs between the spoken word of the word and a conventional spelling of the word each match at least one charted grapheme-phoneme pair within the set of charted grapheme-phoneme pairs, and a non-phonetic word if not.

A system and method for teaching a student how to write using a phonetic word distinction technique is herein disclosed. The method can comprise the step of providing to a student a set of charted grapheme-phoneme pairs, communicating to a student each word in a story in order of the story, in any manner other than a written form of the word, prompting the student to encode a phoneme of the set of phonemes with a grapheme, receiving first selections of the graphemes to form a set of graphemes in the order, and displaying in the order the graphemes associated with the first selections. Each word is a phonetic word if all grapheme-phoneme pairs between the spoken word of the word and a conventional spelling of the word each match at least one charted grapheme-phoneme pair within the set of charted grapheme-phoneme pairs, and a non-phonetic word if not.

A device implementing dynamic library access based on proximate programmable item detection includes a sensor and a processor configured to detect, using the sensor, a programmable physical item in a proximate area. The processor is further configured to, responsive to detecting the programmable physical item, provide an indication of available functions for programming the programmable physical item. The processor is further configured to receive input of code that comprises at least one of the available functions for programming the programmable physical item. The processor is further configured to program the programmable physical item based at least in part on the code. In one or more implementations, the processor may be further configured to translate the code into a set of commands for programming the programmable physical item and to transmit the set of commands to the programmable physical item.

A method includes providing a mission regarding image capturing to a user terminal having an image capture function, evaluating an image transmitted from the user terminal in response to the mission, and additionally providing a new mission regarding image capturing to the user terminal in a case where a level of achievement of the mission is determined to satisfy a criterion based on the evaluation.

Provided are articles, kits, and methods for teaching a person how to tie a bow tie. A practice bow tie includes an elongated piece of flexible material with indicators on the front and rear surface of the bow tie. The indicators, also provided in a kit, define a portion, fold line, or step that aid a user in tying a bow tie to achieve a satisfactory appearance.

Provided are articles, kits, and methods for teaching a person how to tie a bow tie. A practice bow tie includes an elongated piece of flexible material with indicators on the front and rear surface of the bow tie. The indicators, also provided in a kit, define a portion, fold line, or step that aid a user in tying a bow tie to achieve a satisfactory appearance.

The SYM-Qube is related to the fields of 1) organizational development, 2) intercultural effectiveness, 3) cultural intelligence, and 4) Symbiotic Intelligence, also known as SYM-Q. The SYM-Qube is a prompt, a device, a manipulative, a kinesthetic tool that makes known and reinforces the types of attributes that help symbiotic exchanges to thrive. The SYM-Qube makes tangible the abstract, unknown SYM-Q concepts that are presented for memorization and the interrelationships between the component parts. The SYM-Qube reinforces ideas presented in the book, Beyond Bricks and Mortar: 5 Factors that Predict Intercultural Success, in the SYM-Q training videos, and in written and oral SYM-Q training programs. The SYM-Qube dually encodes the information contained in the SYM-Q method. It does so by presenting a kinesthetic application to reinforce spoken and read (visual) data, capturing the learner in learning modalities he or she can best learn, retain, and use the data.