The Business Community Magazine

The Business Community ISSN 1597-2399. Special Edition

Special Focus on Excel Immaculate Schools & White House International Schools Graduating Students.

BONUS CD Included.

A Publication of Zedek Resources Enterprises.

Celebrating Study Technology. “Our teacher training programs and continuing education courses provide teachers and educators the skills and strategies they need to unravel student struggles in academic achievement.” - Applied Scholastics. Study technology, or study tech, is a methodology for learning developed by L. Ron Hubbard. Hubbard's "Study Tech" is promoted by Applied Scholastics, which presents study tech as a universally applicable method to enhance the comprehension of any student, studying any topic. Study tech primarily describes and addresses what it calls "the three barriers to study"; misunderstood words (MUs), lack of mass, and too steep a gradient. These "barriers" are addressed in study tech by finding and "clearing" (i.e. fully understanding) misunderstood words as they are encountered, obtaining the actual physical presence ("mass") of subject, and by making sure the student is not proceeding through course materials too quickly (without full understanding of the previous concepts). Though Applied Scholastics say that Hubbard's study tech is tremendously effective, practically no supporting data has appeared in educational journals or other third-party publications. The study tech materials have gained little acceptance among public school administrators or scholars of educational theory.

Hubbard wrote in a policy letter the "Study Tech is our primary bridge to Society.” He went further to say, “Our intent is not to just salvage a few students. Our intent is to reverse this whole decay of 20th century education.”

2 The Business Community Special Edition

A Publication of Zedek Resources Enterprises.

TEACHING: By L. Ron Hubbard. If one wishes a subject to be taught with maximal effectiveness, he should: 1. Present it in its most interesting form. a. Demonstrate its general use in life. b. Demonstrate its specific use to the student in life. 2. Present it in its simplest form (but not necessarily its most elementary). a. Gauge its terms to the understanding of the student. b. Use terms of greater complexity only as understanding progresses. 3. Teach it with minimal altitude (prestige). a. Do not assume importance merely because of a knowledge of the subject. b. Do not diminish the stature of the student or his own prestige because he does not know the subject. c. Stress that importance resides only in individual skill in using the subject and, as to the instructor, assume prestige only by the ability to use it and by no artificial caste system. 4. Present each step of the subject in its most fundamental form with minimal material derived therefrom by the instructor. a. Insist only upon definite knowledge of axioms and theories. b. Coax into action the student's mind to derive and establish all data which can be derived or established from the axioms or theories.

c. Apply the derivations as action insofar as the class facilities permit, coordinating data with reality. 5. Stress the values of data. a. Inculcate the individual necessity to evaluate axioms and theories in relative importance to each other and to question the validity of every axiom or theory. b. Stress the necessity of individual evaluation of every datum in its relationship to other data. 6. Form patterns of computation in the individual with regard only to their usefulness. 7. Teach where data can be found or how it can be derived, not the recording of data. 8. Be prepared, as an instructor, to learn from the students. 9. Treat subjects as variables of expanding use which may be altered at individual will. Teach the stability of knowledge as resident only in the student's ability to apply knowledge or alter what he knows for new application. 10. Stress the right of the individual to select only what he desires to know, to use any knowledge as he wishes, that he himself owns what he has learned

3

The Business Community Special Edition

A Publication of Zedek Resources Enterprises.

Study Trouble: Difficulty Learning & Retaining Things?

Overfilled class-sizes, economic disadvantages and "learning disorders" are common. Yet underlying all of this, there are three primary barriers that keep one from successfully studying a subject. Despite all that has been written on the subject of study, these three barriers were never isolated as having such importance in effective education. This is not attention deficit disorder, emotional problems, or stupidity at work. This is the emotional or physical reaction a student of any age will experience when encountering one of these barriers to learning. Students fail to learn because no one has ever taught them how to learn — how to identify the barriers to learning and how to overcome them. What are the three primary barriers to learning? The answer is found in Study Technology, central to which is the delineation of these barriers to study. Never before recognized, these yet constitute the primary reasons for educational failures.

4

The Business Community Special Edition

A Publication of Zedek Resources Enterprises.

Helping Children. 90% to 95% of poor readers can greatly increase reading skills to average reading levels through prevention and early intervention programs that combine: phonemic awareness, phonics, fluency development, and reading comprehension strategies that are provided by well-trained teachers. !88% of poor readers in first grade have the probability of being poor readers in fourth grade

Helping Children Learn to Read Helping a child learn to read, is a gift that will last a lifetime and takes a partnership that begins at home and continues at child care and in school. Here you will find tips and information to help children build the foundation to learn to read. The Importance of READING- What Our Findings Research Shows: !Reading serves as the major foundational skill for all school-based learning. !Although reading and writing abilities continue to develop throughout life, the early childhood years - from birth through age eight - are the most important period for literacy development. !The development of early literacy skills through early experiences with books and stories is critically linked to a child’s success in learning to read. !Only 5% of children learn to read effortlessly. !20% - 30% of children learn to read relatively easily once exposed to formal instruction. !60% of children face a more formidable challenge: !For 20% to 30% of these children, reading is one of the most difficult tasks they will have to master throughout their schooling.

!75% of children who are poor readers, who are not helped prior to age nine, will continue to have reading difficulties through high school. 10% to 15% of children who have difficulties learning to read will drop out of school; only 2% complete a four-year college program. !While older children and adults can be taught to read, the time and expense is enormous. !80% of children identified as having learning disabilities have their primary difficulties in learning to read. !Half of adolescents and young adults with criminal records have reading difficulties. !Half of the youths with histories of substance abuse have reading problems. What is Reading? Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Reading is More Than ABCs What parents do or don’t do in the preschool years has a lasting impact on children’s reading ability. Learn some facts about the importance and need for literacy experiences in the first three years, in preschool, and in the primary grades. For a child to become a good reader, it takes a partnership that begins at home and continues at school. You can prepare your child to read by sharing your time, talking about the world around you, telling and reading stories and asking and answering questions.

5

The Business Community Special Edition

A Publication of Zedek Resources Enterprises.

Learning is Fun! Schools should be fun. But it is quite clear that for most people their one- word description of their lives as students would probably be something quite different than "fun". One cannot read a description of any writer's time in school without hearing quite painful (and often funny) tales. For most people, school was an annoying, stressful, and sometimes painful experience. The tales that people tell when they look back fondly at school rarely have anything to do with school itself but are instead about making friends or playing on teams. When people do tell tales of school-related success, the stories are usually about cramming for the big exam, or working hard to get a grade. They are almost never about learning. Why not? It is clear that the interesting action, the stuff that comprises a child's mental life in school, is about interaction with other children in one form or another. School is not about learning. It is about jobs, it is about winning the competition, it is about money, it is about getting other kids to like you, it is about getting the teacher to like you.

None of these things are inherently bad. Most of the things that school is really about are a normal part of life, and there is no reason why kids shouldn't deal with them in school, too. But the kids should also be learning. Mostly, they should be learning that learning is fun. They should be learning that expanding one's horizons is fun, that learning you were wrong about something is not so painful, and that taking an educational risk is worth doing. They should be learning that school is a good place to do these things. The children of today dread going back to school in September, dread exams, dread receiving their grades, and are generally fearful. No wonder school is stressful. But there is no reason children cannot have intellectual fun, cannot be excited by ideas, and cannot be challenged to acquire new knowledge. Natural learning is a basically enjoyable thing to do. Two-year-olds love to learn. Many adults love to learn. Only schoolage children associate learning with fear of failure. We must get the fear of failure out of the school system. Cramming for an exam or trying to please a teacher ought not to be the goal of those seeking an education. If we fail to understand this in a profound way, there will be no helping our schools or our children.

6 The Business Community Special Edition

A Publication of Zedek Resources Enterprises.

THE 3 BARRIERS TO STUDY. Misunderstood Word A misunderstood word (often abbreviated as "MU") is any word that the student or learner doesn't understand correctly. One of Hubbard's theories is that once a student passes a misunderstood word he won't be able to use the information that follows. According to Hubbard, symptoms of the MU are: ! Wanting to stop studying. ! Not remembering what was just read. ! Feeling tired, bored or exasperated.

Lack of Mass A lack of Mass occurs when a student does not have access to the masses of a subject. For example, if a student is studying trains then he should have access to actual, physical trains. If a student is studying the enumeration of objects (arithmetic) then he should have access to masses which he could enumerate. Hubbard says that a student suffering from lack of mass will tend to bend over his desk and often have headaches. The remedy would be for a student to have access to the masses of the subject. Failing that, a student might have access to models of trains, or view a photograph or a movie of a train. Clay might be used by a student to demonstrate the ideas of trains.

Too steep of a gradient According to Applied Scholastics, "A gradient is a gradual approach to something (e.g subject matter or topic) taken step by step, level by level, each step or level being, of itself, easily attainable – so that finally, complicated and difficult activities can be achieved with relative ease. When one hits too steep a gradient in studying a subject, a sort of confusion or reelingness (a state of mental swaying or unsteadiness) results.” This gradient, or learning curve, can be plotted with cumulative effort on the vertical axis and achievement on the horizontal axis. The steeper the curve at any given point, the more difficult the material is at that point, and the more effort is required for a given level of achievement. An example of an overly steep gradient is when a student tries to study a subject without first studying the prerequisite materials, such as a student who studies algebra before he fully understands arithmetic. The symptom of a too steep a gradient is a student who is overwhelmed by the course material.

7

The Business Community Special Edition

A Publication of Zedek Resources Enterprises.

The 1st Barrier To Study:

Lack of Mass (Physical Object) of what is being studied.

Have you seen your children or students like this when they study?

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 physical object itself. It would be difficult to understand how to use a computer for the first time if you did not have the computer there in front of you. In fact, lacking the physical object associated with a word can inhibit all understanding. 8

The Business Community Special Edition

A Publication of Zedek Resources Enterprises.

The 2nd Barrier To Study:

Too Steep A Study Gradient A gradient is a way of learning or doing something step by step. A gradient can be easy where each step can be done easily, or it can be hard where each step is difficult to do. Too steep a gradient consists of not having mastered prior skills before going on to more complicated or detailed steps. A student who has skipped a gradient may feel a sort of confusion or a feeling of reeling (i.e. moving or swaying like you might fall).

The two illustrations below are two reactions a person will have when they have missed a step or hit too steep a gradient in the subject they're studying. This is often referred to as "missed basic skills" or "insufficient basic skills."

9

The Business Community Special Edition

A Publication of Zedek Resources Enterprises.

The 3rd Barrier To Study: The Misunderstood Word A word not understood or wrongly understood

The third and most important barrier is the misunderstood word. Have you ever been reading a book or a report, gotten to the end of the page and couldn't remember what you read? Therein lies the phenomena of the misunderstood word - all becomes distinctly blank beyond a word not understood or wrongly understood.

It produces a vast panorama of reactions and is the prime factor involved with stupidity. It also determines whether or not one can actually perform a learned skill, and to what degree of The matter is far more critical proficiency. than one might surmise and of the three barriers it is the misunderstood that bears most upon human relations, the mind and understanding.

All of these are the result of one or more words or symbols not understood or wrongly understood.

It is the misunderstood word The misunderstood word can stop that establishes aptitude - or a student in his tracks completely. Knowing how to lack of it.

determine when there is a misunderstood word or symbol, how to find it and how to handle it are critical to the success of any student.

10 The Business Community Special Edition

A Publication of Zedek Resources Enterprises.

L. Ron Hubbard

The First Barrier to Study: Absence of Mass.

STUDY TECHNOLOGY (The Barriers to Study).

The Third Barrier to Study: The Misunderstood Word.

The Second Barrier to Study: Too Steep A Study Gradient.

“There had never before existed a true Technology of Study. There had been a technology of schooling.” — Applied Scholastics. 11

The Business Community Special Edition

A Publication of Zedek Resources Enterprises.

CONTACT DETAILS. Three (3) ways to contact us: 1. Call us on; Tel: 01-4802569 or 07037745735. 2. Write us; The Co-ordinator, Zedek Resources Enterprises Business Development Services (BDS) P.O.Box 3966 Apapa, Lagos, Nigeria. 3. Email us; [email protected] All Cheques should be issued in favour of “ZEDEK RESOURCES ENTERPRISES”. CONTACT PERSON: Ekhator Christian Osazee Mobile: 07037745735 (+2347037745735) Land: 01-4802569 (+23414802569)

12

The Business Community Special Edition

A Publication of Zedek Resources Enterprises.

About EDEN Network (Special Training Packages). The Effective Development Exchange Network - (EDEN Network) is the development exchange initiative of Zedek Resources Development Limited - a development company based in Nigeria. We started business in march 2000, as Zedek Resources Enterprises (LAZ 090319) and was incorporated in march 2005, as Zedek Resources Development Limited (RC 618839). EDEN Network focuses on the 10 (ten) core Development values (Each Value also represent our unique Products & Services): 1. Productivity 6. Partnership 2. Effectiveness 7. Leadership 3. Ability 8. Apprenticeship 4. Creativity 9. Citizenship 5. Excellence 10. Entrepreneurship There are 2 Special Packs that are delivered on Special Request: 1. The Effective Executive Package 2. The Effective Worker Package. We have 3 Special Options/CHOICE: 1. The Total Package (5 Products) = N5,000. 2. The Single Package (1 Products) = N2,500. 3. The PAYG Package (2 Products) = N1,500.

(PAYG = Pay As You Go). Package Sessions: Morning = 10am - 12noon. Afternoon = 1pm - 3pm.

FREE: For Saturdays ONLY).

Weekend = 12pm - 2pm (

Duration (Maximum): 2 Hours Maximum (Per Session). Package Availability: Monday to Saturday (6 Days Maximum). Contact Person: Ekhator Christian Osazee Mobile: 07037745735. Lagos: Abesan Estate, Block 228, Flat 3. P.O.Box 3966 Apapa, Lagos. Telephone: 01-4802569.

Abuja: Lugbe Estate, House 47, Phase 2. P.O.Box 12232, Garki, Abuja. Telephone: 09-4809828.