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The Catholic Church Has Their Own Movie Rating SystemAt least in the USA they do.I learnt about a lot of unorthodox systems of media classification today. But this one was by far the most interesting, so let’s start with this one.There’s an entire office devoted to the policing of media content for Catholics in the United States. It’s called the United States Conference of Catholic Bishops' Office for Film and Broadcasting.What a mouthful. They should’ve just abbreviated it to the USCCBOFB. That’s much simpler to say.Anyways, this office exists. Here’s a photo of their physical headquartersAnd they have their own ratings system for movies, TV, music and other media.The classification goes like thisA-I: General patronage: In other words, it adheres to the moral standards of the Catholic ChurchA-II: Adults and adolescents: Films with this rating may have a bit of ‘objectionable’ content, but the super-in-touch-with-the-youth Catholic Bishops have decided that teenagers can handle it.A-III: Adults only: This one needs no explanationL: Limited adult audience: “films whose problematic content many adults would find troubling”B: Morally objectionable in part for all: This rating mostly just gets applied by homophobes who find gayness heinous.C: Condemned: Heresy to the highest degree, according to them.Needless to say, these ratings aren’t legally binding, nor are they really respected by many. But there was a time when the Catholic Church had much more influence on the media than they do today. Before the USCCBOFB existed, there was an organisation called the National League of Decency, a Catholic group that aimed to remove objectionable content from motion pictures.There was actually a time - starting in 1933 - when every single film in Hollywood had to be reviewed by the League of Decency. If the film was condemned by the League, it was like a death sentence for the movie’s success.Let’s look at some of the reviews the Catholic Church has given to recent moviesAvengers: Endgame: Rated A-III for some gore, possible cohabitation (sex outside of marriage), a few uses of profanity and brief uses of profanityTony's cozy existence living in a rustic cabin on the edge of a rural lake and devotedly raising a child certainly suggests that he has finally wed Pepper, though this is never explicitly stated.Just to clarify, this movie needed to make note of the fact that Pepper and Tony never mentioned a wedding so there might be a sin there.Bohemian Rhapsody: The film contains a benign view of homosexual acts, cohabitation, a couple of same-sex kisses, a few uses of profanity, at least one rough and numerous crude and crass terms. Rated O for morally offensiveTo be fair, nobody exactly expected this movie to sit well with the devout Catholic crowd.Venom: Rated A-IIIThe mentality of this organisation can be summed up by this quoteThere's some amusing dialogue between Brock and Venom. And believers will appreciate the fact that villainous crackpot Drake is given lines denouncing the God of the Bible and offering himself as a substitute deity.*translation*You’ll like this movie because the filthy heathen is the villain and gets burned to deathI’m gonna go ahead and stop this answer here. You get my point. This shit is fascinating, because the lens these reviewers see the world through is so different to the average person today.I’m no social justice warrior, but sixty years ago I would’ve been. Shit, I’d probably get beaten to death with a Bible because the members of my church found out I took Debbie to a picture and fornicated with her in the back of my 1956 Ford Thunderbird.I’d probably be set on fire for being caught with a copy of The Chronicles of Narnia or drinking alcohol.Anyways, it’s fascinating to see some people are still this backwards. Hope you enjoyed the answer.

Graduate school is an amazing experience. When you’re passionate about your area of study, continued investigation into the depths of your field make the stressworthwhile. Rising to the intensity of graduate programs prepares you for life and teaches you life-changing information. But do you remember what you learn?Each grad student’s experience is different. As a current graduate student earning my doctorate in psychology, I am well aware that I don’t remember (some) content from undergrad or even graduate school. Although graduate students have higher IQs than the general population, that doesn’t mean that we retain all of theinformation we’ve been shown. In my case, if I had the ability to recall all of the data I’ve learned in the last five years, I’d undoubtedly be one of the most intelligent humans in my field. While facts and information are important, learning how to think is irreplaceable.Graduate school shapes how you think. Instead of remembering every fact, what’s more important is learning how to think about problems and the world. In theinformation age, we can look most facts and information up within a five-second Google search. If we get really ambitious, we can glance at Google Scholar prior to diving into other databases for academic journals. All of this data devalues memorizing the facts and increases the value of learning how to think and disseminate higher-level information to the general public. However, if remembering information you were taught in college and graduate school is a high priority, you should learn how to do so.Here’s seven tips to remember what you learn:1. Decrease your drug and alcohol intake. Drugs and alcohol impact memory consolidation and retrieval. This means that if you consume mind-altering substances, you’ll have difficulty learning and remembering what you’ve learned.2. Get the right amount of sleep. Sleep is also important for memory. Getting the appropriate amount of sleep for your body, which may be more than the gold standard of eight hours, benefits memory retention.3. Maintain physical health. Exercising on a regular basis is important for your mental health. Aging individuals who don’t exercise experience health challenges, which impede their ability to live fulfilling lives. Consistent exercise boosts the size of the hippocampus, a part of the brain involved in verbal memory and learning.4. Prioritize emotional wellbeing. When cognitive resources are tied up in emotional experiences, your ability to sustain concentration decreases. Poor concentration impacts memory encoding, making it more difficult for you to store memories in the first place. Engaging in therapy on a consistent basis will help convert emotional memory into resources for learning and creating new memories.5. Review your lessons. Truth is, if you’re not using what you’ve learned, you won’t remember it. After cramming for an exam, you’ll forget most of that information in a short period of time. If you want to remember that information later, then you need to practice recalling the data. Review your notes and study materials if you want to retain your knowledge.6. Implement your knowledge. After reviewing your notes and other materials, you need to use that information. Aside from being a helpful learning strategy, this also aids memory retention. Find ways to implement what you learn—contact peers and discuss the material or translate the information from technical terms to layman’s language and share it with others.7. Surround yourself with mentors. The more you surround yourself with people who speak your language, the more you’ll remember. Part of learning and remembering a lot of information in college is the environment. Seek out mentors who know more than you and engage in high-level conversations. Continue learning from others, even if that means attending conferences and continuing education opportunities.Graduate students are humans. Although they’re treated like robots who’re supposed to remember and regurgitate mass quantities of information from undergraduate and graduate courses, they aren’t that different from most people. We still have to study and implement what we learn if we want to remember it in the future. Knowledge, like school, is temporary unless you stay immersed in it’s recollection. What’s more important than knowledge is learning how to think, and that's something that doesn't disappear for quite some time.

eLearning software or more commonly known as Learning Management System (LMS), includes multiple features that cater to different user roles. I'll try to enlist the basic features with respect to the specific users they cater to.Any LMS is built to interact with these user groups:Students - These are users who consume the eLearning content. Their objective is to learn and assess their own progress.Instructors - These are users who are responsible for delivering the learning content, planning curricula and regularly test the performance of students.Content Designers - Designers are responsible for determining how the learning content would be like and the order of delivery. Often, Instructors perform this job. Also, the actual content designing or authoring can be done in a separate Content Management System (CMS), if not within LMS.Administrators - Just like any software, LMS Administrators deal with features like user management, reporting, settings, etc.Depending on the type of LMS (enterprise, B2C, in-school), you might find some other roles like Principal, Parent, Examiner, etc; but they generally perform the same (or combination) of duties as roles mentioned above.Now, here are some features that each of these users would interact with:Students:Search - for learningAssignments - one place to access everything that has been assigned to themCourse View - interface to view content, take notes, bookmark, etcAssessment - interface to take assessments (exams)Score/Grade Card - place to see their performance and progressCollaboration tools - that allow them to interact with teachers and other students (chat, forums, etc)Alerts/Notifications - where they can get important notificationsInstructors:Students - one place to view all their students with certain parametersAssignment - where they can assign learning to their studentsAssessment View - where they can vies assessments submitted by students and manually grade themReports - various reports on their students (assessment, performance, attendance, progress, usage, etc)Calendar - setting up instruction calendar (Ex: assignment/exam dates, activities, parent meets, etc)Content Designers:Content Builder - interface to design/author learning content, curricula and assessmentsContent Import/Export - tools to import external content (Ex: SCORM) and export content in standard formatContent Workflow - review, approval, sharing of contentAdministrators:User Management - to create, edit, remove usersReporting - reporting on various aspects of learning (Ex: a Principal would be interested in performance of students across classes and grades)Access Management - to authorized content and privileges, etc