Blueprints: how USL can really transform the world in short time effectively

1 sentence summary of USL Go Global objective:

USL Go Global can transform the world the fastest, easiest, and cheapest ways by uplifting the human capitals in richer countries very quickly and efficiently while their surplus gains are redistributed to the following global causes that the world desperately needs (especially the critical environmental and ending the extreme poverty causes along with many others).

Although it seems complex, the essentials are quite simple. Here is a short introduction for those who are lost.

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The principal USL plans for the world: provides the realistic and effective solutions that make everyone happy by the following strategies:

How USL can revolutionize the world in 3 steps

How USL can revolutionize the world in 3 step:

STEP1-1: the trademark record-speed capability of USL will be the trigger STEP 1-2:To boost the human capitals of the participating countries, STEP 2: this will be forward boosting the GDPs of the countries (by Trillions of Dollars) that collaborate with USL programs STEP 3: the GDP surplus of the USL-participating countries operate under the constraints that the participating governments should spend 20-30% of the their surplus gains of GDPs for the critical causes that the mankind currently faces.

The global causes that USL Go Global will focus primarily are:

to help end the extreme poverty countries and build their education infrastructure beyond what UN can handle,

push the resource-based and sustainable science/technology/economy that are simultaneously implemented with the minimal bureacratic bottlenecks, collaborating various new global organizations with the minimum bureaucracies.

to help the poor and underprivileged communities in the participating countries accordingly,

to push the reliefs of the massive student loan debts which burden most of the industrialized countries.

to help narrow the gender gaps (especially by narrowing the math/science gender gaps)

For more detailed break-down of the three step plan, keep on reading.

You may wonder why I am doing this? That’s because

The 3 step operation of USL:

STEP 1:

For now, let’s suppose USL can make average people learn super-fast the hardest subjects as it claims. (You can check the pilot study results – based on about 250 students (K7th-11th grades) who participated – if you want.) By making people learn math and sciences 1,000%~5,000% faster in a very systematic and efficient ways, USL will massively enhance the human capital in economic sense.

The values of human capitals are what are going to trigger the massive revolution, based on the current situation that USL is in. The following summarizes this:

math (proven)

science education (easy to prove ) first

the the education in general (hypothetical currently and very easy to demonstrate),

the strong correlations between math/science and the national wealth, e.g. GDP of each nation (reasonably well established… just as well as various national or international standard exam results such as PISA, TIMMS, SAT, GRE, etc)

and then this will catch the wild fire around the globe in almost unimaginable manner.

What have USL proven, what are tentative, and what are hypothetical so far?

Key web links of USL:

—————————————- PROVEN ::: ————————————————-

MATH (2nd ~ 11th grades) established for about 1,250 students with the data of 700-800 students for the two sets of similarly devised tests taken before and after USL pilot studies and for those of 700+ students responded to USL’s various surveys during the pilot study week.

that USL’s mere 30-40 minutes (average) of each lecture – with nothing else, e.g. lecture notes, reviews, homeworks, extra solutions, etc – could achieve about 2/3 of the expected results of what normally would take 1 month of classes and studies.

of each lecture – with nothing else, e.g. lecture notes, reviews, homeworks, extra solutions, etc – could of classes and studies. that the USL lectures and tests prepared as such (confirmed the corresponding teachers in the pilot studies) could be taught in average about 40 minutes. When each of the second tests was taken, the test results showed the student averages were about 2/3 of the expected results of the regular classes of the regular teachers taught for about 20 hours in each class followed by all the homeworks, reviews, solutions, etc, for 1 month.

that USL can make average students could learn overall 10+ times faster (according to the survey responses)

that 5-8 times of efficiency to eliminate memorizations in math

that most students found the pilot lectures – although slightly harder than usual – were digestable

that most of them responded that they would recommend to other people or to their parents.

etc

—————————- TENTATIVE (but strong ) —————————————-

TENTATIVE (based on my experiences, but without pilot studies done yet) :::

The following is what I expect and can demonstrate easily.

MATH (the lower grades are easier for me to cover and the speed slows down a bit in the upper level classes in general.)

Primary school levels, I felt the typical learning speed gains would be 10-60 times faster, similar to math’s.

I felt the typical learning speed gains would be 10-60 times faster, similar to math’s. Up to middle school levels, I felt the typical learning speed gains would be 10-60 times faster, similar to math’s.

I felt the typical learning speed gains would be 10-60 times faster, similar to math’s. For high school level physics and chemistry , I felt that the overall speed gains are about 10-30 times faster than usual.

, I felt that the overall speed gains are about 10-30 times faster than usual. For the advanced high school level, e.g. AP Calculus (college freshmen levels in the USA), the overall average seemed to be 6-15 times faster than usual in the past.

PHYSICS & CHEMISTRY & ASTRONOMY & EARTH SCIENCE (& possibly other science later, but so far I have excluded BIOLOGY as it is more memory-intensive)

No pilot study results for these yet, but my past experiences are similar to those of math’s and I am willing to take the challenges once the math has enough of solid results for all grades (as math is the most critical parts related to the economic growth of each country).

Up to middle school levels, I felt the typical learning speed gains would be 10-20 times faster, similar to math’s.

I felt the typical learning speed gains would be 10-20 times faster, similar to math’s. For high school level physics and chemistry , I felt that the overall speed gains are about 5-20 times faster than usual.

, I felt that the overall speed gains are about 5-20 times faster than usual. For the advanced high school level, e.g. AP Calculus and Physics (college freshmen levels in the USA), the overall average seemed to be 5-15 times faster than usual in the past.

————————— (tentative and easy to prove) ———————————–

For K 1st & 12th grades (I expect similar results ): I was to cover Calculus for the 12th graders in the participating high school as well, but the teacher had problems and the school administrator couldn’t make it happen although I had communicated with the corresponding teacher and was fully ready to run the pilot study for the 12th grade Calculus class.

): I was to cover Calculus for the 12th graders in the participating high school as well, but the teacher had problems and the school administrator couldn’t make it happen although I had communicated with the corresponding teacher and was fully ready to run the pilot study for the 12th grade Calculus class. For Pre-School, this can be a bit tricky, but I am willing to take the challenge when the proper time comes.

For University level math and science :: (tentative and easy to prove)

I will try to complete up to college freshmen level first as they have the most demands. In the future, if enough demands rise up, I may cover 2nd, 3rd year level college materials as well, but I doubt that this will happen next a few years.

——————————– (speculative currently) –————————————

I focused primarily on math and mathematical science. For the non-mathematical science, I suspect that the learning speed gains won’t be strong because they rely on memorizations a lot. When I teach math, physics, or chemistry, etc, I normally eliminate 70-90% of the typical memorizations, which is partially why USL is so effective.

For non-STEM subjects, I have a few plans to cover a few foreign language courses in English and Spanish in order to eliminate the troublesome literacy rates around the globe if UNESCO/UN or various departments of education at the moment with USL,.

I plan primarily, however, to integrate the entire STEM-subjects with more creative subjects such as music and art in general – although I know for sure this approach will be controversial for sure – but I don’t mind controversy because the vast majority of people won’t believe that USL is going to work no matter what for a long time anyway.

==== The correlation or causation between Math/Science vs. the human capital (such as GDP growths, etc) ============

A couple of weeks ago, I spent over half a week collecting data and economic estimations for this issue and I plan to publish my results later, but I am not a trained economist. So I started looking for the works done by very well-respected economists or education statisticians. I have found enough of the influential economists who have published on this aspect and they have exerted their influences on the policy makers in the past.

So for now, I will communicate with them individually to collaborate together.

STEP 2: (to boost the stagnating economy nation by nation)

The basic ideas, if the findings of economists’ are combined with mine, can be summaried as follows:

Roughly speaking, at least for the USA , the advancing math (or possibly including science partially) by 1 year or so in average can advance about $1 Trillions of the USA GDP (about 7-8% of GDPs), which is about pushing the level of the US math (and partially science) to the level of Canada.

, the advancing math (or possibly including science partially) by 1 year or so in average can advance about $1 Trillions of the USA GDP (about 7-8% of GDPs), which is about pushing the level of the US math (and partially science) to the level of Canada. If the USA pushes them to the levels of South Korea, Finland, or Singapore , that will be more or less like gaining the surplus $1.5 Trillions in general.

, that will be more or less like gaining the surplus $1.5 Trillions in general. Since the correlations are more or less linear in general, I may be able to extrapolate the pattern of linearity to other countries as well.

Mexico or Brazi l, for instance, are a couple of year level math (or science) behind the levels of those in the USA. So I can estimate that to narrow their gaps to the level of the USA will advance about 15-20% of the GDP surplus gains.

l, for instance, are a couple of year level math (or science) behind the levels of those in the USA. So I can estimate that to narrow their gaps to the level of the USA will advance about 15-20% of the GDP surplus gains. The GDP growth rates of most of the developed countries seem to be -2 ~ 2% overall. Most of the G 10-20 countries belong to this category. One of the few exception is China that had about 7% growth rate in 2012 while the mid-tier countries may grow faster around 4-6% and the poorer countries faster often.

STEP 3: (redistribution of the surplus gains for the critical global causes)

So the basic monetary plan for USL is to help the stagnating delveloped countries as they need the extra push and they need to spend the 1/4-1/5 of their surplus of GDPs for the very poor ones and the critical environmental and sustainable causes in science and technology , which will make everyone happy because there are only slim chances for the G 20 countries move forward fast otherwise (except perhaps China).

to help the stagnating delveloped countries as they need the extra push and they need to , which will make everyone happy because there are only slim chances for the G 20 countries move forward fast otherwise (except perhaps China). For most countries, the average budgets for education alone is over 5% of their GDP s. I can easily estimate that STEM-related bugets for each country can be easily a few % of their GDPs. If you include extra costs for educations, the total will be higher in general.

s. I can easily estimate that STEM-related bugets for each country can be easily a few % of their GDPs. If you include extra costs for educations, the total will be higher in general. For instance, in the USA, they have $800-900 Billions of education budget annually (as the USA has higher education budget than most other countries) and we can expect a few hundred to several billion dollars used for STEM alone. So, the USA, for instance, can use a fraction of its STEM budget and can get the big boost of the national economy, and at the same time, make hundreds of millions of people very happy.

(as the USA has higher education budget than most other countries) and we can expect a few hundred to several billion dollars used for STEM alone. So, the USA, for instance, can use a fraction of its STEM budget and can get the big boost of the national economy, and at the same time, make hundreds of millions of people very happy. The countries that hop into the USL bandwagons will move forward nicely. Those who are left behind will continue stagnating. In this way, USL will be able to narrow the wealth gaps between the rich and the extreme poor in a very short time frame.

This quick summary is by no means solid, but overall I think these estimations are fair enough.

As we start the USL campaigns, starting in mid-November, please support USL Go Global as much as you can if you feel that we have decent chances to transform the world fast and easy.

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© Copyright 2013 admin USL , All rights Reserved. Written For: USL1: to resolve the entire top 5 world crises (of Transition to Renewable Energy, Environment, Sovereign Debts, Population growth, and Poverty) whose total costs will be 3-8x of the current world GDP in 15-25 years using the the world´s surplus GDP induced by USL1.0 (2.5x-10x-40x in 10-20-30 yrs.) instead of collapsing with them (with the UN, gov & NGOs)