Research Record – Maj-Tech Academy
Research Codename: M.Year of Record: 20016 (Addendum: 2022)Research Objective:To establish comprehensive understanding of the principles and regulations governing the Special Integrated Learning Environment (S.I.L.E.).
Maj-Tech Academy Research Record (Page 17) Special Integrated Learning Environment (S.I.L.E.)
S.I.L.E. is a flagship program jointly designed by the Federal Bureau of Magic (FBM) and specialized educational institutions to ensure sustainable coexistence in the Multispecies Era, with particular focus on individuals classified under Anomaly status.
1. Principles and Objectives of S.I.L.E.
S.I.L.E. functions as a controlled simulation of social integration for Anomalies within the broader public sphere. It serves as a Microcosm, a small-scale model society, where students and trainees practice safe, stable cohabitation before transitioning into real-world environments.
The program aims to produce individuals capable of functioning safely and efficiently alongside diverse populations without causing energy instability or physical harm.
2. Participant Composition
To accurately replicate a societal microcosm, S.I.L.E. cohorts are composed of Anomalies representing a wide spectrum of power stability and output levels.
Eligible Anomaly Levels:Participants range from Containment Level (high-output, unstable individuals requiring strict regulation) to Safe Level (those able to maintain controlled and stable manifestations).
Selection Protocol:Participants are not informed of the identities or classifications of other trainees—nor are they advised that their placement falls under the S.I.L.E. program itself.Selection is performed solely by institutional authorities based on:
Individual Anomaly class rating, and
Estimated potential to generate energetic fluctuation.
This ensures that each classroom maintains an optimal balance of diversity and systemic challenge.
3. Instructor Requirements
Due to the inherently volatile energetic environment of S.I.L.E., assigned instructors (professors) must meet exceptionally high qualifications:
Energy Control Proficiency:Instructors must demonstrate mastery of:
ECP (Energy Containment Principles) and
IAR (Internal Anomaly Regulation)
at Level 7 (maximum certification tier).
Specialized Expertise:Professors must possess advanced academic and operational expertise in Anomaly studies to safely manage classrooms composed of high-instability individuals while ensuring student welfare and containment integrity.
4. Physical and Safety Regulations of S.I.L.E. Facilities
S.I.L.E. facilities are constructed and managed according to FBM's highest security standards.
Location:
All S.I.L.E. classrooms are designated as Isolated Zones, physically separated from standard educational facilities to minimize collateral risk in case of unforeseen incidents.
Structural Reinforcement:
Rooms are reinforced with polycarbonate shielding to protect against area-level damage resulting from:
energy leakage, or
Unintentional Anomaly Manifestations.
Restricted Access:
All unauthorized individuals are strictly prohibited from entering S.I.L.E. operational spaces during training sessions unless:
an officially declared emergency occurs, and
direct authorization is granted by the FBM.
Identity Verification – Anomaly Signature Access:
Classroom entry systems record and authenticate each participant's unique Anomaly Signature.
Students must unlock classroom doors using their own Anomaly energy imprint as biometric verification.
This prevents impersonation, infiltration, or unscheduled access to sensitive containment environments.
5. Graduation Targets and Program Outcomes
The primary goal of S.I.L.E. completion is measurable stability and reliable energy self-regulation necessary for public integration.
Graduation Threshold:
Upon program completion, trainees must demonstrate control ratings of:
IAR Level 5 or higher, and
ECP Level 5 or higher.
Failure to Meet Standards:
Participants who do not achieve the required benchmarks are subject to re-evaluation and reassignment based on current stability metrics.
Potential consequences may include:
enrollment into extended or remedial training programs, and/or
conditional restrictions on access to specific public zones until stability requirements are met.