text:
|Publication number
|Publication type
|Application number
|Publication date
|Dec 22, 1992
|Filing date
|Oct 15, 1991
|Priority date
|Oct 15, 1991
|Fee status
|Publication number
|Theodore May, Ronald Chalmers, Timothy Walker, William Clark, Anne Dudley
|Original Assignee
|Optical Data Corporation
|Export Citation
|BiBTeX, EndNote, RefMan
|Patent Citations (6), Referenced by (86), Classifications (13), Legal Events (6)
|External Links: USPTO, USPTO Assignment, Espacenet
Educational methods employing a multi-sensory approach have been found to be most effective in promoting learning. Moreover, reducing distractions focuses a student's attention on the material being taught. With this in mind, the subject invention was developed. By using the subject method and system, an educator is able to focus a student's attention on the material to be learned, while providing a multi-sensory, multi-dimensional presentation. As a result of this, students effectively assimilate information.
Schools and school districts are typically overwhelmed with discs, books, visual aids, etc. containing hundreds of thousands of images and binders containing several thousand pages of content. Although they can easily determine the use of the primary materials by placing them into grades 1, 2 and 3, etc., what do they do with the remaining materials? First, they have to fit this wealth of information into an existing lesson plan or develop a new one. To make this formidable task time effective and efficient, curriculum planning and publishing software has been developed. The subject method and system is a tool for navigating through educational material, customizing or modifying its content, or creating new teaching materials. Thus, the subject invention provides a solution to a long felt need in the art.
The curriculum planning and publishing method and system therefore described in the subject application, provides a comprehensive learning package which can be modified and customized for an individual, school or school district. It is, therefore, a general object of the subject invention to provide an efficient and effective method for conveying information from an information source to an information repository. In addition, an object of the subject invention is to provide a complete data base which can be accessed and organized into a curriculum for conveying information from an information source to an information repository. Moreover, an object of the subject invention is to integrate the curriculum (this includes customized books and teacher lessons generated through this system) with a videodisc player which can selectively play portions of a videodisc corresponding to the designated areas in the curriculum.
The subject invention provides a curriculum planning and publishing system employing (i) a data storage device having recallable information capable of being conveyed from an information source to an information repository, (ii) means for selecting and segregating portions of the information to be conveyed from an information source to an information repository, (iii) means for ordering the selected and segregated portions of information, and (iv) means for translating the ordered information into a format that can be conveyed from an information source to an information repository.
Selecting, segregating and ordering information is typically performed by a programmed computer, and means for translating the information into a format that can be conveyed from an information source to an information repository preferably comprises printing the translated information.
Under typical circumstances, the information repository is a human student desirous of assimilating the information and the information source is a human teacher. However, a computer may also function as the information source.
The subject curriculum planning and publishing system generally includes a videodisc player that is interfaced with a videodisc and is capable of selecting a portion of the videodisc to play when prompted.
In a common mode of using the subject system, a school or school district purchases a CD-ROM (compact disk-read only memory) containing a vast array of recallable information. The information is presented to a curriculum planner who selects and orders the information to be used in a given course of study. Teachers editions, outlines of the course materials, etc. may also be printed. The subject program then translates and prints the information, thus yielding one or more versions of a custom designed book for use by each student in multimedia program. These printed materials may have bar coded sections which can be optically scanned to access selected areas of a videodisc thereby integrating a video display with the teacher's presentation of the lesson.
The subject invention also teaches a method of curriculum planning and publishing. This method involves (i) providing recallable information capable of being conveyed from an information source to an information repository, (ii) selecting and segregating portions of the information to be conveyed from an information source to an information repository, (iii) ordering the selected and segregated portions of information, and (iv) translating the ordered information into a format that can be conveyed from an information source to an information repository.
Selecting and segregating involves isolating discrete units of information encoded on a computer disk, and translating comprises printing the ordered information. Printing is to be interpreted as a means for conveying information and includes printing to a computer disc or paper. Translating may also involve prompting a videodisc player to display a pre-selected section of a videodisc. As discussed above, this may be accomplished by embossing coded material onto a curriculum to prompt a computer or videodisc player. Any suitable means of coding may be employed and may comprise a bar code.
FIG. 1 -- Screen of "table of contents" for "Windows on Science" grades 1-3 units.
FIG. 2 -- Screen of "unit view" for "Sounds Like Fun" showing the content summary of this unit.
FIG. 3 -- Screen of "section/lesson view" for "Sounds Like Fun: The Doppler Effect" showing details of this lesson.
FIG. 4 -- Screen of "video/lesson view" for the movie "Doppler Effect of a Plow Train" showing a synopsis of this movie.
FIG. 5 -- Screen of "Activities" for "Activity: Model of Crater Formation" showing details of the activity preparation and procedure.
FIG. 6 -- Screen of "Glossaries" for "Sounds Like Fun" showing choices of words and diagrams for indecision into the glossary.
FIG. 7 -- Screen of "Reservoirs" for "Sounds Like Fun" showing lesson which might still be included in the curriculum.
The subject curriculum planning and publishing method and system therefore, together with its associated software, allows schools to develop their own educational programs. Entire school districts may also utilize the subject method and system to create and publish their own curriculum by deciding which units, modified units or newly created units to use from existing source material found on a CD-ROM and series of disks. A sequential teacher's edition and activity workbook may be generated based on an educator's choice of lessons. Teachers receive lessons and activities that originate from materials which have been personalized by the school district.
The subject computer program allows a quick casual browse to gain insights into the educational program selected (for example, the "Windows on Science" program). Easy to use menus guide the user through the program to visualize unit and activity summaries, allowing a quick and easy preview of all materials or a subset of the materials without opening each binder. Hard copies of desired summaries may also be obtained.
An extended browse feature allows a school district to develop a district wide educational program. For example, Windows on Science can be fitted into their existing scope and sequence or their vision of how science should be taught. A general summary of each unit is provided as a starting point. The user may then delve deeper into a unit, sorting by topics, objectives, themes, grade level, and student activities. The user may go from the unit level to the section or lesson level. The linkage of a computer and a videodisc is essential to interpret the keystrokes and then to make decisions on how to modify lessons. At any point in the planning process a version of the current organization of units, sections and lessons may be saved. A previously saved version may be recalled at any time, and a synopsis of any version may be printed.
After investigation and review of these synopses has yielded a satisfactory version the user can then create the district's version having a given "scope and sequence". The end product of the planning phase of the subject process is a hard copy of the scope and sequence developed by manipulating unit section and lesson titles. Since these lessons may be in a non-linear format, events are normally bar coded. Changes to be saved for future use and notification of this modification should appear on the menus in the engine.
Once the scope and sequence for the district has been developed, the publishing phase of the subject process begins. By manipulating the supplied program content, the district may choose to use only parts of a unit, modify the order of the linear format, or change the content of the teacher or student written component. A district may use images from the educational program to create their own lessons from scratch (i.e., to repurpose the disc). A computer/videodisc linkage is essential for this activity. Starting with a data base of the print directory and by sorting content, index, key word, or theme, the user is able to obtain visuals for developing a story line or lesson. The user must have tools to review the visuals, select, save and reorganize and edit the list as necessary. Individual events may then be linked together and saved as a unit. Criteria filed in this new unit can be listed to become a part of the engine's menus. This requires a mechanism for saving and referencing newly created material. Typically, a word processor having spell check capability is implaced to develop the lesson plans, using various templates for page layout. Since newly developed lessons may draw on visuals in a non-linear format, each event may be bar coded. Flexibility is provided to accommodate tasks from the addition of new activities to the creation of a totally new textbook.
The user interface employed in the main "overview" window of the curriculum planning and publishing method and system generally utilizes a multi-column format. Each field also has a name which serves as a pointer to the location of data referred to in the field's title. Each field name preferably consists of a prefix (either "U" for unit or "S" for section) and a number corresponding to the card identification (stack address) of the unique data card with the summary data. For example, a particular unit title field appearing on the overview interface as "What is Physical Science?" might have the name "U12345", indicating that a summary of this unit is accessible on card 12345 of the unit ("U") data stack. In the "Windows on Science" program (used as an illustration throughout the subject application), each column represents a single grade or series. Within each column, "unit" titles are arranged in order, in a "table of contents" style. Users can interact with this interface in multiple ways with the underlying programming handling user input.
The particular program tracks the physical arrangement of title fields via several master list variables:
MasterUnitList has seven return-terminated lines, one for each column in the overview interface. Each line contains a command comma-delimited list of unit field names, in an order corresponding to their top-to-bottom position within the column. There are 57 items (field names) in MasterUnitList, one for each of the unit fields in the overview.
MasterSLList has 57 return-terminated lines, one for each unit field in the overview. Each line contains a comma-delimited list of section field names. There are 677 items (section names) in MasterSLList, one for each of the section fields in the Overview.
The YLocList variable maintains a list of the Y-coordinates of each visible title field, with one line for each column and a separate item for each object. The ScreenList variable maintains a corresponding list of visible field names.
Expanding or collapsing a unit will alter the constituents of YLocList and ScreenList but will not affect either MasterUnitList or MasterSLList. All four lists change whenever a unit or section is repositioned.
The incorporation of data pointers in the names of the overview title fields enables a user to rapidly look up summary data for units and sections. Similarly, pointers are incorporated in the name of each Section Data card to enable a user to rapidly look up event data cards for each section. In the latter case, the pointers consist of a prefix plus two numbers identifying the first and last event data card subsumed under each section.
The program uses MasterUnitList and MasterSLList to present data cards in a dynamic order (corresponding to the current overview arrangement) as users navigate through information. The first/last event data pointers are also used. For example, if a user is looking at the data card for the last event in a particular section, and clicks a button to go to the "next" event, the program knows: (1) that the user is on the last event of the section; (2) the address of the next section data card, based on a MasterSLList lookup; (3) the address of the first event data card for this next section, based on looking up the name of the section data card.
The following is an illustrative sample of options for accessing the subject software:
Overview: expand/collapse unit titles, show sections/lesson titles
Unit View: summary information
Section/Lesson View: summary information, event lists
Video Lesson View: Lesson text
Activity, Illustrated Glossary, Reservoir views
Free Text Search: Summaries, Event lists, lesson text, single side
Rearrange Units, Section/Lessons
Save/Restore Versions
Custom Columns
Text search results
Report Generation
Scope and sequence reports: presentation and draft versions
The following is an overview of navigation principles and organization found in the Windows on Science program:
In Windows on Science, each window displays information about a particular subset of its content and the listed numbers reflect the order in which windows are to be described.
The term "section/lesson" serves as a bridge between the primary and intermediate programs, which utilize slightly different formats. In both programs, content is divided into units. In primary Windows on Science, each unit is subdivided into sections, with each section further subdivided into lessons. In intermediate, the content divisions are somewhat less regular: Units are subdivided into sections and (occasionally) into smaller sub-sections. In primary, a section/lesson is equivalent to a single lesson; in intermediate, it is usually equivalent to a section, but occasionally corresponds to a sub-section.
Individual "events" make up each section/lesson; these include video events, physical or mental activities and reading activities.
The overview window remains open and visible at all times, and depending on monitor size, other windows will open at specific, convenient screen locations. The name of each window (except for overview) is shown in the window's title bar and windows may be closed by clicking the "close box" at left side of its title bar.
Windows that are not closed (by the user or the program) remain visible on the screen. A visible window may be opened by clicking anywhere in the window. The first mouse click "activates" the window and brings it to the front of the display and a subsequent click may be opened to trigger a specific button or function within the window.
Using a mouse and screen pointer, users click on "plus" or "minus" signs preceding the unit titles to expand or collapse the table of contents display. FIG. 1 depicts a screen illustrative of such plus and minus signs being used. In a collapsed view, only unit titles are visible, whereas, in an expanded view, "section/lesson" titles are included within the unit also become visible. This approach follows a convention used in many outlining programs.
Each title of a unit or section/lesson shown on the overview is a software object (field) linked to various levels of underlying data. Clicking or double-clicking on title fields opens additional screen windows displaying content summaries, event sequences, lesson text, videodisc frames, and so on. Users may reposition any title field by clicking on it, dragging it to a new position, and "dropping" it into place. When unit titles are moved, the section/lessons they contain move with them. Repositioning titles in this way enables the user to revise overall organization, or scope and sequence. At any given point in time, the visible layout of titles in the overview window represents the user's customized scope and sequence.
The arrangement of title fields is tracked continuously via several global variables which maintain sequential lists of the columns, units and section/lessons in the overview window. When a user "saves" his/her current version of a scope and sequence, the program actually is storing the current state of these list variable. When a user "restores" a given version, the program actually is arranging the overview title fields according to the saved list.
In Windows on Science, the initial display shows seven columns, with headings according to mode (NA or TX). Typically, the overview is larger than the monitor screen and viewing other sections of the overview window accomplished by moving the mouse pointer to the edge of the screen. (Right edge, scroll to right; bottom edge, scroll down; etc.)
Columns 1-6 display the Windows on Science table of contents. Each column lists the units in a single series in order of occurrence. Initially, each unit title is preceded by a "+" sign, indicating that additional subtitles are present.
To expand the overview by revealing the section/lesson titles subsumed under a particular unit, the user clicks the unit's "+" sign once. The "+" sign will change to a "-" sign as the unit is expanded. To collapse the overview by concealing subsumed section/lesson titles, the unit's "-" sign is clicked once. To view summary information for a particular unit (open unit view window), the unit's title is double clicked. To view summary and event information for a particular section/lesson (open section/lesson view window), the section/lesson's title is double-clicked.
To view summary and event information for the first section/lesson in a collapsed unit, the option key is held down and the unit's title is double-clicked. This provides a "short cut" from the overview into the section/lesson/view window. The last title clicked will be highlighted with a box outline on the overview.
As a user navigates through data windows, the sequence in which data is displayed conforms to the current arrangement of the overview. For example, the unit view window (such as the window depicted in FIG. 2) presents one unit summary at a time; clicking left or right arrow buttons within the window displays the previous or next unit summary. If the user rearranges units ABC to BAC on the overview, the unit view window, and other windows, will subsequently display summaries in BAC order.
There is one card per Windows on Science unit; 56 total for columns 1-6. Cards provide summary information extracted from unit planning pages, in the main scrolling field on each card. The unit title shown in top field and the binder (and TX side) shown at left of field below title.
Current column heading is shown in parentheses at the right of binder field. Headings will be updated if scope and sequence is revised. By clicking the left and right arrow buttons, the user may step to the previous/next unit in current scope and sequence.
A Find Heading menu affords access to specific sections of each summary. To find a heading, the user clicks and holds the mouse down on find heading, the mouse is then moved down and released over desired heading. To browse through the headings, i.e., peruse the same heading from one unit to the next, the find heading menu is used. If the option key is held down when clicking a left or right arrow button, a new card appears with the current heading "cued up."
Primary and intermediate unit planning pages have slightly different headings. When browsing headings between primary and intermediate unit cards (or vice versa), the program may substitute an "equivalent" heading, as shown below:
______________________________________Primary Intermediate______________________________________1 Content summary Video Lesson Plan2 Terminal objective Objectives (2)3 Vocabulary Vocabulary (3)4 Reinforcement activities Activity materialsReading activities Reinforcement activities (4)6 Extension - enrichment Home activities7 Assessment methods Extension - enrichment (6) Assessment methods (7) Video lesson summary (1)______________________________________
Within each menu, items are listed in order as they appear in the planning pages. Numbers indicate "equivalent" headings as used in the browse headings mode.
To leave the unit view, the user closes its window or clicks in another window (e.g., overview). When the user returns to the overview, the title of the last unit examined in Unit View is highlighted with a box outline.
Other paths out of the unit view window include the menu items search card, Activities, Glossary, and Reservoir.
FIG. 3 shows an illustrative section/lesson screen in which the content of the lesson, the concepts to be taught, the activity to be performed by the class, the reading activity and the objective of the lesson are set forth. By referring to this screen, an educator can evaluate whether the particular lesson within a unit is suitable for the class. For example, a school district having a limited budget might opt to limit the number of lessons requiring expensive equipment or supplies. Conversely, a better equipped school might incorporate a larger number or more elaborate activities.
There is one card per Windows on Science section/lesson; 676 total for columns 1-6. Cards provide two scrolling fields. The left-hand field contains summary information (Lesson Enabling Objective/Content, Concepts, Activity, Reading activity) and the right-hand field contains event information. The top field shows "header" information, as applicable; binder (and TX side); unit number and title; section number and title; lesson/subsection title.
The current column heading is shown in parentheses at the top right of binder field and current unit heading shown in parentheses below column heading at right of binder field. Headings will be updated if scope and sequence is revised or customized.
Clicking the left and right arrow buttons allow a user to step to previous/next section/lesson in current scope and sequence.
For the summary field, line 1 of the primary program includes a lesson enabling objective and line 1 of the intermediate program includes content summary; line 2 lists concepts consecutively in order of introduction within the section/lesson; line 3 shows activities introduced or continued within the section/lesson (this is shown as "none" if there is no activity and the title is shown in parentheses if activity is continued, i.e., carried over from previous section/lesson); and line 4 depicts reading activity introduced within, or aligned with, the section/lesson (a title is shown in parentheses if a reading passage is aligned, i.e., draws upon this section/lesson's content but will be introduced later).
For the event field, a full print directory listing for the section/lesson, with supplemental entries for other activities and videodisc visuals is shown. Activity and reading activity titles appear at the point where each is normally introduced in the Windows on Science lesson. In the intermediate version, entries for the illustrated glossaries and reservoirs (each comprising a set of videodisc visuals distinct from the main lesson) appear at the point where their frames are stored on each Windows on Science videodisc.
Clicking once on an activity line opens the Activities view window with information about the selected activity; clicking once on a glossary line opens the Glossaries window with the frame directory listing for the selected glossary; and clicking once on a reservoir line opens the Reservoirs window with the frame directory listing for the selected reservoir.
Any event line starting with a number lists a video event. In the primary program, entries starting with "REFLECTION:" also denote video events. Clicking once on a video event line cues up the frame number shown in the line. (This assumes that the user has installed the correct Windows on Science videodisc volume). If the video event is a movie, the first frame of the movie will be cued up and the video control palette will appear.
Double-clicking on a video event line opens the video lesson view window with the lesson text for the selected video event. If the video event line starts with "0", the video event has no associated lesson text.
To exit the section/lesson view, the user closes its window or clicks in another window (e.g., overview). Upon returning to the overview, the title of the last section/lesson examined in section/lesson view is highlighted with a box outline. If the current section/lesson title is not visible (i.e., its unit has not been expanded), the unit title is highlighted instead.
Besides double-clicking a video event to open the video lesson view window, other paths out of the section/lesson view window include the menu items Activities, Glossaries, and Reservoir.
FIG. 4 shows an illustrative screen of a synopsis of a visual aid (in this case a movie) which can be used in connection with a section/lesson. In the present example, the movie "Doppler Effect of a Plow Train" may be shown in connection with the section/lesson set forth in FIG. 3.
There is one card per Windows on Science event. The scrolling field contains the lesson note accompanying each event in the video lesson. An "event" is typically a video event, but may also consist of one or more paragraphs under a separate heading, such as activity materials, activity preparation, reflection, etc.
The top field shows event information, as applicable: video frame number, event caption, heading. Clicking left and right arrow buttons steps to the previous/next event in current section/lesson. Upon reaching the last event of a section/lesson, clicking the right arrow brings up the first event in the next section/lesson in the current scope and sequence (i.e., as shown on overview). From the first event of a section/lesson, clicking the left arrow brings up the last event in the previous section/lesson. Thus, the events always appear in proper sequence.
The video lesson view window works in conjunction with the section/lesson view window. The header (binder/unit/title information) displayed in the Section/Lesson view window applies to each event in the current Video Lesson. This header is updated each time the user enters a new section/lesson while navigating through cards in the Video Lesson view.
The video lesson view is especially useful for examining lesson notes and videodisc visuals together. After connecting a videodisc player and installing the correct Windows on Science volume, stepping to a new video event card will bring up the videodisc frame for the event (see above).
Other paths out of the video lesson view window include the menu items Search Card, Activities, Glossary, and Reservoirs. Opening or re-opening any other window automatically closes the video lesson view window.
FIG. 5 shows an illustrative screen of a synopsis of an activity to be performed by a class which can be used in connection with a section/lesson. In the present example, the activity "Model of Crater Formation" is described. This activity is meant to be performed in connection with the section/lesson set forth in FIG. 3.
As can well be imagined, choices of visual aids and activities used within a section/lesson, coupled with the choice of section/lesson, makes the subject method and system extremely flexible and allows for crafting a curriculum focused to the audience being taught.
FIG. 6 shows an illustrative screen of a glossary to be utilized in connection with a section/lesson. By selecting the words to be included in the lesson, an educator can design a lesson which accurately reflects the extent of vocabulary that a student is required to obtain. To better aid the student, the glossary is typically illustrated and multi-sensory glossaries are envisioned which couple a computer to a videodisc player. In such situations, the student can see and hear the glossary as well as read it.
FIG. 7 shows an illustrative screen of a reservoir of remaining sections/lessons which may be incorporated into the final curriculum.
Curriculum publishing software enables a user to generate various reports synopsizing any current or saved version of their scope and sequence. These reports serve to document curriculum team's decision-making process. The final scope and sequence report serves as a "road map" specifying the order in which pages should be published, e.g., in Windows on Science, by using the "Pagemaker" files supplied as part of the curriculum publishing (for convenience, the Windows on Science or other data program, together with the subject curriculum planning and publishing method and systems therefore, may be sold as a kit). A printed report may serve as the bridge between the planning and publishing components of the product.
The combination of a comprehensive table of contents overview with the click-and-drag ability to rearrange this layout (generating a new presentation sequence for underlying data and thus a new curriculum Scope and Sequence) provides a unique, direct-manipulation solution to the problem of information management.
Upon reading the subject application various embodiments will become obvious to these skilled in the art. These variations are to be considered within the scope and spirit of the subject invention. Moreover, the examples and text set forth above are to be considered as representative of the subject invention, but are not to be construed as limiting. The subject application is only to be limited by the claims which follow and their equivalents.
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|Assessment Technology Incorporated
|Item banking system for standards-based assessment
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|Di-Walkor Iii Services Llc
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|National Semiconductor Corporation
|Power supply architecture system designer
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|O'connor Joseph J.
|Employee development management method and system
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|May 22, 2003
|Cleveland Dianna L.
|Method and apparatus for preparing customized reading material
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|Aug 12, 2004
|Motorola, Inc.
|Method and system for displaying textual information
|Mar 2, 2004
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|Mikhail Lotvin
|Computer systems and methods supporting on-line interaction with content, purchasing, and searching
|Sep 14, 2004
|Feb 17, 2005
|Cleveland Dianna L.
|Method and apparatus for preparing customized reading material
|Jan 28, 2005
|Jun 16, 2005
|Mikhail Lotvin
|Computer systems and methods supporting on-line interaction with content, purchasing, and searching
|May 13, 2005
|Nov 17, 2005
|Robbie Linda R
|Novel teaching methodology and syllabus
|Mar 9, 2005
|Feb 16, 2006
|Katy Independent School District
|Systems, program products, and methods of organizing and managing curriculum information
|Jul 26, 2005
|Jun 29, 2006
|Foundation For Behavioral Resources
|Programmed classroom instruction
|Jun 20, 2006
|Oct 26, 2006
|Chemdomain, Inc.
|System and method for configuring products over a communications network
|Sep 13, 2006
|Jan 11, 2007
|Chemdomain, Inc.
|System and method for configuring products over a communications network
|Feb 2, 2007
|Jun 7, 2007
|Reber William L
|Method and system for displaying textual information
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|Aug 16, 2007
|Mikhail Lotvin
|Computer apparatus and methods supporting different categories of users
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|Network For Instructional Tv, Inc.
|Determining developmental progress for preschool children
|Jul 13, 2006
|Oct 16, 2008
|Neil T Heffernan
|Global Computer Network Tutoring System
|Aug 7, 2008
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|Brian Benson
|Integrated assessment system for standards-based assessments
|Aug 7, 2008
|Jun 25, 2009
|Brian Benson
|Item banking system for standards-based assessment
|Jun 25, 2009
|Jul 29, 2010
|Miller Mary K
|Method, System and Computer Program Product for Studying for a Multiple-Choice Exam
|Oct 30, 2008
|Nov 4, 2010
|Worcester Polytechnic Institute
|Computer Method and System for Increasing the Quality of Student Learning
|Mar 28, 2008
|Nov 11, 2010
|Hefferman Neil T
|Global Computer Network Self-Tutoring System
|Nov 24, 2010
|Apr 28, 2011
|Mikhail Lotvin
|Rewarding users for accessing third party internet content
|Nov 24, 2010
|Jun 30, 2011
|Mikhail Lotvin
|On-Line Interaction with Content, Purchasing, and Searching
|Feb 16, 2011
|Aug 18, 2011
|Assessment Technology Incorporated
|Online instructional dialog books
|Sep 4, 2008
|Aug 18, 2011
|Brian Benson
|Online instructional dialogs
|Dec 19, 2011
|May 24, 2012
|Ecomsystems, Inc.
|System and method for computer-created advertisements
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|Renaissance Learning, Inc.
|Training and knowledge management system
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|Renaissance Learning Inc
|Training and knowledge management system
|Jul 5, 2002
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|Saga University
|System and method for producing educational material
|U.S. Classification
|434/118, 434/365, 434/433, 434/178
|International Classification
|Cooperative Classification
|European Classification
|Dec 17, 1991
Owner name: OPTICAL DATA CORPORATION A CORPORATION OF NY, NE
Free format text: ASSIGNMENT OF ASSIGNORS INTEREST.;ASSIGNORS:MAY, THEODORE;CHALMERS, RONALD;WALKER, TIMOTHY;AND OTHERS;REEL/FRAME:005975/0992
Effective date: 19911119
|Dec 14, 1993
|Request for reexamination filed
Effective date: 19931028
|Jun 24, 1996
|Fee payment
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|Jun 10, 1997
|Reexamination certificate first reexamination
|Jul 18, 2000
|Maintenance fee reminder mailed
|Dec 24, 2000
|Lapse for failure to pay maintenance fees


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Rookie QBs in Dynasty Owner:
Who Should You Target?
With the 2014 NFL draft in the books and the first few weeks of OTAs underway, we can finally start to speculate about how each rookie will make an impact in the first year with their new teams. And with a handful of contracts already signed, we can also start to predict what that performance will cost you in terms of performance as a function of a contract, a critical element in the Dynasty Owner game.
In this post, we will begin by looking at the 5 quarterbacks drafted in the first 2 rounds. This is not to say you should ignore quarterbacks taken later, as anyone currently enjoying Russell Wilson's production on a very modest round rookie contract will attest (only $700k/yr for a top 10 QB), but it's much harder to predict who might emerge from the back of the draft at this point.
So we will focus on the first 5 QBs taken in rounds 1 and 2, and project how they might perform in Dynasty Owner and how you should proceed on draft day. With the present day rookie pay scale structure, it's good strategy find production out of the most recent draft class each year. Rookie deals are always the lowest price you'll get on a productive player, and this allows you to spend a premium on other positions and still stay under the salary cap while building a contending dynasty.
QB: Blake Bortles (Rnd 1, Pick 3): Jaguars
A surprising selection on draft day, many pundits thought Bortles would slide on draft day but the Jaguars clearly targeted him as the guy to turn their franchise around for the next decade.
Based on the contract for last year's 3rd overall pick, and accounting for the premium on the position, Bortles is expected to sign a contract in the 4 years, $24MM dollar range, or an average yearly cost of $6MM/year. Relative to the other starting QBs in the league, that is a friendly number as it would be in the lower 3rd tier of starting QBs in terms of yearly salary.
However, the problem with Bortles is not in the contract but in the amount of playing time he'll see this year. The Jags have been very vocal about their desire to not rush Bortles into playing time, even making the unlikely claim he'll sit out all year and 'learn' behind incumbent lemon Chad Henne. We find this hard to believe, especially if the Jaguars struggle like they are expected to do. After all, the Jags need to see what they have in Bortles this year to know if they need to draft another QB next year or not.
Even if Bortles becomes the face of that franchise, its just hard to picture the Jaguars offense churning out reliable fantasy production from the QB position, as it's been one of the most inept offensive units for the better part of the last decade. That could certainly change as they've clearly upgraded their WR talent in this draft as well, but we'd be hard pressed to recommend Bortles as a fantasy hold at this point.
Dynasty Owner Recommendation: Undrafted
QB: Johnny Manziel (Rnd 1, Pick 22): Browns
Easily the most high profile pick of the draft and one of the most heralded college prospects in years, Manziel landed on a team desperate to finally find a franchise quarterback that has eluded them since the Bernie Kosar era of the late 1980s.
For fantasy and specifically Dynasty Owner purposes, Manziel couldn't have landed in a better scenario than getting drafted by the Browns. First, their offense is widely regarded as an up and coming unit with lots of young talent to get excited about. Sure, the impending suspension of Josh Gordon hurts, but there is still much to be excited about. First, they have a potential top 5 offensive line and that's always the most important factor for a rookie QB to experience success. The game is faster than in college, and a good line is necessary while a rookie signal caller learns to adapt. But the browns also have some nice weapons in TE Jordan Cameron, lightning quick Andrew Hawkins, Miles Austin (if healthy) and a Kyle Shanahan scheme that fits perfectly with Manziel's abilities. Not to mention no team upgraded at the RB position more than the Browns in the offseason, signing Ben Tate and drafting exciting small school prospect Terrance West.
The expected contract Manziel will sign (Approx $2.5MM per year) will make him a very cheap source of production for the next 4 years. And don't worry about talk out of camp that he's the backup and has to earn it…short of Brian Hoyer leading the Browns to a 4-0 record out of the gate, that will be Johnny's team by the bye week (week 4) and he will have every opportunity to score fantasy points in bunches using his arm and mobility.
It might not hurt to handcuff yourself with both Browns QBs on draft days, as both have very friendly contracts and are expected to provide great value this year.
Dynasty Owner Recommendation: Target in the late middle rounds, handcuff with Hoyer
QB: Teddy Bridgewater (Rnd 1, Pick 32): Vikings
The final high profile QB drafted in the 1st round, Bridgewater was the wildcard in the draft. He could have conceivably been picked at any spot in the first round, and that's a rarity. Despite slipping to the last pick of the first round, he actually landed in an intriguing position from a fantasy perspective.
No rookie QB has an easier track to a starting job, and the Vikings have been very forthright about their desire for Teddy B. to win the job outright in the preseason. And like Manziel, his draft day slide should make his yearly contract number (estimated $1.5MM / yr) very enticing for those who believe he will be a productive starting QB in the NFL for years to come.
All that said, Bridgewater fell for a reason and despite the fact that he has an inside track on the job and some nice weapons on offense (AP, Cordarrelle Patterson, Greg Jennings) the Vikings had to spend most of their draft and offseason focus on fixing one of the worst defenses in the league last year. While the Vikings offensive line grades out well, especially in the run game, there was some suspect play from the left side of that unit last year. And like the Jaguars, the Vikings have been plagued with such bad Quarterback play in recent years that it's difficult to envision that changing at the (small) hands of a rookie QB.
For what it's worth, we think Teddy will struggle mightily in his rookie season, especially if the left side of the line doesn't show improvement. A rookie QB with a frequently pressured blindside doesn't sound like a recipe for success to us, especially when that QB has a slight frame like Bridgewater does. That pounding quickly takes a physical and mental toll and can make a QB skiddish which is how most prospects end up with the dreaded bust label.
Dynasty Owner Recommendation: Target late at the end of drafts
QB: Derek Carr (Rnd 2, Pick 4): Raiders
Everyone knew going into the draft that the Raiders needed a quarterback, and they moved up in the 2nd round to grab Carr after missing out on day 1. This move led some to believe that Carr had a decent shot at some meaningful playing time and a shot to prove he can turn this franchise around this year - that is until the quotes started coming in after the draft about how Raiders brass are hailing off-season acquisition Matt Schaub as a top-10 QB in the league whose resurgence is imminent.
While we find this borderline comical, it does hurt the prospect of Derek Carr this year (and possibly next if the Raiders remain delusional about Schaub). If he does get a chance to play, we think he can actually surprise with quality production but that seems unlikely barring injury or a mutiny in the ranks in Raider-land. We also don't love their complementary offensive weapons, as they had a questionable WR corps coming into the offseason and didn't address it in the draft or in free agency other than signing a stone handed WR in Greg Little who was released from a WR needy Browns team (which should tell you all you need to know about him).
Dynasty Owner Recommendation: Ignore but track in pre-season
QB: Jimmy Garoppolo (Rnd 2, Pick 30): Patriots
One of the more curious selections after signing Brady to an extended contract and still holding intriguing backup Ryan Mallett, one has to wonder if this selection was made with the assumption that Mallett was going to get deal on draft day. That didn't happen, and although it's the Patriots and they often get the benefit of the doubt for draft day shrewdness, on the surface it looks like they have a very expensive third string QB that they burned a 2nd round pick on.
If Mallett gets dealt or Brady happens to go down with an injury, Garappolo becomes an intriguing prospect to monitor but until one of those things happens, it's hard to see any scenario where Garappolo has any fantasy relevance for the next several years.
Dynasty Owner Recommendation: Ignore and forget
It's important to remember you are drafting this player with the option to keep him his entire career if his production warrants, so don't be short sighted if a guy might not start right away in year 1. If he turns into a star and you have him for several years on a rookie deal, you will be in prime position to compete for your league title every year, especially if you are able to find that value at the quarterback position.
Be sure to check back weekly as we will be posting blogs to help prepare you for your draft's in Dynasty Owner - all the way up to the start of the NFL season.
To learn more about the game or reserve your spot for the 2014 Season in Dynasty Owner, click here.

subset: commoncrawl


text:
Hugo's piece was originally published at the Good Men Project Magazine.
Both at the Good Men Project and at my own blog, my most popular posts in terms of page-views are invariably those that focus on one particularly controversial subject: older men and younger women. (Here's "What Young Women Are Really Looking For… READ MORE »


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who is Ayeola Ayodeji Abiodun
Ayeola Ayodeji Abiodun is the Man behind the Awizzy Online Art Gallery (http://www.awizzy.net) a site that made buying of Art and commissioning Art and portrait painting easier for all. Mr Ayeola Ayodeji is a Visual Artist from Nigeria, who has made astounding strides in painting and portraits. Some of his works can be found in Edo State house of Assemble, House of the State Governor Adams Oshiomhole the Governor of Edo State, homes, offices, galleries and private collections.
Ayeola Ayodeji Abiodun: One of the Nigerian Contemporary Artist of this generation, the scope and depth of Ayeola Ayodeji's Art interests are without precedent and his mind and personality seem to us superhuman that we agree to his rating as one of the finest Nigerian Best Painter of our time.
Early life
Ayeola Ayodeji represented the School then when Mirinda Came to the School to Showcase the artworks of the school.
Ayeola Ayodeji Abiodun in Life Drawing Class.
Ayeola Ayodeji Abiodun in Life Painting Class.
Ayeola Ayodeji Painting Still Life.
Ayeola Ayodeji Abiodun in Life Painting Class.
After his graduation from Yaba Colege of Technology he was posted to Edo State for his NYSC (National Youth Service Commission) he served in the Department of Painting under the School of Art and Design, Auchi Polytechnic Edo State. He meet and paint the Governor of Edo State, Speaker of Edo State (Zakawanu Garuba) and many other dignitaries of the State.
Contemporary Artist Ayeola Ayodeji presenting Drawing to Etsako West Local Government Chairman (Dr Oshinabo)
He later worked in Tour Brokers International after his NYSC and rose to the post of Head of ICT Department for both TBI and Emirates Holiday.
Ayeola Ayodeji paints till date:
2005 The Birth Art Exhibition (Billy Gallery)
2007 Beautiful Nigeria, Art scholars Initiative (A.S.I) National Arts Theatre Iganmu, Lagos Nigeria
2009 ADSA Exhibition (Yaba College of Technology)
2010 Art and Design Student Association Exhibition (Yaba College of Technology)
2010 Africa day art exhibition. An Exhibition sponsored by UBA BANK.
2011 NYSC National Art Exhibition
2011 Auchi Polytechnic Staff exhibition
Knowing who is Ayeola Ayodeji Abiodun
the owner of one of the most popular art website in Nigeria.
This Art is exemplary, beautiful; I haven't seen an artist dis good even thou I dated one
Oh my goshhhhh "Ayeola Ayodeji"….dis guy is so creative…what a genius


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Hatchin' Alphabet preschool activity set
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Barnyard Fun alphabet activity
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Letter Watches alphabet activity set
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The award-winning One World Alumni Awards presented by TD Insurance are designed to align with the strategic priorities of Saint Mary's University. Students and alumni of Saint Mary's are making meaningful impact in their communities, be it on campus or all over the world, which speaks to our strategic priority of value and values, emphasizing the Santamarian values of student leadership, social responsibility, and cultural diversity.
The intentional reinvigoration of our Latin motto, Age Quod Agis, meaning "do what you do" has become a call to action to our entire Santamarian community. The One World Alumni Awards strive to recognize these efforts.
New in 2017: Two One World Awards will be given, one to an external charity which displays ties to Saint Mary's University, and one to a student society that is working on a charitable project with an external charity. Both awards will be valued at $7,500 sponsored by TD Insurance. One runner-up in each category will be awarded a $1,000 prize sponsored by Manulife Insurance.
Proudly presented by TD Insurance Meloche Monnex
Applications for the 2017 One World Awards have now closed.
The One World Alumni Awards Gala in October 2017 is also when the annual Alumni Awards are presented to Alumni Volunteer of the Year, Young Alumnus of the Year, Associate Alumnus of the Year, and the Distinguished Commmunity Service Award. Nominations are now open for these awards until July 14, 2017.
Alumni Awards in 2016 were presented to:
- Marsha Sobey BEd'82 and Richard Butler BA'69 for Distinguished Community Service
- Mike McKenzie BComm'80 for Alumni Volunteer of the Year
- Erica Sosnowski EMBA'15 for Young Alumni of the Year
- David Gauthier for Associate Alumni of the Year
- Dr. Thomas Kozloski for the Father William A. Stewart, S.J. Medal for Excellence in Teaching
One World Alumni Awards Gala pays tribute to six outstanding alumni
Past Recipients
Junior Achievement of Nova Scotia


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Question: What is a Confidence Interval and what information is required
What is a Confidence Interval, and what information is required to set up a confidence interval?
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Answer to relevant QuestionsWhat is a sampling distribution? What do we know about the shape and characteristics of the sampling distribution for M, the sample mean? Why do reported or "nominal" p values often seriously underestimate true risk of Type I error? Suppose a researcher writes in a journal article that "the obtained p was p = .032; thus, there is only a 3.2% chance that the null hypothesis is correct." Is this a correct or incorrect statement? What are the goals of data screening? In Table 5.4 are some of the data obtained in a small experiment run by one of my research methods classes to evaluate the possible effects of food on mood. This was done as a between subjects study; each participant was ...
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Either going to a cafe or small restaurant, to the movies or to a science museum, art gallery, comic book or anime convention.
Let's grab a pastry and go check out some spots.
I love museums so to share that with someone would be amazing! But I mean, museums don't always have to be a date, I like the movies, concerts, conventions, things like that
I'd love to go to a small gallery where we can look at art and talk. Then dinner afterwards.
...anyone who'd love to look at some dusty old relics from a bygone age or something...
Go to the museum of natural history and then out for dinner at a nice restaurant. Maybe an long walk afterward
The first date should be short and meet for coffee/tea or dessert. Someplace that gives us a chance to talk for a little while and see if we both want a second date.
A nice walk, maybe a picnic. I love to watch movies and cuddle. I also like to hike. Anything would really be fine.
Meet at a park, you ask the time--time for pleasure,I say. We stroll for a while, chat, hold hands, tell stories,I follow you home.we all take off cloths and stand naked to the world. Ten we decide what next.
First date... Really it's wherever the road takes us.
Dinner with good ethnic music or just grab coffee n chat either one, or girls night at your place or mine...
Just somewhere comfortable and relaxing. A winery is a good idea for a date. Also the beach or river. Outdoor fires are relaxing as well. A motel bar, pissibly with hot tubs and an outdoor pool is also an idea.
Visit every museum we can, while taking pictures of our hands on the " do not touch" stuff!! Then dinner, or vendor food. Really just walking and talking, exploring our area :)


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Reader Xiaofan snapped this repeated sentiment in Nassau, Bahamas.
Have you seen graffiti that's kind of sweet (even if it is against the law)? Send your pic to [email protected]. … READ MORE »
Reader Xiaofan snapped this repeated sentiment in Nassau, Bahamas.
Have you seen graffiti that's kind of sweet (even if it is against the law)? Send your pic to [email protected]. … READ MORE »
My best friend and I live on opposite ends of the country. A year and a half ago we admitted there were intense feelings between us that we wanted to explore in the future. We decided that we could still see other people, but essentially promised each other that something would blossom between us at… READ MORE »
Picture this scenario. You met your dream guy on a Monday night at a social mixer. He couldn't keep his eyes off you. There was instant chemistry. He asks you out for Friday night, which appears to be a good sign as it's one of the weekend evenings. He takes your phone number and sends… READ MORE »
"I'm as tortured as ever, I see my shrink once a week, have all the same mood swings, I can sit there the night before a show and think, 'What if they hate it? What if my life is over and I am homeless?' … But I also have a certain amount of self-awareness at… READ MORE »
I know you woke up this morning and thought to yourself, "What new thing about the world will I discover today?" Well, I've got something for ya. It has been brought to my attention that turtles are actually quite fond of shoes and their owners are quite fond of taking videos of said fondness… READ MORE »
"With our video, we were really copying 'Telephone'. Both our videos are road movies. We kill people, and they kill people. They start out in a prison, and we start out in a squat, hunting people down. I can't talk about Gaga anymore. All I'll say is, it's upsetting when babies say ga-ga now. It… READ MORE »
Healthy foods, like reality show stars, tend to be both high-maintenance and tasteless. As lazy and spoiled people, we try to find any shortcuts we can to eating healthy without having to prepare fresh food or eat tofu.
Unfortunately, as we all learned from watching children's cartoons, taking shortcuts can lead to a hilarious… READ MORE »
I've had my MySpace account hijacked by some spammer who proceeded to flood my friends' inboxes with soft corn porn ads. Evil! But you know who I would never expect to hijack one of my accounts—my mom. That is not the case for 17-year-old Lane Hill. He had been living with his grandparents for five… READ MORE »
This parody of "The Real Housewives of New York City" is worth watching for the (drag) Jill impersonation alone. Seriously, the guy does Jill better than she does herself. Check it out. [via YouTube] … READ MORE »
U.K. shoe retailer Office wants to sell you these shin-tastic sandals. Guaranteed to give you a really weird reverse tan. [eBay]
It's Memorial Day! Let the summer beach reading commence! I have two goals this summer—spend lots of time sitting on the beach (with sunscreen of course) and read lots o' books while sitting on the beach. I believe I can achieve these goals. I'm placing a large Amazon order today, so I've been doing some… READ MORE »
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Cut the New Year's Gunplay
Its unavoidable. Every year, just like clockwork, the night that is December 31st leads to celebrations round the world. Here in the US, it seems we like to blow up a little more fireworks than the rest of the world does. In fact, many of us like to get some gunplay in. Unfortunately, this gunplay leads to deaths and injuries that are very preventable.
The problem
Midnight approaches, the ball drops, the countdown intensifies, and then all heck breaks loose. Some kiss. Some toast. Some hug. Some fire off roman candles and bottle rockets. Some grab that old .38 that hasn't been fired all year or the .270 that's been in the closet for five and rip off a few rounds skyward. Well the problem with the last is, those rounds always end up somewhere.
A bullet fired from a high-velocity rifle into the atmosphere can remain in flight for almost a full minute depending on its arc, local meteorological conditions, size, and velocity. This same bullet, tumbling back to earth inevitably due to gravity, can still come in at speeds of over 300fps as far as two miles away. That's enough to maim or kill.
In many urban centers, the ten minutes before and after the ball dropping on New Year's Eve can sound like a Syrian firefight. Miami police reportedly are ordered to officially take cover from falling bullets during that frantic 20-minute window for concern over officer safety. In Los Angeles over 500 calls from citizens complaining about indiscriminate gunfire come in every New Years. Jacksonville had 259 calls for radom gunfire last year alone, including one bullet that zipped through a private plane humming along at 1200-feet, injuring the pilot.
Even firing into the ground can be dangerous. Striking a rock, buried cement, or pipes can cause a ricochet, as can frozen ground (remember, its December). While ricochets are not generally fatal, they can severely injure bystanders, especially kids. Do you really want to have to rush yours or someone else's child to the hospital on New Year's Eve due to a ricochet that was unavoidable? Besides the injury, you could be held liable for both criminal and civil charges. Remember, every bullet fired away from a safe range can always land in court.
Do you really want to start the New Year there?
(Its best to get your ammo-induced fireballs on a safe range, and even then with proper eye and ear pro)
Full disclosure
In the spirit of being completely frank and earnest here (in New York, I tell the ladies my name is Frank, and in Chicago, it's Ernest, ahah), I have, on occasion, fired the occasional smoke pole on New Year's Eve. You see, not only is it a holiday, its also my birthday. Well, growing up in the South in a military family that treated hunting as a religion, you tend to get firearms for your birthday. This inevitably wound up with test firing those B-day gatts during the NYE revelry. Of course, it was always directed into a berm set up in the backyard for just that purpose (who doesn't have a backyard shooting range in the South?), and not into the sky or the ground.
Although there was an issue one year where Stretch Armstrong was talking smack and got his just desserts on the receiving end of a new Ted Williams 12-gauge. Stretch didn't make it to see New Year's Day on that occasion. But yes, even that was 'into the berm.
The solution
Fireworks and firearms very rarely should intertwine. Especially on events, like New Year's Eve, where people of all sorts of backgrounds and liquid embedment mix. Weird things can happen. I do know a friend with a large collection of black powder revolvers who will fire off a few dozen or so No11 caps into the ground (with no powder or shot) at the stroke of midnight from a brace of his six-shooters. Still, even he does it while wearing eye and ear pro as well leather boots and gloves over a safe patch of earth away from other people.
This is about the safest video we could find dealing with the marriage of the two.
Kirsten Joy Weiss shows us what happens when you shoot party poppers with a match grade .22 rifle. This is about as wild as we can safely say you can get with firearms this New Years. Enjoy! PS. in the interest of journalistic integrity, we remind you to wear eyepro at all times when engaging in the shooting sports.
Happy New Year. Here's to a safe 2014!


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Coco Fiber Edging, 6" x 12'
Item# 35-212
Product Actions
Additional Information
Coco Fiber Edging Stops Weeds Better Than Bark Mulch
- Lightweight and easy to work with
- Permeable to water, air and nutrients
- Lasts season after season
- Can be used alone, or covered with mulch for a classic look
- Ideal for edging flower beds, drives and walkways
- Color varies due to the color variation in the raw coco fiber
- Secure with Earth Staples (sold separately)
Some gardeners dislike plastic mulches, but want something more permanent and more effective than bark mulch. This edging is made of coco fibers bonded with natural latex rubber. Anchored at the edges with Earth Staples, sold separately, they can be mowed over — no trimmer needed.
Product Details
- Made of woven coconut fibers and natural latex
- 6" W x 12' L overall (two 6-foot lengths)
Reviewed by 1 customer
- Durable
- Easy To Store
- Easy To Use
- Lightweight
Best Uses
- Garden
Comments about Coco Fiber Edging, 6" x 12':
Really easy to use and enhances look of new landscape project . Looks professional


text:
Question: Prepare a schedule of the major risks in the payroll
Prepare a schedule of the major risks in the payroll cycle. Identify the financial statement assertions related to each. Create a two- column schedule like this:
Payroll Cycle Risk Assertion
View Solution:
Payroll Cycle Risk Assertion
View Solution:
Answer to relevant QuestionsWhat conditions increase the demand for reliable information?List and briefly explain each of the Auditing Standards Board's management assertions. List at least one key question that auditors must answer with evidence related to each management assertion.What are some of the limitations to practicing public accounting across state and national boundaries?Independent auditors of financial statements perform audits that reduce a. Business risks faced by investors. b. Information risk faced by investors. c. Complexity of financial statements. d. Timeliness of financial ...Two accountants were discussing control activities and tests of controls for payroll systems. The senior accountant in charge of the engagement said: "It is impossible to determine who authorizes transactions when the ...
Post your question


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What is JotForm?
JotForm is a free online form builder which helps you create online forms without writing a single line of code. No sign-up required.
At JotForm, we want to make sure that you're getting the online form builder help that you need. Our friendly customer support team is available 24/7.
We believe that if one user has a question, there could be more users who may have the same question. This is why many of our support forum threads are public and available to be searched and viewed. If you'd like help immediately, feel free to search for a similar question, or submit your question or concern.
I am not receiving orders to my email addressAsked by milkpond on July 15, 2015 at 04:30 AM
Hi there
I have set up an order form with a condition on the Submit button for all completed order to be emailed to me. I have also set up an Order Confirmation email (to buyer) with the same details which is working find.
I have another order form exactly the same but for bank deposit, cash and Cheque orders - Order Confirmation (to buyer) and Order details (to me) are working great. link here:-
The link for the problem form is below.
Please let me know what I am doing wrong?
Thanks nadine
JotForm Support
Hi Nadine,
Upon investigation of the problem form (http://form.jotform.co/form/41661987984878) I noticed that the condition to send the email is attached to a field which previously existed but has since been deleted:
Conversely, the email condition in the other form (http://form.jotformpro.com/form/51941999642975) is fine:
Apparently, the email field in the problem form is not that to which the condition was attached. As such, I would recommend deleting the condition and creating a new one attached to the new email field.
Do inform us if this helps.
WOW! Amazing response time & service - thank you!
I have been going out of my mind. Problem solved thank you thank you.
JotForm Support
I've moved your question here - http://jotform.com/answers/611675
You will get a response soon.


text: We are committed to healthy grieving and understand the devastation that losing a precious child can have on the entire family. We provide appropriate bereavement books and resources for all members of the family. The information is placed in a handmade wooden "Remembrance Case" that family members can store their treasured keepsakes. Our Family Navigator provides additional resources and support to the family assuring them they are not alone in their grief journey.


text:
What is JotForm?
JotForm is a free online form builder which helps you create online forms without writing a single line of code. No sign-up required.
At JotForm, we want to make sure that you're getting the online form builder help that you need. Our friendly customer support team is available 24/7.
We believe that if one user has a question, there could be more users who may have the same question. This is why many of our support forum threads are public and available to be searched and viewed. If you'd like help immediately, feel free to search for a similar question, or submit your question or concern.
The form I created is not letting me enter the full nameAsked by anneli12 on January 20, 2014 at 03:47 PM
I can only enter a few letters of the name. How do I correct this?
JotForm Support
I've been unable to replicate the issue. The Name field in that form (both at the URL you provided and at the form's own URL) allowed me to enter any number of letters into it. Which browser are you using? Are you trying to enter a specific name or is it not working with any name?


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WINSTON-SALEM, N.C. - Sophomore Kersie Jhabvala won the 10,000 meters with the sixth-fastest time in school history for the University of Pennsylvania women's track and field team at the Wake Forest Invitational Saturday. It highlighted several Top 10 efforts from the Quakers at their outdoor season opener inside Kentner Stadium.
In a field of 19, Jhabvala and Appalachian's Kaitlin Cagle were in front of the pack. But it was Jhabvala that won the sprint to the finish line - a little more than 37 minutes after she began. Her time of 37:04.59 surpassed Christine Cohick's effort from last season by five seconds to settle into the No. 6 position in the school's all-time record book.
Senior Emily Townsend reached the finals of the 100 meters when she matched a personal best finish of 12.23 - which ranks seventh in school history. Only 16 of the 79 runners reached Saturday's final where Townsend placed 13th overall with a time of 12.25.
Of the 54 competitors in the 100-meter hurdles, sophomore Gabrielle Piper finished fifth. She reached the finals with a time of 14.27 and then topped that effort with a finish of 14.21 in the finals for a Top 5 showing.
Sophomore Morgan Wheeler was third in the javelin. Of the 36 women in the competition, her first toss would have placed her third had it stood as her best. But Wheeler, who reached the NCAA Championships in the event last year, topped that by a few centimeters in the final to finish at 41.41 meters (135 feet, 10 inches).
Senior Kristen Judge was third in the high jump. She nearly set a personal best, but fell just short when she attempted the second-highest bar in school history. Judge was flawless to that point, however. She did not miss a height through her finish of 1.68 meters (5-06 ft.).
Also in the field events, junior Davielle Brown finished in a tie for fifth in the pole vault. She cleared 3.50 meters (11-05.75 ft.) in her first outdoor meet of the year. Meanwhile, senior Catherine Okoukoni also had a Top 5 finish in the triple jump. Her leap of 11.84 meters (38-10.25 ft.) topped all but four of the 44 jumpers.
Senior Laura Steel gave the Quakers another Top 5 finish toward the end of the day. She was fifth in the 3,000 meters. Steel broke the 10-minute mark in the event and stopped the clock at 9:57.41. Teammate Chelsea Delaney was just outside the Top 10 with an 11th-place time of 10:23.38.
Next up for the Quakers is the Big 5 invite. Penn will host its Philadelphia rivals at Franklin Field on Saturday, March 24.


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May I Come In Madam 22nd April 2016 written update, May I Come In Madam 22 April 2016 telly update, written episode 22 April 2016, May I Come In Madam 22nd April 2016 Written Update Review, May I Come In Madam 22 April 2016 Written Story.
May I Come In Madam 22nd April 2016 Written Update
The Episode starts with Bhupesh waiting for Sanjana. He says I will go in lift with madam, when will she come. Sanju comes there and sees him. Bhupesh says you came late, I m your senior, call me Sir. Sanju scolds him. Bhupesh asks him not to get angry, madam is going to come, come by other lift or stairs. Sanju says there is much place in lift. Bhupesh says you never had place for me. Sanju argues. Bhupesh taunts on his demotion. Sanju beats him. Sanjana comes and sees their fight. She runs and stops Sanju. She asks him to be away from Bhupesh. Sanjana and Bhupesh take the lift. Sanju gets sad.
Bhupesh teaches Haryanvi to Sanjana. She laughs and says your Haryanvi is so sweet. Sanju comes there and asks may I come in madam. She is busy talking to Bhupesh. Sanju sees Bhupesh sitting on Sanjana's chair. Bhupesh asks him to knock door and come, this is not garden. Sanju throws him down the balcony. His fantasy ends. Sanjana asks Sanju to answer. Sanju says I knocked, I heard you laughing and came. Bhupesh asks why, did you come to take joke. Sanju talks in Haryanvi. Sanjana asks him not to speak Haryanvi, it looks pathetic. Bhupesh asks Sanju why did you come. Sanjana says how cute, that's Haryanvi. Sanju goes crying and jumps down the balcony. His fantasy ends. Sanju asks Sanjana to sign on file. Bhupesh says its small thing. Sanju says its urgent. Sanjana says I m learning Haryanvi from Bhupy. Bhupesh scolds Sanju and asks him to go. Sanjana asks him to tell him alone. She laughs. Sanju laughs.
Mummy and Sanjana see some pics, and comment. Bhupesh asks what are they seeing. Kashmira says a girl for you. He says I chose a girl. Mummy says you will marry my choice of girl. Bhupesh says the girl is my boss, I will become company owner if she marries me. Mummy says you will marry her, if anyone comes in between, I will kill him. Sanju comes home and hears them. Sanju says madam spoke good, it does not mean she will marry you, she talks to me nicely, I can also think anything, I mean she talks to me sweetly, I don't think such things. Bhupesh says he is jealous of me, mummy come office and fix relation by making madam wear bangles. Mummy says yes, but just Dadi knows about bangles, we have to call Dadi. Bhupesh says Dadi comes by hating one person. Sanju says I won't do anything. Kashmira asks Sanju to call Dadi. Sanju insults Dadi. Dadi comes there. Mummy and Bhupesh run. Dadi beats Sanju.
Its morning, Bhupesh tells Sanjana that he got small baraat. He asks for her hand. She asks whats the hurry, we can know each other. He says we know each other, will you marry me. She says not like this, I mean our thoughts, future plans, past. He says leave about past, cut the past. She asks why did you do in past. Sanju comes there as a woman, and says he made me pregnant and did not marry me. Bhupesh asks will I make you mum, I already have a mum. Sanjana asks who are you. Sanju says Bhupesh acted to love me, then cheated me. Sanjana asks Bhupesh. Bhupesh says no, I did not cheat anyone. Sanju says Bhupesh added something in my drink and ruined my respect. Sanjana asks Bhupesh to shut up, and scolds him. Bhupesh asks Sanjana to listen. Sanjana asks him to get out of her life and scolds him. Bhupesh goes.
Sanjana asks the lady/Sanju not to get sad. Sanju says I m very happy, I will dance today. Sanjana says if I can contribute for your baby's education, let me know, thanks. She hugs Sanju. Sanju jumps and goes.
Sanju asks Bhupesh what happened, you look worried, did anything happen with madam. Bhupesh says no, don't know from where a mad girl came and ruined everything. Sanjana comes there and demotes Bhupesh. Kya se kya hogaya…………..plays……….. Sanjana asks Sanju to sit on his position and promotes him. Sanju thanks him.
Sanju pushes Bhupesh and sits on his chair. Sanjana asks Bhupesh to get out. Bhupesh goes. Sanjana says you and Bhupesh are so different, what are you doing today evening. He says whatever you want me to do. She says we will go to pub today. He says fine, but not that tarot card aunty. She laughs and asks him to get back to work.
Later, Sanju goes to her cabin. She does shayari and he thinks whats happening. She asks how is it. He asks what. She asks about shayari. He asks was this shayari. She asks what did you think, you work in big company and don't know it. He says sorry. She says you are very innocent. He thanks her. She says you show this, you are very sharp, I like such people. He thinks she has said right. She smiles and looks at him.
Sanjana tells Sanju that she can't see any loved one sad. Sanju thinks madam's shoulders will come to me if I appear sad. He tells his plan to Khiloni. Sanjana hears Komal Bhabhi scolding Sanju.
Written Update by Amena
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What is JotForm?
JotForm is a free online form builder which helps you create online forms without writing a single line of code. No sign-up required.
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We believe that if one user has a question, there could be more users who may have the same question. This is why many of our support forum threads are public and available to be searched and viewed. If you'd like help immediately, feel free to search for a similar question, or submit your question or concern.
WHAT IS YOUR PHONE NUMBER! I NEED TO TALK TO SOMEONE IMMEDIATELY BEFORE I CANCEL MY ACCOUNT!!!Asked by skatelikeagirl on June 09, 2016 at 04:10 PM
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Oak Stool
by Tesler & Mendelovitch£600.00
This collection of coffee tables and sitting stools has a faceted pattern created from Tesler + Mendelovitch's flexible wood material. These forms result in uniquely crafted tables - providing a flexible, sturdy and aesthetic solution for interior spaces. Each piece is seamless, lightweight & sustainable. Made by hand.
Dimensions / Details
Also known as Imbuia; A vibrant, fine textured wood, prized by woodworkers. Typically a warm medium to dark brown, sometimes with a reddish, golden, or olive-colored tone. Emboya has a wonderfully pleasant spicy scent when being worked and is a classic, timeless species of wood.
D 35 cm x H 42.5 cm │ D 13.7"" x H 16.7""" │ Weight 12kg.
Due to a sturdy core, each piece can hold a maximum weight of up to 100 kg │ 220 lbs
Custom made piece - allow 6-8 weeks for dispatch.
UK & EU shipping of £85 and ROW £98 - applied at checkout.


text:
This is one georgeous well put together minimal white colt with friendly personality. He has a refined head,two blue eyes, long slim neck, huge hip and…SOLD
Lily is a 2001 smokey black mare that stands 16hh. She is easy to catch and stands good for saddling and mounting. She responds well to her rider. She…SOLD


text:
Laptop Questions? Ask a Laptop Technician for Answers ASAP!
Hello and welcome to JustAnswer! My name is ***** ***** I will do my very best to assist you today.
Please give me a minute to review your question and get back to you.
Thanks for your patience.
Please tell me the model of MacBook and current OS your running.
What is your MacBook's serial number please?
You should be able to obtain the serial number on the bottom of the book, or under the battery area.
Let me check and be back shortly.
I could not verify that was the correct sn, but no worries. Let's start with taking out the battery again, and disconnect the AC. Then hold the power button for well over 20 seconds.
Then, reinstall the new battery and hook up the AC again. Wait 20 minutes before attempting to power it on. We want to give the ac a chance to initial the new battery which can take between 10 to 20 minutes.
Then after 20 minutes has passed try hitting the power button to turn it on again and let me know the results.
BTW - I was able to verify the sn finally. MacBook Pro (13-inch Mid 2010), as you are probably aware it is out of warranty. Not that we need it for our use anyways, but I always like to check so that we do not do anything to void a warranty if one exists.
With regard to your new battery, did you buy it from Apple, or is it an aftermarket non apple branded battery?
Ok, no worries. It should be fine. So before this happened, with the old battery still installed, it powered on just fine? If so please tell me the procedure you took to uninstall the old battery and install the new one.
Okay, then let's wait the 20 minutes and see what happens. It might also be a wire or connector has been made loose. We will cross that bridge when or if we get that far.
Yes please
Okay, lets do the same procedure with the old battery please.
Okay, then what your looking at is a loose connection or dislodged cable most likely. hold on
Are you good with taking things apart farther than just the battery?
Here is what I suggest for now. This will finally tell us if it's hardware related or power related...
Reset SMC of a MacBook Air, MacBook Pro Retina, or MacBook Pro's with an internal non-removable battery
This is how to reset SMC on most modern Mac laptops, none of which have a removable battery:
Do keep in mind that by resetting the SMC you will lose power specific settings, like the time it takes to sleep a Mac and other customizations to power settings. No big deal, but if you have made many changes to your hardware behavior you will want to adjust stuff like sleep behavior again.
The boot time after resetting a machines SMC can be a bit longer than usual, that is normal.
I am going to also send you a service manual for this MacBook. It may be more info then you need, however you seem to be a person who has no issue digging in and trying things out to try and fix it. Otherwise, if you do not want to do that, then you might be looking at taking it to a Apple store for repairs because if this does not do it, then it is most likely hardware or a cable or connector came loose.
Try it with the new battery and if no dice then have a look at the service manual I'm giving you here, if that is not fruitful, then I am sorry to say that Apple Store here ya come! in any case, I am hopeful, in the event that this is still not working that you can see to it that you accept my answer and rate my service as I did all I could to help, but in the end, it has to be something that was done during the uninstall and reinstall of the battery with a wire or cable or connector. Please let me know what the verdict is.
Thanks in advance.