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Patent application title: Self Service Meal Plans
David Johnson (Concord, MA, US)
JSA Technologies
IPC8 Class: AG06Q9000FI
USPC Class:
705 30
Class name: Data processing: financial, business practice, management, or cost/price determination automated electrical financial or business practice or management arrangement accounting
Publication date: 2008-09-04
Patent application number: 20080215464
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A system and method for providing definition and management of meal plans
and packages for colleges or universities is disclosed. Students may view
and flexibly modify selected packages anytime as defined by rules
established by the university or college. A student may view the various
options for which they may be eligible online and dynamically alter
selections as permitted by pre-established criteria. Account balances are
automatically reconciled by receiving additional payment or crediting
residual balances, if appropriate. In this way, the students can change
what type of meal service packages or plans online throughout a school
year or semester to suit their changing needs.
1. A method for enrolling a patron in a one or more meal plan packages at
a school, the method comprising:identifying a set of available meal plan
packages, wherein the meal plan package comprises one or more meal plans,
and each meal plan may include one or more conditions for
enrollment;identifying one or more characteristics of the patron;removing
from the set of available meal plan packages those meal plan packages
with conditions that are not met by the characteristics of the patron;
andproviding a listing of the set of available meal plan packages to the
2. The method according to claim 1, wherein at least one of the meal plan packages comprises at least one of a meal plan, a debit account, a credit account, or a monetary amount.
3. The method according to claim 1, wherein the patron is a student and the patron characteristics includes at least one of whether the student is an athlete, whether the student is a commuter, the graduating class of the student, the housing accommodations of the student, whether the student is married, whether the student is a recipient of financial aid and whether the student is scholarship recipient.
4. The method according to claim 1, wherein the patron is associated with a school and the conditions for enrollment include at least one of the patron must be an athlete, the patron must be a commuter, the patron must be within a specific graduating class, the patron must live on campus, the patron must live within a specific housing complex, the patron must be single, the patron must be married, the patron must be a recipient of a specific scholarship, the patron must be a recipient of financial aid, the patron must have a specific field of study and the patron must work for the school.
5. The method according to claim 1 further comprising receiving a package selection from the patron and enrolling the patron into the received package selection.
6. The method according to claim 5 further comprising identifying the cost of the package selected by the patron.
7. The method according to claim 6 further comprising:requesting payment for the selected packages; andreceiving payment for the selected packages.
8. The method according to claim 1, wherein said identifying one or more characteristics of the patron includes receiving answers to questions posed to the patron that identify characteristics of the patron.
9. The method according to claim 1, wherein said identifying one or more characteristics of the patron includes looking up patron information in a database.
10. The method according to claim 1, wherein the school is selected from one of a university, a college, a private school, a residential facility, a residential school, a camp, and an institution of higher education.
11. A method for managing a patron's account at a school, the method comprising:identifying a first package associated with the patron's account, wherein the first package comprises one or more plans, and each plan may include one or more conditions for enrollment;identifying one or more characteristics of the patron;identifying a set of available second packages with conditions met by the characteristics of the patron, wherein the available second packages comprise one or more plans, and each plan may include one or more conditions for enrollment;providing a listing of the set of available second packages to the patron;receiving a package selection from the patron; andassociating the received package selection with the patron's account.
12. The method according to claim 11, wherein said associating the received package selection with the patron's account includes:deleting the plan or plans associated with the first package from the patron's account; andadding the plan or plans associated with the received package selection to the patron's account.
13. The method according to claim 12 further comprising requesting payment for the received package from the patron, wherein the requested payment is the difference between the cost of the received package selection and the cost of the first package.
14. The method according to claim 13 wherein the cost of the first package is the balance of the first account.
15. The method according to claim 12 further comprising requesting payment for the received package from the patron, wherein a refund is disabled on the first package and the requested payment is the cost of the received package selection.
16. The method according to claim 11, wherein the patron's account is a campus card account.
17. The method according to claim 11, wherein the first and second packages comprise one or more meal plans.
18. A system for account management comprising:a package module configured to maintain one or more packages, wherein the packages includes eligibility conditions and at least one of a meal plan and a debit account;a patron module configured to receive characteristics of a patron, provide a listing of the packages with conditions that are met by the characteristics of the patron to the patron, and receive a package selection from the patron; andan enrollment module configured to associate the patron with the package selected by the patron.
19. The system according to claim 18, wherein said package module maintains the cost for each package, the meal plan allotment, and the debit account allotment.
20. The system according to claim 18, wherein said system further comprises a server and said enrollment module communicates with the patron through a webpage.
21. The system according to claim 18, wherein said system further comprises a campus card system and said enrollment module is configured to associate the patron's campus card with the package selected by the patron.
22. A self-service meal plan system comprising a web server coupled with the Internet, wherein the web server provides a webpage accessible by a student through the Internet, the web server comprising:memory configured to store available packages and any associated conditions, student profiles, and student accounts, wherein each package includes at least one of one or more meal plans and one or more debit accounts; anda processor configured to:receive one or more student characteristics;provide a listing of available packages with conditions that are met by the characteristics of the patron on the webpage;receive a package selection from the student through the webpage; andassociating the package selection with the student account in memory.
23. The self-service meal plan system according to claim 22, wherein the student characteristics are received from the student profile within said memory.
24. The self-service meal plan system according to claim 22, wherein the student characteristics are received from the students response to questions through the webpage.
[0001]This application is a non-provisional, and claims the benefit, of commonly assigned U.S. Provisional Application No. 60/861,710, filed Nov. 30, 2006, entitled "Self Service Meal Plans," the entirety of which is herein incorporated by reference for all purposes.
[0002]The invention is directed to a system and process for providing self service plans, such as for meals in an academic setting or the like.
[0003]In higher educational settings such as universities or colleges, electronic meal plan systems are frequently implemented to help control and account for which students can eat at particular dining halls on campus during specific times. Managing food service on campuses is a challenge and meal plans are typically the largest revenue generator for campus food service operations. It is not uncommon for a standard meal plan to cost approximately $3,000 per student per year and may be a significant portion of a student's college expenses.
[0004]Managing meal plans can be very complex. Campuses frequently allow students to choose between different meal plans to suit their dietary requirements. For example, it is common for most campuses to offer different plans such as plans that offer 5, 10, 15 or 21 meals per week. In most cases, students can only eat meals at campus approved dining halls. However more and more universities and colleges are allowing their students to eat meals under their meal plans at other facilities such as cash facilities and restaurants on and off campus.
[0005]Often added complexity arises because students might alter their meal plan options during a semester. For example, some students may choose to upgrade, a number of commuters may choose to purchase meals plans, other students may choose to downgrade, while some students just choose plans more suited to their lifestyle. Also, colleges often give athletes (or other categories of people) access to extended dining hours or alternative dining facilities. Changing a meal plan is complex because it involves several problems including, for example: [0006]1. Campuses have difficulty determining which students are eligible for which plans (not all students are eligible equally for all plans). [0007]2. Campuses have difficulty calculating the price difference between the plans the students currently have and the plan they wish to have. [0008]3. Campuses have difficulty manipulating the electronic accounts to ensure that students have the accounts they are supposed to have and with the right account balances. A single meal plan change can easily require the campus to add, remove, and make deposits between 3 and 6 accounts, for example. This is somewhat analogous to a bank adding a single checking, savings, or mutual fund account on behalf of a customer which can often be time consuming and tedious. [0009]4. Campuses often have difficulty updating or changing accounts on a student by student basis.
[0010]From a business perspective, campuses have an additional challenge. Food service is notoriously costly and operates on slim margins. As a result, campuses typically want to increase food service participation by enticing and allowing as many people as possible to participate in meal plan. This generally involves offering meal plans to students living off campus and providing more attractive meal plan packages. For a variety of reasons campuses wish to be flexible in the plans they offer, however this flexibility adds great complexity and cost to the operations. Due to the cost of plans and complexity, small errors can cost the food service department, and their small margins do not leave room for much error.
[0011]From an operational point of view, campuses typically have a business imperative to achieve at least:
[0012]a) Reducing the costs of managing meal plans; and
[0013]b) Increasing the number of people participating in meal plans.
[0014]As a comparison, in banking, customers are accustomed to having individual and specific bank accounts. However, meal plans are typically sold in packages whereby the purchase of a single package might include a number of accounts. For example a university might offer the following meal plan packages:
[0015]a) Super 21 Plan (at least 4 accounts): [0016]21 meals per week at any dining hall [0017]$250 Campus Cash [0018]$100 Copying Dollars [0019]$50 Off-Campus Spending
[0020]b) Standard 21 Plan (2 accounts): [0021]21 meals per week at students dining hall only [0022]$250 Campus Cash
[0023]c) Off-Campus Plus (1 account): [0024]$500 Off-Campus Spending
[0025]Apparently there is not a product or system known for recording all of these various options. However, numerous people and companies have attempted to address certain aspects of these problems. The following are known approaches that illustrate how various campuses have attempted to deal with these issues. [0026]1. Many campuses have created direct data import feeds with the university enrollment and housing systems. The university or college then manipulates and imports the data into the meal plan management system (typically an ID card management system), and configure the students in bulk. The problem with this approach is that while it works very well during semester transitions, it does not work on an individual by individual basis, and it also does not work well during the course of a semester. Moreover, the data feeds from the enrollment and housing systems are often inaccurate. [0027]2. Some attempts have been made to use the Internet to manage meal plans. However these sites typically involve shopping cart applications that allow students to purchase a plan like a commodity. After a purchase is made, an email is typically sent to the food service office where a human inputs the order into the meal plan system. Some problems usually encountered with this approach are: [0028]a) Student accounts are not updated immediately. [0029]b) Student accounts are changed manually which is typically very error prone. [0030]c) The cost of meal plans on the Internet site may not be accurate because it does not take into account plans the student might already have. [0031]d) Students cannot remove meal plans. [0032]e) Students can add plans they already have, leading to duplication. [0033]f) Students can add plans they are not allowed to have, leading to misuse. [0034]g) Students can see plans which the campus would prefer they not know about. [0035]3. Students can purchase plans anytime. Frequently only certain meal plans are available at certain times during the campus calendar. However this is usually controlled manually and students cannot see which plans they already have.
[0036]The invention provides a better solution to managing meal plans and accounts than heretofore available by allowing patrons to dynamically subscribe online to packages as defined by a university or school within rules and criteria and to alter subscription to the package by selecting from other available options. The costs are automatically reconciled whenever a change is made to a subscription.
[0037]According to one aspect of the invention a method for enrolling a patron in one or more plans at a school may include identifying a set of available meal plan packages. A meal plan package may include one or more meal plans, and each meal plan may include one or more conditions for enrollment. Each of the meal plan packages may include a credit account, a monetary amount and/or a debit account. The method may then identify one or more characteristics of the patron. The method may also remove from the available meal plan packages the packages with conditions that are not met by the characteristics of the patron. The available meal plan packages may be provided to the patron, for example, over the Internet. The patron may then select a package they wish to associate with their account. The school may be a university, a college, a private school, a residential facility, a residential school, a camp, and/or an institution of higher education
[0038]The patron may be a student and the patron characteristics may include at least one of whether the student is an athlete, whether the student is a commuter, the graduating class of the student, the housing accommodations of the student, whether the student is married, the student is a recipient of financial aid and/or whether the student is scholarship recipient. Moreover, the patron may be associated with a school and the condition for enrollment may include at least one of the patron must be an athlete, the patron must be a commuter, the patron must be within a specific graduating class, the patron must live on campus, the patron must live within a specific housing complex, the patron must be single, the patron must be married, the patron must be a recipient of a specific scholarship, the patron must be a recipient of financial aid, the patron must have a specific field of study and the patron must work for the school.
[0039]According to another aspect of the invention a method for managing a patron's account at a school may identify a first package associated with the patron's account and identify one or more characteristics of the patron. Available second packages may be identified with conditions met by the characteristics of the patron. These available second packages may be provided to the patron and the patron may make a package selection therefrom. The selected package may then be associated with the patrons account. The method may include deleting the plan or plans associated with the first package from the patron's account. The method may also include adding the plan or plans associated with the received package selection to the patron's account. The school may be a university, a college, a private school, a residential facility, a residential school, a camp, and/or an institution of higher education
[0040]The method may also request payment for the received package from the patron. The requested payment may be the difference between the cost of the received package selection and the cost of the first package. In one embodiment, the cost of the first package may be the balance of the first account. According to another embodiment, if a refund is disabled on the first package then the requested payment is the cost of the received package selection. The patron's account may be a campus card account. The plans may include a meal plan, monetary amount, credit account and/or a debit account.
[0041]According to another aspect of the invention, a system for account management may include a package module, a patron module and an enrollment module. Each module may be part of a one or more processors or computer code. The package module may be configured to maintain one or more packages that include eligibility conditions and at least one of a meal plan and debit account. The patron module may be configured to receive characteristics of a patron, provide a listing of the packages with conditions that are met by the characteristics of the patron to the patron, and/or receive a package selection from the patron. The enrollment module may be configured to associate the patron with the package selected by the patron.
[0042]The package module may also maintain the cost for each package, the meal plan allotment, and the debit account allotment. The system may also include a server and the enrollment module communicates with the patron through a webpage. The system may comprise a campus card system and the enrollment module is configured to associate the patrons campus card with the package selected by the patron.
[0043]According to another aspect of the invention a self-service meal plan system includes a web server coupled with the Internet. The web server provides a webpage accessible by a student through the Internet. The web server may include memory and at least one processor. The memory is configured to store available packages and any associated conditions, student profiles, and/or student accounts. A package may include at least one of one or more meal plans and one or more debit accounts. The processor may be configured to perform one or more of the following: receive one or more student characteristics, provide a listing of available packages with conditions that are met by the characteristics of the patron on the webpage, receive a package selection from the student through the webpage and associate the package selection with the student account in memory. The student characteristics may be received from the student profile within the memory and/or from the students questions posed through the webpage.
[0044]Additional features, advantages, and embodiments of the invention may be set forth or apparent from consideration of the following detailed description, drawings, and claims. Moreover, it is to be understood that both the foregoing summary of the invention and the following detailed description are exemplary and intended to provide further explanation without limiting the scope of the invention as claimed.
[0045]The accompanying drawings, which are included to provide a further understanding of the invention, are incorporated in and constitute a part of this specification, illustrate embodiments of the invention and together with the detailed description serve to explain the principles of the invention. No attempt is made to show structural details of the invention in more detail than may be necessary for a fundamental understanding of the invention and the various ways in which it may be practiced.
[0046]FIG. 1 is a block diagram showing an exemplary system architecture, according to principles of the invention.
[0047]FIG. 2 is a functional flow diagram showing the steps of defining packages and conditions and various inputs for the definitions, according to principles of the invention.
[0048]FIG. 3 is a flow diagram showing steps of using the invention, according to principles of the invention.
[0049]FIG. 4 is a flow diagram showing steps taken by a user to select a package, according to principles of the invention.
[0050]FIGS. 5A-5F are illustrative graphical user interfaces as seen by a user, in view of certain steps of FIGS. 3 and 4.
[0051]The embodiments of the invention and the various features and advantageous details thereof are explained more fully with reference to the non-limiting embodiments and examples that are described and/or illustrated in the accompanying drawings and detailed in the following description. It should be noted that the features illustrated in the drawings are not necessarily drawn to scale, and features of one embodiment may be employed with other embodiments as the skilled artisan would recognize, even if not explicitly stated herein. Descriptions of well-known components and processing techniques may be omitted so as to not unnecessarily obscure the embodiments of the invention. The examples used herein are intended merely to facilitate an understanding of ways in which the invention may be practiced and to further enable those of skill in the art to practice the embodiments of the invention. Accordingly, the examples and embodiments herein should not be construed as limiting the scope of the invention, which is defined solely by the appended claims and applicable law. Moreover, it is noted that like reference numerals represent similar parts throughout the several views of the drawings.
[0052]FIG. 1 is a block diagram of an exemplary system architecture, according to principles of the invention, generally denoted by reference numeral 100. This system architecture 100 may include one or more user devices 105a-105c for accessing the functionality of the self service meal plans provided by the invention. The user devices 105a-105c may include a personal computer, cell phones, smart phones, personal digital assistants (PDAs), telephones, or any other user device suitable for interacting via the Internet (or other suitable communications transport medium) with the application server 120, described below. User device 105c accesses the Internet over a wireless connection. The system 100 also includes a card system 110, such as typically found on a university, college or other campus facility. Although embodiments of the invention are described in the university setting, it is understood that embodiments may be used in other settings with similar issues, such as, for example, employee benefit plans, employee meal plans, flexible spending accounts, travel accounts, camp accounts, or a business campus environment. The card system 110 maintains the meal plan and/or debit spending accounts, individual card holder balances of those plans and accounts, and/or other general information related to the card holder. The card system 110 manages transactions for regular use of the meal plans and/or debit accounts including the purchase of meals, spending of debit funds, etc. The card system 110 is in communication with the application server 120 and its resident applications via Internet 125 (or other suitable communication facility). Application server 120 provides for the process control of various aspects of the invention and typically interfaces with a database 115, described more below. The invention includes software applications for implementing the various features, described below, which would execute from the application server 120, or similar type of platform as known to skilled artisans.
[0053]On such application provided by the invention typically resident on the application server 120 is the Transaction Processor (TP) 121 which facilitates the actual manipulation (e.g., addition, removal, deposit) of accounts in the school's card system via communication such as the Internet or other suitable connection.
[0054]Another such application, denoted as SSMP (Self Service Meal Plan) 122 represents the control logic for implementing certain various steps for documenting a school's meal plan offerings and/or for managing the self-service addition/removal of the meal plans and debit accounts based on the documentation, as described more below.
[0055]Certain portions of the invention may also execute at the user devices 105a-105c, such as commonly employed in distributed processing architectures including browser type applications. SSMP 122 also coordinates student account information with the card system 110, as necessary, so that plan and account information relating to individual student cards is current and accurately maintained in operation.
[0056]In embodiments, the patron can also access the features provided by the invention by way of a telephone call, with audio prompts to provide to the patron and appropriate selection being input by the patron via the phone keypad or speech response (i.e., using voice recognition technology), for example.
[0057]The self-service meal plan scheme provided by the invention provides robust features to meet the specific meal plan management needs such as those found in higher education food service operations. The self service aspects of the invention provide several advantages including, but not limited to: [0058]1. A system for documenting campus meal plan rules (implemented primarily by SSMP), and [0059]2. An electronic system that can implement the documentation (implemented primarily by SSMP) providing a flexible meal plan at least partially controllable by a patron, in view of pre-established rules.
[0060]Documentation Overview
[0061]The documentation system of the invention provides a convenient and flexible way to accurately record meal plan configurations. For example, the documentation system achieves the following with precision that previous solutions failed to provide, including: [0062]1. A language that eliminates confusion over meal plan terms. [0063]2. A process for recording meal plan rules and eligibility (including removal). [0064]3. A process for recording meal plan packages. [0065]4. A process for recording package prices by specific dates and times. [0066]5. A process for recording the specific amounts that should be available in debit accounts.
[0067]Documentation Vocabulary
[0068]The documentation process includes a non-limiting vocabulary. The following are representative basic terms (some of which have also been defined elsewhere herein): [0069]Patron: a student, parent, faculty, staff member, or other customer or person with a relationship to a college or university. As used herein, the term student includes the alternatives for patron. [0070]Meal plan: a specific point account (as opposed to a dollar/cents account) resident on a patron's account recognized by an account number on the meal plan management system. [0071]Debit account: a specific account resident on a patron's account that operates using dollars and cents (or any other monetary system). [0072]Package: a collection of meal plans and debit accounts that are sold together as a single commodity. [0073]Rule: a specific set of criteria that determine eligibility and other requirements.
[0075]A step in documenting the meal plan configuration for a campus is to define the rules. The rules dictate the eligibility requirements of individual students or patrons. In practice a rule may include one or more of the following three aspects: [0076]1. A set--which the patrons are eligible. [0077]2. Whether or not the patrons are required to have those packages or not.
[0079]A package is a collection of meal plans and debit accounts. A package may contain an unlimited number of meal plans and debit accounts. Typically, a group of patrons (identified by a rule) are eligible for a given set of packages. Each package usually contains the following information: [0080]1. A list of meal plans. [0081]2. A list of debit plans. [0082]3. A list of other plans, such as specialized counters, plans, privileges, or other card system accounts. [0083]4. An association with a given price list. [0084]5. Whether or not the patron can receive a refund if the package is removed.
[0085]Price List
[0086]A price list is a list of prices for packages. Each package has an associated price list. The price list typically includes a list of date and time ranges and a price. The price also includes required deposit amounts for debit plans within the package.
[0088]Packages may contain a list of one or more accounts (i.e., plans) that are included in the package. When a patron purchases a package, this is a list of all the accounts (i.e., plans) that will be added to their configuration. When a patron removes a package, these accounts are removed. The configuration for each plan includes the following: [0089]1. The type of plan. [0090]2. A holding account (to be described later). [0091]3. Whether or not a refund of funds on this plan is possible.
[0092]Example of Using the Documentation
[0093]The following example expands on how the documentation process could be used in practice. [0094]1. A university student visits the food service office to discuss their meal plan options. [0095]2. A clerk in the food service office gathers identity information from the student. [0096]3. The clerk then reviews the meal plan documentation to determine which rules are applicable or available to the student; i.e., which plans does the student qualify. [0097]4. The clerk may then lists the package(s) contained within each rule. [0098]5. The clerk may then determines whether the package(s) are on-sale currently (i.e., available), and if they are on sale, the price is determined for each available package. The clerk finds the current date and time on the price sheet (which may be electronic) and locates what price is listed for each package. If no price or time period is available, the plan is not for sale (i.e., available) and cannot be offered to the student. [0099]6. The clerk also determines if any of the plans in the package are on the price sheet. If so, the clerk may determine what deposit amount is necessary. [0100]7. The clerk may then list for the student all the packages the student is currently eligible for. [0101]8. At this point, a transaction may or may not occur as a number of options are possible: [0102]a. The student could leave and decline to not purchase a package. [0103]b. If the student already has a package within a rule, the student could switch to another package within the same rule (example: the student could switch from a Freshman 15 meals plan to a Freshman 21 meals plan). [0104]c. If the student already has a package within a rule, and the rule is optional, then the student could remove the package. [0105]d. If the student does not have any packages within a rule, they could purchase one. [0106]9. The clerk may then calculate the price of the transaction.
[0107]Calculating Transaction Price Example
[0108]The transaction price may be calculated as follows: The transaction price equals the price of the package added minus the price of any packages removed. With, the price of any plan being calculated as follows: Price of plan on price sheet. However, there may be special cases or exceptions that could alter the transaction price, including, for example: [0109]1. If package is being removed (or changed for another), and refunds are disabled, then the price of the package will be ignored and not included. [0110]2. If a plan within a package is being removed, and refunds are enabled, and that plan has a balance, the difference between the deposit amount and the balance will be returned.
[0111]An exemplary algorithm is shown below:
TABLE-US-00001 price(p) = price of package p on price sheet for current date and time deposit(a) = deposit amount of account a on price sheet for current date and time refund(x) = whether refunds are enabled on package or account. balance(a) = current balance on account a has(p) = whether patron has package p total = total transaction price i = generic index variable pa = package being added (array of plans/accounts) pr = package being removed (array of plans/accounts) total = price(pa) if has(p): if refund(pr): total -= price(pr) foreach plan in pr: if refund(plan): netbalance = deposit(a) - balance(a) total += netbalance
[0112]Holding Account
[0113]Each plan within a package is typically configured with a holding account. This is important for debit plans. When removing a debit plan there may be a remaining balance. This remaining balance can be transferred into a holding account. For example if a student has a given package and within that package there is a plan in which the default balance is $100.00. If the student is not eligible for a refund on the plan, that remaining balance can be transferred into a holding account when the package is removed. This is to keep the accounting accurate. At the same time when a new package is added the added plan may have a holding account. When adding a plan with a holding account the balance of the holding account will be transferred into the account.
[0114]Consider a student who is eligible for two different packages. Package A has 21 meals per week and $250 of general spending money. Package B may have 15 meals and $100 in general spending money. The student signed up for Package A when school started. The student then added $50 to their general spending plan.
[0115]Student: [0116]21 meals/week [0117]$300 general spendingNow the student switches to Package B. Switching from Package A to Package B requires removing both the 21 meals/week and the $300 general spending. However, $50 of the general spending is the students to keep because they added it on their own. Simply removing the plan would defraud the student of that amount. At the same time due to technological complexities it is difficult when removing Package A to determine where the $50 should go in the end. To compensate for this the $50 is placed into the holding account.
[0118]At this point the campus has two choices. The first option assumes the general spending account on Package A is compatible with the general spending account on Package B. In this case the campus may create a holding account for Package A. When Package A was removed all funds remaining in the general spending plan would be transferred into the holding account. When Package B is added, it will also add in the funds from the holding account.
[0119]The second option is when the general spending account is not compatible on Package A with Package B. In this case, the holding account may be different. When Package A is removed the remaining funds may be put into the holding account. However when Package B is added the remaining balances may not be added.
[0120]However, if refunds are enabled on the general spending, then the holding account has no effect. Instead, any remaining balance is returned to the patron in the transaction price. If we assume the price of Package A was $1500 and the price of Package B is $1000, the student would be getting a refund of $500. However, if there is a remaining balance in the general spending account and refunds are enabled, instead of being transferred into the holding accounts, the funds would be added to the refund, making the total refund $550.
[0121]Embodiments of the invention implements the documentation as described above, and surpasses previous electronic systems. These embodiments may: [0122]1. allow meal plan packages to be purchases online; [0123]2. electronically update the meal plan system quickly; [0124]3. determine which students are eligible for which meal plan packages on an individual by individual basis; [0125]4. ensure that students see only the packages for which they are eligible, so that they cannot see other packages; [0126]5. provide for students to remove packages if they are eligible; [0127]6. accurately calculate the amount students must pay to purchase a package; [0128]7. accurately calculate the amount for refunds; [0129]8. allow students to purchase meal plan packages that have different on-sale periods, for example, a student could purchase winter and spring meal plans during the fall semester; [0130]9. automatically prorate the amount of the meal packages depending upon the time in the semester; and/or [0131]10. allow for configuration for the application to be viewed in Microsoft Excel or other popular desktop applications, so that configuration can be accurately imputed into the system.
[0132]The disclosed embodiments of the invention may implement the rules defined by the documentation. The electronic application provides a way by which documentation can be loaded. The electronic application performs many of the steps that a live clerk would typically be expected to perform.
[0133]FIG. 2 is a functional flow diagram showing the steps of predefining packages and conditions, according to principles of the invention, starting at step 200. FIG. 2, as well as the other flow diagrams herein, may equally represent a high-level block diagram of components of the invention implementing the steps thereof. The steps of FIG. 2, as well as the other flow diagrams herein, may be implemented on computer program code in combination with the appropriate hardware. This computer program code may be stored on storage media such as a diskette, hard disk, CD-ROM, DVD-ROM or tape, as well as a memory storage device or collection of memory storage devices such as read-only memory (ROM) or random access memory (RAM). Additionally, the computer program code, in parts or in its entirety, can be transferred to a workstation over the Internet or some other type of network, such as by way of a browser, for example.
[0134]At step 200, one or more packages are defined which may be based on pre-defined meal plans 220 and debit accounts 225. At step, 205, the conditions of use are established including those questions 230 to be presented to the user (e.g., patrons). Other conditions 235 may include on-off campus patrons, time periods of use, locations of use, satellite facilities, off-campus usage, type of merchant usage, etc. At step 210, the package definitions and conditions are loaded for operational use.
[0135]Schools define meal plan packages and the conditions that must be met in order for a user to have access to those packages. The conditions are typically based on at least two factors: [0136]1. Answers to questions the application presents the user when selecting a package; and [0137]2. Information the school has specified and saved to static storage (database) for the purpose of testing whether a user meets the requirements of the condition.
[0138]An example of such a condition might be where a student lives. If students live in Smith House, they are eligible for meal plan packages A and B. The school can opt to either ask the user which house they live in or provide the housing assignments of all students so that the information is already available in static storage when the student accesses the self service meal plan system of the invention.
[0139]The school can also define the scope of each condition/account pairing. For instance, it might be the case that students living in Smith House are required to take Package A or B. To accomplish this, the condition "lives in Smith House" would be configured with the scope of "Must Have" for Package A and B, as shown in Table 1 below. The SSMP allows them to switch to one of the other plans, but never remove plans such that the student had neither A or B. The same student might meet additional criteria that allow him to add other meal plan packages as well. For instance, a student living in Smith House might also be an athlete which allows them the option to add Package Z. To accomplish this, the additional condition "is an athlete" would be defined with the scope "May Have" for Package Z.
[0140]In order to accurately reflect the school's meal plan definitions and requirements, the SSMP is configured with a set of conditions and the meal plan packages available to the user that meets those conditions. The configuration information is stored in static storage (e.g., DB 115) in the form:
TABLE-US-00002 TABLE 1 Condition Scope Package Lives in Smith House Must Have Package A or B Is an athlete May Have Package Z
[0141]FIG. 3 is a flow diagram showing the steps of using the invention, starting at step 300, where the application is initialized where it loads each condition that the school has defined for determining whether a user meets the criteria set forth in those conditions. It may be helpful to consider FIGS. 5A-5F in relation to the steps of FIG. 3. At step 305, the user's compliance with the conditions is determined by either asking the user a set of predefined questions or by loading the criteria from static storage. At step 310, for each condition that the user meets, the application loads the corresponding packages into the current session as a variable called "$packages," for example. The following information may be stored in the $packages variable: [0142]"packageid"--The identifier for the current package [0143]sku--The Stock Keeping Unit (sku) for the current package. The sku is used to identify the package in the price tables. [0144]name--The name of the package [0145]pricetable--Where the price table is stored in static storage. The price table represents the prices and deposit amounts available to users based on the current date. This allows schools to prorate costs and deposit amount throughout the course of the year. [0146]price--the price of the package for the current date. [0147]have--does the user have the current package? [0148]enabled--is the package enabled for changes by the user in the application? [0149]scope--is the package required for the user? [0150]refund--is a refund allowed for this package?
[0151]At step 315, the package(s) that the user is eligible for are displayed. At step 320, the user's selection is accepted and processed. At step 325, a user confirmation is provided that indicates that the changes and/or total amounts. At step 330, the user is prompted for payment, which is typically a credit card, but may include any form of payment permitted by the school. At step 335, a check is made whether the payment information is valid. If invalid, the user may again be prompted for payment information (perhaps up to a predetermined numbers of invalid attempts). If, however, the check at step 335 indicates that the payment is valid, then at step 340, the selected packages are added to the user's card system account.
[0152]There is a high likelihood that users will subsequently log into the application to upgrade, modify, or remove their existing meal plan packages. In order to properly handle this, the application compares the accounts and plans that the requested packages are composed of to the accounts and plans the user currently has. Each package that the user currently has is identified by setting the "have" key in the $packages variable to true.
[0153]The application then parses each package the user is eligible for to determine the scope and available actions. For each package, a key is added to the $packages variable indicating the packages scope. Similarly, the application looks at each package, its scope, and whether the user currently has the package to determine which actions the user can take with the package. For packages that a user is eligible for, but they do not currently have the "action" key of the $packages variable is set to "Add." For packages that a user currently has, the "action" key is set to "Remove." Additionally, for plans the user currently has for which the scope is set to "Must Have," the "enabled" key in the $packages variable is set to "False." Packages that do not have a price defined for the current day are removed from the session and are not considered available to the user. At this point, the exemplary $packages variable for the student living in Smith House might have the following information as shown in Table 2:
TABLE-US-00003 TABLE 2 PackageID SKU PriceTable Price Have Enabled Scope Refund Action A SKUA APRICE 750 1 0 musthave 1 Remove B SKUB BPRICE 1000 0 1 musthave 1 Switch To Z SKUZ ZPRICE 500 0 1 mayhave 1 Add
[0154]After the application has loaded all packages available to the user and compiled the above information, the package state for the current session is stored in static storage.
[0155]The function next loads the debit accounts and meal plans that are associated with each package from static storage. The accounts are stored in the "$accounts" variable and, when all accounts are loaded, the accounts for the session are stored to static storage. The following information is stored in the $accounts variable for each account: [0156]acctid--the account identifier in static storage [0157]num--the account number in the card system [0158]name--the account name [0159]holding--should a transfer of balance from one account to another be required, which account should hold the balance during the transfer [0160]ord--the order of the account within the current package [0161]typeid--the type of the current plan (debit, point, meal, etc) [0162]deposit--amount to deposit to this plan should the package be purchased [0163]display--should the account be displayed as a part of the package in the application [0164]phrase--the phrase used to describe the deposit in the application [0165]displaydeposit--should the deposit to the account be displayed in the application [0166]balance--the balance of the account if the user currently has it [0167]refund--are refunds available for this account
[0168]After the application has determined all the conditions the user meets and loads the packages and accounts for each of these conditions, the user is presented with the available meal plan packages and their associated actions (see FIG. 3--step 315, for example). Packages the user has are displayed first in the "Packages you have" section. (The actual headings are all determined by each school's configuration). If the package can be removed, a "Remove" action is displayed next to the package. Packages the user has available to them are displayed under a separate heading (also defined by configuration), with "Add" or "Switch To" actions displayed next to each account. Each of these actions is created by generating a link that loads the application with the "packageid" stored in the $changedpkg variable.
[0169]For each condition the school has defined, there is a record in static storage of which packages are affected by the rule. When the user selects an action for a package the application modifies the entry for each package that is affected by the condition that allowed the patron to see that package (see FIG. 3--step 320, for example). Each package within the condition of the selected package is changed such that the enabled flag is false and the "changethis" flag is true. For instance, if a student is living in Smith House who currently has Package A selected the "Switch To" action next to Package B, the resulting package information for the current session would be as shown in Table 3:
TABLE-US-00004 TABLE 3 PackageID SKU PriceTable Price Have Enabled Scope Refund Action Changethis A SKUA APRICE 750 1 0 musthave 1 Remove 1 B SKUB BPRICE 1000 0 0 musthave 1 Switch To 1 Z SKUZ ZPRICE 500 0 1 mayhave 1 Add 0
[0170]In order to display the changes made for the user to review, the application fetches from static storage all packages that have "changethis" set to true. For each of these packages, the application displays the action that was taken, the name of the plan, and the price (FIG. 3-Step 125). When the user is adding a single plan, the "Review Changes" page displays the account being added and a total. When the user is instead switching from one plan to another, the "Review Changes" page displays the plan being switched to and its default deposit amount, the plan being removed and its current balance, and a total for the transaction. The student from Smith House switching from Package A to Package B would see output similar to the following example:
TABLE-US-00005 Switch To Package B $1000 Account B Deposit $1000 Remove Package A $750 Account A Balance $700 Total Due $300
[0171]In the above scenario, the total is calculated with the formula:
price=package add price-balance in removed package
[0172]If however, the school had opted not to allow a refund, a holding account would be specified and the current balance (i.e., $700.00) of Package A would be moved to the holding account and then added back to Package B at the end of the transaction. The price in this scenario is simply the purchase price of the Package, but the account for the given package would contain both the default deposit amount and the balance of the prior plan.
[0173]If the user agrees that the changes are correct and chooses to proceed to the next step in the transaction, they are presented with a payment page (see FIG. 3--step 330, for example). Across the top of the page is a list of payment options (Credit Card, ACH, Bursar Bill, etc). The school identifies which payment tabs should be presented to the user and which should be the default as a part of their configuration. This information is loaded from static storage and the available payment options are presented to the user. After they select the appropriate tab and fill in the required information, the payment data is verified to insure the information provided is correctly formed for the type of payment option selected (see FIG. 3--step 335, for example).
[0174]If the payment information is verified, the application begins to build and complete the transaction (see FIG. 3--step 340, for example). To this end, a connection to the Transaction Processor (TP) 121 is established and the transaction is built step by step. The transaction ID the TP 121 has assigned the current transaction is stored both to the $transid variable and to static storage. The payment information is then inserted as the first step for the transaction. The application then proceeds to build the necessary TP 121 steps to complete the meal plan package changes the user has selected.
[0175]The application first identifies whether any accounts need their balance transferred. From static storage, the application loads all accounts for each package with the "changethis" flag set to true and action set to "Remove." For each account, the account number in the card system, the holding account number, the TP 121 function required to add the account, the TP 121 function required to move funds to the holding account and whether refunds are allowed for the account are loaded. Transfers are determined to be accounts for which refunds are not allowed but whose package is being removed. The application determines whether the user has the holding account. If the user does not have a holding account, the SSMP 122 inserts as the next step the addition of the holding account. The application transfers the current balance of the account to the holding account.
[0176]The application next identifies the accounts that need to be added. From static storage, the application loads all accounts for each package with the "changethis" flag set to true and the action set to "Add" or "Switch To." For each account, the account number in the card system, the holding account number, the deposit amount, the TP 121 function required to add the account, the TP 121 function required to move funds to the holding account, and the TP 121 function required to deposit funds onto the account are loaded. The application inserts a TP 121 step to add each account. If a holding action and account had been specified as a part of an account that is being transferred, the application inserts a transaction to transfer the funds onto the new account from the holding account. If a deposit has been defined for the current account as a part of the meal plan package that was selected, the application next inserts a TP 121 step to add the deposit amount specified in the package configuration to the current account.
[0177]The application next identifies accounts to be removed. From static storage, the application loads all accounts for each package with the "changethis" flag set to true and action set to "Remove." For each account, the account number in the card system, the holding account number, the TP 121 function required to add the account, the TP 121 function required to move funds to the holding account and whether refunds are allowed for the account are loaded. The application then inserts the TP 121 step to remove the account.
[0178]After all transfer, addition, and removal steps have been inserted into the TP 121, the application closes out the TP 121 transaction and submits it for processing. All session information is saved to static storage in its final form. The application then loads the processing page which displays information to the user informing them that the transaction is processing. If the transaction takes longer to complete than the school has specified in their configuration settings, the user is informed that the transaction is taking longer than expected and an email will be sent to the email address they provided when the transaction completes. However, if the transaction completes within the timeout period, the application presents the user with a "Success" message and provides them a receipt of the transaction. The Transaction Processor 121 will also send a receipt of the transaction to the user-provided email address once the transaction is completely processed.
[0179]FIG. 4 is a flow diagram showing steps taken by a user to select a package, according to principles of the invention, starting at step 400. The steps of FIG. 4 may be viewed in relation to FIGS. 5A-5F, which show exemplary user interface displays for conveying information a user and for receiving input from a user, according to principles of the invention.
[0180]At step 405, in view of FIG. 5A, the user answers questions when prompted by the SSMP 122 in order to establish eligibility for certain available packages. At step 405, the user answers the questions. At step 410, in view of FIG. 5B, the user selects from eligible package(s). At step 415, in view of FIG. 5c, the user is prompted to confirm selected package(s). At step 420, in view of FIG. 5D, the user is prompted to pay for the new package selections, if necessary. It is possible that the new package(s) nets a credit to the user. FIG. 5E illustrates another optional step for confirming the transaction. At step 425, in view of FIG. 5F which shows confirmation information (such as a confirmation number, transaction ID, time stamp and credit card receipt for the transaction), the process ends.
[0181]While the invention has been described in terms of exemplary embodiments, those skilled in the art will recognize that the invention can be practiced with modifications in the spirit and scope of the appended claims. These examples given above are merely illustrative and are not meant to be an exhaustive list of all possible designs, embodiments, applications or modifications of the invention. Moreover, while the invention has been described for use with meal plans in an academic setting, it may be applied in similar settings, such as, employee benefit plans, employee meal plans, flexible spending accounts, travel accounts, camp accounts, a business campus environment, etc.
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text:
Equipped with his five senses, man explores the universe around him
and calls the adventure Science.
~Edwin Powell Hubble, The Nature of Science, 1954
The important thing in science is not so much to obtain new facts as to
discover new ways of thinking about them.
~William Lawrence Bragg
Lindsey Nash Hill
6919 Thomas Nelson Highway
Lovingston, VA 22949
Phone: (434) 263-8317
Fax: (434) 263-5987
Email: email@example.com
Nelson County Public Schools
84 Courthouse Square P.O. Box 276 Lovingston, VA 22949
(434) 260-7646Non-Discrimination Policy | Privacy Statement | Terms & Conditions

subset: commoncrawl


text:
Ted Nugent isn't one to hide his feelings about political issues.
So, it's no surprise the Nuge had comments on the results of Tuesday's presidential election. He shared them through series of posts on Twitter early this morning:
- "Pimps whores & welfare brats & their soulless supporters hav a president to destroy America"
- "So Obama still demands the hardest workers provide for the nonwotkers. Shared opportunitiesmy (expletive)"
- "What subhuman varmint believes others must pay for their obesity booze cellphones birthcontrol abortions & lives"
- "Goodluk America u just voted for economic & spiritual suicide. Soulless fools"
- "So 4 SCOTUS idiots dont believe in self defense. Pure evil"
- "I cry tears of blood for The Last Best Place & the warriors who died for this tragedy"
On Tuesday, Nugent issued this post:
- "Dear God in heaven America vote Mitt Romney Paul Ryan Republican and save America"
One person clearly not impressed with Nugent's comments was Flint native and filmmaker Michael Moore, an outspoken liberal, who re-Tweeted Nugent's post on "pimps whores & welfare brats" followed by the word "ugh." Moore also referred to Nugent as "Michigan's other son."
Most celebrities on Twitter have far more followers than people they follow, but Nugent's ratio is noteworthy. He has more than 100,000 followers of his account, but he follows no one.


text:
7" Screen I 800H x 480V
Transducers and Related Items
If it floats, we've probably got the right transducer for it.
Corporate Headquarters:678 Humminbird Lane
Eufaula, AL 36027
We value your business, and look forward to offering you the kind of exceptional service you deserve. Did you know we have a very comprehensive set of Frequently Asked Questions? Be sure to check them out to learn bits of information you may not find in our manual or on the forums. Visit this area to help you get your questions answered when we're not available on the phones.
If you receive an error message stating that your email address is invalid, first verify that the email address and confirmation email address match exactly. If they match and you have properly entered your email address, the error could be caused by an incompatible/outdated web browser. Our site works best on Google Chrome but should also work on Internet Explorer 11 and higher or Firefox. You may also contact us through our direct email address. Please make sure you have answered all of the questions in the form to the left. Answering these questions provides us with the information needed to address your email on the first attempt.
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text:
Feasting on Lobster
In Maine, it's possible to dine on lobster three times a day.
The USA has many regions famous for specific foods, perhaps none more so than Maine for its sweet, succulent lobster. The crustaceans are on menus everywhere throughout the state, from white-tablecloth restaurants to open-air seafood shacks, up and down the coast. The classic way to eat lobster is in the shell—don't be offended if your waiter offers you a bib, because the experience can be wonderfully messy—but there are as many other lobster dishes are there are fish in the sea. You might find lobster bisque, lobster stew, lobster pot pie, lobster paired with beef ('surf and turf'), lobster scrambled with eggs at breakfast, lobster served with pasta or, perhaps most delightfully, lobster chopped into a salad and sandwiched between a hot-dog bun ('lobster roll'). Wherever you dine, when you see 'MP'—which stands for 'market price'—you'll want to ask the cost before you commit. While lobster is cheaper in Maine than elsewhere, it can still get expensive.
If you have the urge to buy your own lobster—and the fortitude to deal with cooking a live creature—you'll want to visit the Lobsterman's Catch in Portland's historic Widgery Wharf, where you can purchase direct from lobstermen. Watch those claws!
For a close-up look at the lobstering life, take one of the many lobster-boat tours available all along the Maine coast, including Lucky Catch Cruises in Portland. You'll learn about how the fishing of the Homarus americanus (as Maine lobster is known) is highly regulated so the population never gets depleted. Because too much of a good thing is bad for both your waistline and the lobsters themselves.


text:
Another year, and another cookiepocalypse is in the books. I baked my tail off all weekend, and the result is a ginormous plethora of sweet treats. Watch out neighbors, these have your names on them!
Kicking off my annual festivities are these fudgy, double chocolate, hot cocoa cookies. Majorly delectable, and the perfect southern California interpretation of the warm drink. I'll admit that it's definitely cold enough outside to warrant ACTUAL hot cocoa, but I'll take it in cookie form any day.
I HIGHLY recommend warming these babies in the microwave for 10 seconds before serving. This will ensure those marshmallows are nice and gooey.
- 1 cup butter, softened
- 1½ cups granulated sugar
- 2 eggs
- 1 teaspoon vanilla extract (I used homemade bourbon vanilla extract I was gifted)
- 2 cups all-purpose flour
- ¾ cup cocoa powder
- 1 T espresso powder or instant coffee
- ¾ teaspoon baking soda
- ¼ teaspoon salt
- 2 cups dark chocolate chips
- Mini marshmallows for garnish
- Preheat oven to 350 degrees
- In large bowl, cream together butter and sugar until light and fluffy. Add in eggs, one at a time, beating between each addition. Add in vanilla extract.
- In a large bowl combine the flour, cocoa, espresso powder, baking soda, and salt.
- Turn the mixer to the lowest speed and gradually add the flour mixture to the butter mixture until fully combined. Fold in the chocolate chips
- Drop rounded teaspoonfuls onto cookie sheets and bake for 8-10 minutes until set.
- Remove from the oven and immediately top warm cookies with several mini marshmallows.
- Cool on wire racks.
- Microwave cookies for 10 seconds before enjoying to ensure gooey marshmallow deliciousness!
Does anyone else out there do an annual holiday bake-a-thon? What are your FAVORITE, must-have, holiday treats?


text:
Tap...tap...Is this thing on???
Hi guys! I'm back!
As of last week, we will have lived in our new home for 2 years so I thought it was about time to share some of my favorite spaces/projects we've tackled so far. We still have a lot we want to do, but with two kids, I've finally succumbed to the fact that it's going to take some (more) time.
The very first thing we did when we moved in was finish the basement. Here are a couple pics of what we started with... It's not a huge space so we had to be pretty strategic to make the most out of it. The entire basement is now divided into 4 spaces - the playroom, family room, storage space and laundry room. Since the playroom is my favorite spot, thought we'd start there!
And here's the finished playroom!
The walls are a light gray with a slightly darker gray berber carpet. We did a dropped ceiling as high as we could possibly go to with recessed lighting.
I knew I wanted as much toy storage as possible and this Ikea set-up has been working great so far! We love having a separate table or coloring and then a lower table for trains, trucks and cars to live. Eventually, I know I'll need a separate storage solution for legos...so I'm thinking once the boys outgrow the kitchen, it will live there.
I should also note these pics were taken before Nolan was born, so we'll be adding his
personal art to the walls soon!
I should also note these pics were taken before Nolan was born, so we'll be adding his
personal art to the walls soon!
// Sources //
Ikea Expedit storage cubes (now Kallax)
Pottery Barn Kids Carolina play table, Carolina activity table, Madison bookshelf
Serena & Lily baskets (similar)


text: Ouedkniss.com is a website free classified ads for individuals and professionals. Ouedkniss.com on the site, skip free ads and no commission. You can see ads for individuals and professionals throughout Algeria. Ads of all kinds: job, sale, purchase, lease. classified ads by theme: auto, real estate, computer equipment, motorcycle, shopping, survey, record, good business, travel and tourism, business ... Thousands of free classified ads in consultation with themes, you can place your ads for free and reach thousands of daily visitors. For more information visit www.ouedkniss.com


text:
Kent Houser has gotten pretty good at the net-cutting ritual.
The Greenwood boys' basketball coach has had plenty of opportunities to climb the ladder and wield scissors after a title-clinching win.
On Feb. 12 on their home floor, Houser's Wildcats easily dispatched Millersburg 59-34 and put the wraps on a fifth straight Tri-Valley League championship, the first time in league history any program has won five consecutive titles. It was also the 11th crown Houser has earned in his 21 years running the Wildcat franchise.
Greenwood followed up the win with another at Line Mountain four days later to complete the regular season with a 19-3 record.
"I've had a little practice cutting down nets," Houser admitted after the win. "We sure didn't want it to come down to (Line Mountain). We wanted to take care of business here, tonight."
The 'Cats were a bit ragged at the outset. They scored on their first possession when Nick Kerstetter finished a feed from Tyler Fegley, but went three possessions without scoring again and were tied at 2-2 with 5:31 to play in the quarter.
Things quickly changed.
Greenwood ran off eight straight points on two free throws by Adam Harrison and three layups by Josh Ferguson to go up 10-2. Then, leading 23-15 late in the second quarter, they tossed a 12-0 bolt between the second and third quarters at the Indians and led 35-15. The Wildcats then spanned the third and fourth periods with an 11-0 run that bumped their lead to 30 and ushered in the subs for a lengthy stay.
The Wildcats who'd missed 10 of their first 11 shots, finished the night converting 24-of-55, including 5-of-23 3-point attempts, after missing their first 11.
"Early, the execution was there, the shots just weren't falling," Houser explained. "Once we settled in, we knocked some (shots) down and were able to get in a rhythm.
The leader of the Wildcat jam band was Ferguson, who wreaked havoc on the Indian guards, collecting six steals.
Ferguson made 8-of-10 2-point attempts — many on runouts — contributed three assists and scored a team high 16 points, doing most of his damage in the open floor.
"Josh has had two nice outings," said Houser pointing to his senior's 13-point, 11-assist performance against Halifax the week before. "Josh doesn't take over a game by scoring a lot of points. He plays hard defense, gets out and runs the floor and makes great passes."
Ferguson's defense held Indian star Josh Howard to five points. Fegley, who usually takes the opposing point guard, limited explosive scorer Travis Lamereaux to nine points.
"Tyler and Josh were tremendous on defense," Houser said. "We (forced) 16 turnovers against a good ballhandling team."
Ryan Kerstetter, who chipped in with a team-best four assists, added 14 points, including a pair of 3s. Harrison pulled down seven rebounds to lead the effort on the boards, hit a 3 and scored 12 points.
After Line Mountain, Houser had five days to do some scouting, game plan for his District 3-A quarterfinal matchup and fine-tune his team's fundamentals.
"It's good to be the No. 1 seed, but I think there are 12 decent teams in the bracket this year," said the 'Cat coach, who will be going for his second straight district title. "You can't really tell by their records. They're all beating each other. Whomever we get, we'll have to play well."
Wildcat notes
In the win over Line Mountain, Ryan Kerstetter scored a career-high 23 points and hit four 3s, lifting his season total to 51, tied for eighth all-time with Tyler Ritzman and Todd Shipp.


text:
Doc Emrick stepped down after 21 years as a Devils broadcaster, and NJ.com users have posted dozens and dozens of comments paying tribute to the team's voice.
NJ.com users are also talking about who should replace Emrick as the Devils' play-by-play announcer. There are a few different names being tossed around, including Steve Cangialosi, who had sometimes filled in for Emrick.
Here is a sampling of some of the comments.
(Emrick) was a Hall of Fame announcer for (until recently) a Hall of Fame organization. It will definitely not be the same watching games next year. Steve Cangialosi is probably his successor (and he's pretty good at it) but nobody can replace Doc
Sherry Ross and Randy Velischek! Sherry did a great job doing play by play a few seasons back and always provides intelligent comments about the play. Randy is great on color analysis when he was on the radio with John Hennessy.
Gary Thorne is the only guy who could replace Doc. He's got a great a voice. I always loved him on ESPN and don't forget Devils fans, Gary Thorne called all 3 Devils Stanley Cups. So he should be used to it.
Dan on NJ.com's Devils Facebook page writes:
I think they should bring back Gary Thorne, if he's available. He's done Devils games in the past, and he's an experienced and a very good hockey announcer.
Who do you think should be the next Devils play-by-play announcer? Respond in the comments section of the blog post.


text:
Party ingredients fused for fun on three fronts, with two mixing musical dollops.
Booked at the Audubon Tea Room on a recent Sunday night, the Newman Parents Association held Some N'Spired Evening (with thanks to a sponsoring septet) in celebration of cuisine. During the course of the chockablock activity, the association's new cookbook, "N'Spired Cooking: A Collection of Family Favorites," was introduced.
Leading off the list of party "chefs" were Newman head of school Thomas J. "T.J." Locke and spouse Lauren; board chairman Irving J. Warshauer with Lynda, a former Parents Association president; Nancy Ellis (with Parke), who heads up the association now; and party chairwomen Mamie Gasperecz and Laura McNeal with Kirk and Robert.
Cookbook chairwomen Debbie Gertler, Foofie Schaefer and Robin Kanner -- with Louis, Darrah and Allan -- sold scores of cookbooks (and spread the word that they can be purchased by calling Isidore Newman School). Picking up the culinary motif, Allison McAshan (joined by Kenny), Paula Middendorp, and Kathryn Talbot (with Merritt) used recycled kitchen utensils to make decorative centerpieces. "Clever," "adorable" and "truly mod" described their work. Additional thematic cleverness came via the "N"-initialed pizza paddles and the Newman green alligator oven mitts, gifts to the approximately 250 patrons. Amassing those donors were patron chairwomen Lisa Brooking, Linda Miller (with Michael), Susu Stall (with Andrew) and Gretchen Dondis (with Joel -- of Sucre). Real-life chef Joel Dondis rated raves for his confectionary prowess. He created a special cake for the occasion depicting the cookbook's cover.
Adding social sugar and spice were Dickie Brennan, who donated "dine around" passports for a special drawing; the lovely night that included al fresco set-ups; and the tasty artichoke and spinach dip, served by the Tea Room along with a slew of other treats. Among those imbibing the party delights were Merritt Lane and Elly (with a new pixie haircut) and, with husband Dr. George, Newman administrator Kitty Greenberg, who's retiring after 30-plus years.
And looking ahead to the estival months, the ever-lively band ELS added its musical contributions that lured the crowd to the floor. Hits by Donna Summer were right on target.
More scintillation was purveyed in masthead fashion by Friends of Music, whose season was closed by post-concert partying at the home of George Riess, and the Greater New Orleans Youth Orchestra, which works in collaboration with Loyola University College of Music and Fine Arts. That social venue was the Garden District home of Dr. Terry and Liz Creel, a hostess along with past GNOYO president Margaret Shields (with Wade) and current prez Kathy Cain (with Gordon).
At the Creels', the dining was set at two tables: more formally in the dining room and "Tuscan-style" in the spacious kitchen. Outside on the patio, folks enjoyed cocktails while the GNOYO musicians performed. Culinary virtuosity came from chef Spencer Minch of Emeril's Delmonico.
Raising shiny silverware and savoring the cuisine were Keith Jordan, Dr. Richard Walker, Harriet and Dr. Howard Nelson, Lisa and Randy Carr, Lori and Mitchell Boyter, James Howell, Courtney-Anne Sarpy -- enjoying a conversation en francais with GNOYO artistic director Jean Montes -- and Walker Ronaldson Jr., Joy Mogle, Carol and Keith Lessig , spouses Dr. Paul Marquis and Anna Smyke, Aimee and John Barousse, and another Kathy Cain with husband Brad.
Take a bow, musicians Emily Anderson, Ariyan Brister, Laura Cain, Marjorie Garnier, Erin Long, Andrew Pirolo, Elizabeth Gosciniak, Sarah McBride, Nathan Banegas, Roger Baudier, Diego J. Aviles and Ben Lyon.
"Gorgeous night, gorgeous performance!" became a refrain at the FoM post-concert reception, where Epsie Hennesy, a longtime buddy of host George Riess, did the catering. The musical excitement was purveyed earlier in Dixon Hall of Tulane University (a co-presenter with FoM) by the St. Lawrence String Quartet. It was the organization's 299th program.
Co-hosting the hobnobbing with George were Dr. Roy and Marjorie Weiner, who greeted FoM president John Baron and wife Doris (incoming co-president of Tulane University Women's Association), past FoM prez Julie Nice, vice president Ranney Mize, Ellen and Steve Manshel, Margie Scheuermann, Alice Sherman, Gillian Brown, Ron and Barbara Knill, Martha Beveridge, John Joyce, and Courtney Wilson. "What a wonderful way to end the season" was roundly echoed. In October, the 2008-09 series kicks off with the 300th performance.
Columnist Nell Nolan can be reached at email@example.com or at (504) 826-3455.


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You can see me running down the bargains this morning on Good Day Alabama at 8:15.
That's right, I'll be spilling the deals and sopping it up with bargains.
If it's not right at 8:15, don't worry I'll be there.
If you watch let me know. Love to hear from you.
You can even give me advice like:
You need to loose weight.
Don't ever wear that shirt again.
More makeup.
Less makeup.
You talk to fast.
You talk to slow.
I'm open to your thoughts.
Most importantly are you hearing what you want to hear. Am I mentioning the deals that interest you?
Either way come hang out with me at 8:15. See you there.
firstname.lastname@example.com -----Follow me on AL.com, Facebook or Twitter----


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|Home | Who We Are | Our Beliefs | Services | News & Events | Sermons | Contact Us
Psalm 31:2 "Turn your ear to me, come quickly to my rescue; be my rock of refuge, a strong fortress to save me."
We Welcome you to Rock of Refuge Tabernacle!
We want this to be a church where everyone who comes will be blessed and be a blessing. Join us as we, "enter into His gates with thanksgiving and into His courts with praise."
We are currently holding services at The Open Door M. B. Church located at 76 High Street, Middletown, CT.
Find out more about our church and pastor, service times, and our beliefs.
If you would like more information, you may contact us.
Contact Us: Pastor Derek G. Wight • P.O. Box 716 • Middletown, CT, 06457 • (860) 704-0477 • Email
copyright © 2008-2012 Rock of Refuge Tabernacle
Website Design by ChristianWebmaker.com


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|* GhostWorks SP Collaboration *,
a photo by pareeerica on Flickr.
"Let's do a workshop on team building," the executive suggested. When asked the purpose of the event, the executive said that he wanted to heighten awareness of all employees to the desirability of working as a team.
The employees to which he referred probably already know. Many, if not most of them have ingrained habits of thought that say "Two heads are better than one" or "Many hands make light work." Teamwork and collaboration can't be installed via consciousness-raising exercises. Sure, these events can serve a purpose to focus attention - for that day or week - on the topic, and they can re-energize a workforce. But that impact is fleeting. Once a transgression or problem pops the balloon of team-oriented sentiment the group is usually back to square one, seeking blame and defending self.
True teamwork and collaboration arise from a combination of mindset, human relations skills...and process and structure that support it. You as part of the leadership team can provide support for your staff by helping them become more aware of their prevailing attitudes (habits of thought) and can involve them in development experiences that focus on communications and leadership skills. But that's a shared responsibility between you and them. You can bring the horses to the stream, but they have to make the decision to bend down and take a sip of what you are offering.
Inside the team experience, a few ingredients work to develop a climate for collaboration.
- A point of focus or goal - This creates common purpose and helps the group sort relevant from irrelevant input. A compelling goal or focus can unite even greatly disparate individuals.
- Safety for the conversation - The team works best together when they agree upon ground rules or a code of conduct for the time during which they are engaged. The leader or facilitator may ask the team to self-monitor for compliance to the code of conduct, and the team may agree ahead of time about remedies or penalties for violations. For instance, some groups have used the yellow penalty flag, throwing it when a violation occurs. And some groups have funded entire pizza parties from accumulate cash fines for lateness or foul language.
- Inclusion - Individuals are on the team for their contributions to the discussion. However, individual personalities might be less inclined to weigh in verbally unless prompted or directly consulted. The team leader or facilitator may need to be proactive about slowing down the over-contributors to make room for all participants to be involved. This is more than an effort to be egalitarian. It's important to be able to support the team's decisions later when they are being implemented, and it's difficult to assess whether the team has full buy-in unless every individual has had the opportunity to be involved.
- Facilitation tools - Tools and techniques such as multi-voting, nominal group technique, criteria screening, brainstorming, etc. - even the use of visual tools like marker boards or easel pads - enable inclusion, and also the progression through the process to the output from the team engagement.
- Facilitator - Somebody needs to be responsible for the process, and preferably this role goes to someone who is not also responsible for the outcome of the team process. The facilitator's role is to keep things moving, to make sure participants are involved, and to know when to apply tools to help these things happen.
- Direct connection with authority - Often there are rules in the code of conduct about the behavior of the team members re: authority levels of the team members like "Rank stays outside the door," or "We use first names here." It's easy for the authority incumbent in one participant to create caution in other participants. But it's important for the team to be able to discuss candidly and then make decisions that are actionable. The senior=most person in the room needs to be a partner in creating a retribution-free environment where even negative or critical comments are fair contributions in the course of making improvements.
- Methods for follow-up and action - Even the best-laid plan is worthless if it is not implemented. The team, with the guidance of the facilitator and chairperson, agrees upon the methods for follow-up. This is best done in written follow-up that includes individual accountabilities and target dates. The importance of this final item cannot be overstated, because team process is expensive. Unless it culminates in action (or informs action like a focus or input group) team process will wind up frustrating participants and eroding future participation.


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|[TowerTalk] Leather Glooves
|firstname.lastname@example.com (firstname.lastname@example.com)
|Tue, 12 Feb 2002 08:52:09 -0600
Instead of cutting off the finger tips, I cut a lateral opening on the bottom of the finger tips at the first knuckle which allows me to stick my finger tips out to handle small parts and bring them back inside the gloove to keep them warm the rest of the time. Tom N4KG On Tue, 12 Feb 2002 "Mark ." <email@example.com> writes: > > Hi all, > I use the goat skin roping glove that have the extra layer on the > palm for > guiding sliding ropes. I have added some modifications that you > might find > helpful: > > 1) I cut off the fingertips of the thumb, index, and middle fingers > of the > gloves to allow dexterity with tower hardware. I use waxed dental > floss to > stich around the cut ends to prevent the cut seams from unravelling > further. > > 2) I pierced the outer cuff on each glove and added a small snap > hook, > similar to a miniature carabiner. I attach short string lanyards to > many of > my common tower tools, such as screwdrivers, wrenches, etc. When I > set up to > use a tool, I clip its string lanyard into the hook on the glove > cuff to > keep me from losing the tool if it slips out of my hand. This is > especially > helpful when you're leaning out from the tower to access a side arm > or > mount, and you can only work with one hand. This has saved me more > than one > trip to retrieve a dropped tool! > > Cheers, > > --...MARK_N1LO...-- ________________________________________________________________ GET INTERNET ACCESS FROM JUNO! Juno offers FREE or PREMIUM Internet access for less! Join Juno today! For your FREE software, visit: http://dl.www.juno.com/get/web/. ________________________________________________________________________ Where do you get ICE bandpass filters & beverage matching boxes? The same place that pays for the hosting of this list: The eHam Store. Order online at http://store.eham.net. ----------------------------------------------------------------------- ----- FAQ on WWW: http://www.contesting.com/FAQ/towertalk Submissions: firstname.lastname@example.com Administrative requests: firstname.lastname@example.com Problems: firstname.lastname@example.com
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Nursing Care Products by K9 Carts
Caring for disabled pets is made much easier with the use of high quality nursing care products by K9 Carts. Having owned and operated our own veterinary hospital, we know the difficulties faced by disabled pet owners.
Through the use of our carts and other products like the Protect-A-Pet, we strive to help make the care of your special needs pet as easy and hygenic as possible.
Protect-A-Pet protects pets while not in a wheelchair against injury while keeping your home clean.
The Protect-A-Pet by K9 Carts is designed for pets to use in the home when they are not in their wheelchair. It is great for overnight use as it collects feces and urine, helping to make morning cleanup easier. For excessive urination, we recommend putting your pet in a male wrap or female diaper while inside the Protect-A-Pet.
Pricing from $45


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Beta impressions: Call of Duty: Infinite Warfare is literally just a half-baked, reskinned version of Black Ops 3
Oct 17, 2016 | 10 Comments
After months of waiting, Telltale Games has finally confirmed the official release dates for The Wolf Among Us - Episode 2: Smoke & Mirrors.
The latest episode will launch first for PC and Mac on February 4th. PlayStation 3 users in North America will have access to it on February 4th, followed by the rest of the PlayStation nation on February 5th. Xbox 360 will get the new episode on February 5th as well. Telltale couldn't confirm its iOS date, but did say it would arrive "next week."
Episode 2: Smoke & Mirrors will continue your story where you left off in Episode 1. As is Telltale tradition, the choices you made in the previous episode will have an impact on how things play out in this one.


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Welcome to MineTube for Bukkit!
!!! Problem with Server Keys fixed! You can now request your working Key @ GETSERVERKEY !!!
What is MineTube?
MineTube will collect Informations about your Server to distribute them to MineTube iPhone Clients and Minecraft Server Listing Websites. The MineTube Clients are released on September 20th 2013 for iPhone, iPad and iPod.
MineTube Features:
- Let your Players be part of your Server ANYTIME and ANYWHERE!
- Help Server Listings update your Server Information with more details!
- Show your Server to Millions of Apple App-Store Customers!
- Reward Players for voting on Minecraft Server lists with:
- Money
- Items
- Or run any command. ex: (pex user %s group set voted)
- Let your Players Chat on your Server with MineTube Client Apps
- Let Minecraft Server Lists pass Votes to your Server
- Monitor your Server from anywhere
- Share your Chatlog with the World or keep it only for you
- Kick/Ban hackers and Spammers even if you're not on your PC
- Run Tasks from your iPhone on your Minecraft Server
- Share your Server Screenshots with everyone using a MineTube Client
- Show your Server Chat on your Website!
- and more
Useful Links:
- User Commands
- MineTube API for Server Listing Websites
- Plugin Configuration
- Permissions
- MineTube Website
- App-Store Apps Rules
How do i install MineTube?
- Download the last MineTube.jar from Bukkit Dev
- Visit www.bukkit-minetube.com and register your Server, this will take 30 seconds
- Reload your Server with /reload
- Edit the config.yml located in /plugins/MineTube/
- Enter the Command /minetube reload, to reload the configuration
- Give your Users the Permission: minetube.user
- Give your Administrators the Permission: minetube.admin
- To check if MineTube is running and working, enter the Command /minetube check
- Sync MineTube for the first time with /minetube sync
- Make also sure you edit your Server Data, Admins, Title, Description at: EDITSERVER
Does someone connect to my Minecraft Server?
No, nobody will connect to your Server, your Server will be linked to the MineTube Service and every request will be send and handled by the MineTube Servers. MineTube will not use much Bandwith or Server load.
Whyunohelpmee5 Apr 15, 2015 at 08:10 UTC - 0 likes
Hey! I wanted to play Minecraft online but it will not let ke download the server! I tried, made me an account and still it refused. I'm on an ipod 5th generation but i figured it would still work for me. Plz help!
xXMrCooliscoolXx Apr 18, 2014 at 09:56 UTC - 0 likes
nullschritt Mar 15, 2014 at 08:51 UTC - 0 likes
Could you please add an option to log broadcasts or not require a user to register for the chat seperatly?
I'm making a webchat client, and the chat page already requires that the user be authenticated to access it, therefore it is redundant to require the user to enter a second password into the account info to access the chat.
If server broadcasts were loggable, I could easily submit web chat via the JSONAPI plugin, using a broadcast(already made a page to do this, but sadly the broadcasts are not logged).
PhilMcCrackin Feb 02, 2014 at 20:02 UTC - 0 likes
I would like it if you could implement a mute option because we had a spammer come in our server using minetube and now we've had to disable the minetube chat all together.
Thanks, Phil
BNcraft Jan 17, 2014 at 06:13 UTC - 0 likes
Can you update this please??? :)
Sorry for my bad English, I'm Dutch! :)
AsianLag Nov 08, 2013 at 02:37 UTC - 0 likes
I would have used this, but it not compatible with iPod Touch :(
peace1498 Oct 30, 2013 at 06:16 UTC - 0 likes
- Date created
- Aug 29, 2013
- Categories
- Last update
- Feb 06, 2014
- Development stage
- Release
- Language
- enUS
- License
- All Rights Reserved
- Curse link
- MineTube
- Downloads
- 2,399
- Recent files
- R: MineTube 1.8 for CB 1.7.2-R0.2 Feb 06, 2014
- R: MineTube 1.7 for CB 1.6.4-R1.0 Oct 29, 2013
- R: MineTube 1.6 for 1.6.4 Oct 16, 2013
- R: MineTube 1.5 for 1.6.4 Sep 29, 2013
- B: MineTube Beta 1.4 for CB 1.6.2-R0.1 Sep 05, 2013


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« Where to cut back | Main | Why North Carolina might do better »
April 21, 2008
Sources of Energy
Energy use is one of the top national issues, and it's likely to be with us for a long time. But before we know where we want to go, we need to know where we are. So where are we today with energy consumption? Listen
Dr. Mike Walden, North Carolina Cooperative Extension economist in the College of Agriculture and Life Sciences at N.C. State University, responds:
"If you look at all energy use, and then break it down as where does that energy originate from, here are the numbers. Oil represents about 40 percent of our energy use, followed by coal and natural gas. They each contribute 22 percent, nuclear about 8 percent and renewables about 8 percent. Now, there are issues with all of these. Of course, the big issue with oil is that it is increasingly a foreign source. There is also the pollution aspect. Coal has the benefit of being very plentiful here in the U.S., but it is also highly polluting. Natural gas has a low pollution effect, and there is also a big domestic source, but as use grows, we are going to rely more on imports. And of course, with nuclear there is the fear and the issue of waste disposal. Now, some people will say I didn't mention electricity, isn't that an energy source? Well, it's obviously a way we use energy, but electricity is generated from one of the sources I just mentioned. It's not a prime energy source. And one of the issues, I should say, one of the economic issues with electricity is that it's difficult to store. So all of these are big issues, and I think we need to realize them before we go on and talk about changing how we use energy."
Posted by Dave at April 21, 2008 08:12 AM


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His background
- Today20162011
Wealth Management• Coordinate with internal product groups and external product providers, ensuring optimal utilization of affluent client plans and other suitable, bundled advisory solutions for affluent client relationships
• Strategic Advisory, Mergers & Acquisitions, Private Equity, Debt and Equity Public Offering, 401(k) Plans, and other investment banking and advisory services, deals ranging from 1 - 100 million
• Comprehensive Financial Planning - software NaviPlan and WealthTec Suite
• Coach new and experienced advisors through all areas of wealth management and the financial planning process
- Today20112006
Wealth Management/Vice PresidentHudson River Capital• Comprehensive financial planning for professionals and businesses, consulting on a wide array of business-critical and ancillary financial matters both domestically and internationally
• Business development raising multi-millions in secured partnerships for multiple businesses
• Business owner planning, from start-up advisement, strategic entity selection to business succession planning
• Provided accounting services, tax return preparation for professionals/corporations, domestic and international
• Managed, trained and coached personnel in developing broad-based, needs-focused, client-centric affluent client relationships
• Presented business solutions to critical issues raised in the financial plan and implemented on behalf of clients generating new business revenue
- Today20062005
Wealth Manager/CERTIFIED FINANCIAL PLANNER™ Practitioner+10,000 employees• Conducted/partnered in high net worth client meetings, as determined by the relationship team to identify client needs, while acting as a liaison with clientele, other experts, and teams members to coordinate the delivery of the financial planning process with all products and services to resolve client-planning needs
• Directed financial planning process, established scope of relationship, gathered data, analyzed, developed and delivered team based recommended strategies in conjunction with implementation and monitoring
• Facilitated business development and having a significant role in deepening and broadening relationships with existing wealth clients as well as bringing new client relationships into the wealth management team
• Promoted professional development by maintaining an in-depth understanding of financial planning and the financial services industry while keeping abreast of significant changes or developments within the industry
- Today20052003
Financial Advisor/CERTIFIED FINANCIAL PLANNER™ Practitioner• Wealth management for domestic and international clients
o Investment planning:Coordination and management of clients asset allocation coupled with consultative creation of wealth accumulation strategies
o Retirement and employee benefits planning:Directed company sponsored plans along with personal retirement plans, retirement needs analysis, and analysis of investments for retirement plans
o Estate planning:Advised on titling of assets, wills, gifting and charitable giving strategies, and the use of trusts to maximize the transfer of wealth
o Risk management/insurance planning:Perform analysis and evaluation of insurance risk exposure
• Business planning/consulting/succession for small-to-mid-sized businesses
o Business advisory/cash management/:Directed cash-planning activities to meet liquidity and cash flow needs, capital preservation, payroll, as well as the strategic use of lending services
o Retirement planning:Created and supervised non qualified plans (403(b), SEP, and SIMPLE), qualified plans (defined contribution plans - 401(k), profit sharing, and ESPP), and IRA's
Please sign up to view Paul Hoshko, CFP®, ChFC®, CASL™, CRPS®'s full profile.SIGN UP
About him
Entrepreneurial business leader recognized for driving superior performance in the financial, management, and consulting arena. Result focused execution specialist defining and implementing strategic plans and managing a portfolio of projects with commitment, discipline, determination, and efficiency. A proven influencer with superb business acumen and extraordinary interpersonal skills, uniquely adept at building and maintaining cross-functional relationships among diverse personalities and interest groups from C-level stakeholders to the customer points of contact.
Chartered Financial Consultant - ChFC®,
Chartered Advisor for Senior Living - CASL™,
Chartered Retirement Plans Specialist - CRPS®,
Registered Financial Consultant - RFC
Ancillary Designations:
Estate Planning Consultant,
Retirement Plan Specialist,
Rule 144 Specialist
Financial Security Licenses:
Finra Series 7, 31, 63, 65, & 66
Insurance Licenses:
Life, Accident, Health, & Variable Insurance Licenses
***Chartered Life Underwriter (CLU®) Designation 2013


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Baldwin County authorities are looking for a Loxley man who fled from a deputy after the officer found cocaine during a traffic stop, officials said today.
Gene Edward Muggins was stopped in the Mills community of Foley at around 12:30 p.m. Wednesday for an expired license tag. The deputy received permission to search Muggins' vehicle after giving him a ticket, according to a statement issued by the Baldwin County Sheriff's Office.
The deputy found cocaine residue and crack cocaine in the vehicle, Muggins ran before the officer could restrain him. The deputy was not able to catch the suspect.
Muggins is wanted for resisting arrest and possession of a controlled substance.