Abstract:
The present invention relates to a soccer ball that includes a plurality of instructional markings on its outer surface. The instructional markings may correspond to an instruction to shoot, pass, chip, drive, curve, etc. the ball. Further, the instructions are also placed on the location of the ball that is appropriate for effecting the ball in the way that the instruction teaches. The soccer ball may also include an instructional marking for calibrating the soccer ball in order to ensure that the remaining instructional markings are in the correct location of the ball relative to the positioning of the ball on the ground and relative to the user that is kicking the ball.

Description:
CROSS REFERENCES TO RELATED APPLICATIONS 
       [0001]    This application claims priority on U.S. Provisional Application Ser. No. 62/361,047 filed on Jul. 12, 2016, the disclosures of which are incorporated herein by reference. 
     
    
     FIELD OF THE INVENTION 
       [0002]    The present invention relates to an instructional soccer ball, and more particularly, to a soccer ball with a plurality of instructional markings on its surface that may direct a person where and how to contact and/or strike the soccer ball, in order to properly handle the ball, for a type of pass and/or shot, etc. 
       BACKGROUND OF THE INVENTION 
       [0003]    Establishing a solid foundation of fundamentals is essential to any athlete to do well in any sport and to eventually perform at a high level. Soccer, in particular, requires an array of fundamentals that include where and how to strike the ball in order to pass the ball, chip the ball, drive the ball, or place a curve on the ball (i.e., “bend” the soccer ball path in the air). Proper fundamentals are usually instilled at a young age and therefore can be difficult to understand by such a young person. Even more so, without the help of an easy to understand visual aid, it can be difficult for a coach to effectively teach the young player not only where, but also how to orient his/her foot to properly strike the soccer ball, in order to achieve the desired effect. There have been a number of inventions directed to such instruction, but which are lacking, as shown by the following examples. 
         [0004]    U.S. Design Pat. No. D395,690 to Villavicencio and U.S. Pat. No. 7,241,234 to Eite each disclose a soccer ball with a plurality of markings thereon that are configured to provide instruction. 
         [0005]    U.S. Pat. No. 5,947,845 to Canelas discloses a combination soccer ball and shoes, each of which include coded markings thereon. The player wearing the shoes must first identify and then locate the coded markings on the shoes that would pertain to a particular type of shot, and then must find the corresponding markings on the ball, in order to produce what may be deemed to be proper contact. 
         [0006]    U.S. Patent Application Pub. No. 2005/0119071 by Carbonero discloses providing a series of instructional images on several different sports balls (i.e., a football, a volleyball, a soccer ball, etc.), images that the player may look at while holding the ball in his/her hands. 
         [0007]    U.S. Pat. No. 7,172,521 to Novis discloses a soccer training aid in the form of a mat with a ball support positioned thereon, and a corresponding soccer ball with a ball strike marking thereon. 
         [0008]    The present invention provides improvements over the soccer balls and devices of the prior art. 
       OBJECTS OF THE INVENTION 
       [0009]    It is an object of the present Invention to provide a soccer ball that helps to establish proper fundamentals in soccer players by including instructional markings on its surface for instructing a user where to strike the soccer ball in order to achieve a desired result. 
         [0010]    It is a further object of the present Invention to provide a soccer ball that helps to establish proper fundamentals in soccer players by including instructional markings on its surface for instructing a user how to properly orient his/her foot with respect to a particular strike point, in order to launch the ball in a desired manner. 
         [0011]    It is another object of the present invention to provide a soccer ball that makes it easier for coaches to teach soccer players the proper location and foot orientation with which to strike a ball in order to pass, shoot, drive, and/or chip the ball. 
         [0012]    It is an even further object of the present invention to provide a soccer ball that makes it easier for soccer players to understand where and how to properly strike a ball in order to pass, shoot, drive, and/or chip the ball. 
         [0013]    Further objects and advantages of the invention will become apparent from the following description and claims, and from the accompanying drawings. 
       SUMMARY OF THE INVENTION 
       [0014]    This Summary is provided to introduce a selection of concepts in a simplified form that are further described below in the Detailed Description. This Summary is not intended to identify key features or essential features of the claimed subject matter, nor is it intended to be used to limit the scope of the claimed subject matter. 
         [0015]    The present invention relates to a soccer ball that includes a plurality of instructional markings on its outer surface for instructing a user where and how to strike the soccer ball in order to accomplish a push pass, a lace kick, a curved (bending) pass or scoring shot, etc. of the soccer ball. The plurality of markings are positioned on the outside surface of the soccer ball on the locations of the soccer ball that are appropriate to strike the ball with respect to the respective instruction. In addition, the soccer ball may also include an instruction of how to orient the soccer ball before striking the soccer ball so that the instructional markings are in the proper place. This instruction may serve as a calibration tool for the soccer ball, before each time that a user wishes to strike the soccer ball. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0016]    The description of the various example embodiments is explained in conjunction with appended drawings, in which: 
           [0017]      FIG. 1  illustrates a bottom view of a first embodiment of a soccer ball with markings in accordance with the present invention; 
           [0018]      FIG. 2  illustrates a top view of the soccer ball of  FIG. 1 , shown resting upon the ground; 
           [0019]      FIG. 3  illustrates a first side view of the soccer ball of  FIG. 2 , shown with a first hemisphere of the ball oriented towards the kicker; 
           [0020]      FIG. 4  illustrates a second side view of the soccer ball of  FIG. 2 , shown with a second hemisphere of the ball oriented towards the kicker; 
           [0021]      FIG. 5  illustrates a third side view of the soccer ball of  FIG. 2 , showing a side of the ball at which the first hemisphere transitions to the second hemisphere; 
           [0022]      FIG. 6  illustrates a fourth side view of the soccer ball of  FIG. 2 , showing another side of the ball at which the first hemisphere transitions to the second hemisphere; 
           [0023]      FIG. 7  is an enlarged detail view of the bottom of the soccer ball, as shown in  FIG. 1 ; 
           [0024]      FIG. 7A  illustrates an alternate embodiment of the bottom of the soccer ball that is shown in  FIG. 7 ; 
           [0025]      FIG. 8  is an enlarged detail view of the top of the soccer ball, as shown in  FIG. 2 ; 
           [0026]      FIG. 8A  illustrates an alternate embodiment of the top of the soccer ball that is shown in  FIG. 8 ; 
           [0027]      FIG. 9  illustrates an enlarged view of the first hemisphere of the ball, as shown in  FIG. 3 ; 
           [0028]      FIG. 10  illustrates an enlarged view of the second hemisphere of the ball, as shown in  FIG. 4 ; 
           [0029]      FIG. 11  is an enlarged detail view of the soccer ball as shown in  FIG. 5 ; 
           [0030]      FIG. 12  is an enlarged detail view of the soccer ball as shown in  FIG. 6 ; 
           [0031]      FIG. 13  is a side view of a soccer shoe showing locations thereon that may be used for properly striking the soccer ball to accomplish a particular type of shot or pass; 
           [0032]      FIG. 14  is a side view of an alternative embodiment of the soccer ball of the present invention, having an alternative set of markings positioned thereon; and 
           [0033]      FIG. 15  shows a flat pattern view of the pentagonal and octagonal pieces used to form the soccer ball of one or more of the above soccer ball embodiment(s), prior to being stitched together, and which may include the instructional markings already applied/positioned thereon. 
       
    
    
     DETAILED DESCRIPTION OF THE INVENTION 
       [0034]    As used throughout this specification, the word “may” is used in a permissive sense (i.e., meaning having the potential to), rather than the mandatory sense (i.e., meaning must). Similarly, the words “include”, “including”, and “includes” mean including but not limited to. 
         [0035]    The phrases “at least one”, “one or more”, and “and/or” are open-ended expressions that are both conjunctive and disjunctive in operation. For example, each of the expressions “at least one of A, B and C”, “one or more of A, B, and C”, and “A, B, and/or C” mean all of the following possible combinations: A alone; or B alone; or C alone; or A and B together; or A and C together; or B and C together; or A, B and C together. 
         [0036]    Also, all references (e.g., patents, published patent applications, and non-patent literature) that are cited within this documents are incorporated herein in their entirety by reference. 
         [0037]    Furthermore, the described features, advantages, and characteristics of any particular embodiment disclosed in the following specification, may be combined in any suitable manner with any of the other embodiments disclosed herein. 
         [0038]    The present invention relates to a soccer ball that includes a plurality of instructional markings on its outer surface to provide particular instructions to a user as to where and how to contract/strike the soccer ball in order to trap, pass, chip, drive, shoot, and/or curve the ball. 
         [0039]    Each of  FIG. 1  and  FIG. 7  illustrate a bottom view of a soccer ball  10 , which show one or more markings that may appear on the bottom of the ball. Of particular interest in the view of  FIG. 1  is the circle  11  formed therein that is labeled with the word “START.” This is intended to convey that the player starts using the soccer ball  10  by first placing the ball on the ground, with the circle  11  positioned to be resting thereon, i.e., facing downward towards the ground, possibly being in contact therewith (i.e., depending upon the size of the circle), to expose the top of the ball to be as shown in  FIG. 2  and  FIG. 8 . 
         [0040]    Note that in other embodiments, other ground placement markings (e.g., a star instead of a circle) may be used. Also, in certain embodiment, other key words may be used on the bottom of the ball in conjunction with the ball placement marking. For example, rather than being labeled “START,” the word “GROUND” may alternatively be used. In another embodiment, as shown for soccer ball  10 A in  FIG. 7A , the words “Position on Ground” may be added to (or may be used in place of) the word “START,” to inform the user how to initially proceed with proper placement of the ball on the ground. In yet another embodiment, the word “START” may be eliminated, and the circle  11  (or other ground placement marking) may not have any word or words associated therewith. 
         [0041]    In one embodiment of the present invention, soccer ball  10  may have an additional set of one or more markings that may be principally positioned on each of two hemispheres of the ball, on the ball&#39;s outer surface. The two hemispheres may be the 1 st  Hemisphere and the 2 nd  Hemisphere that are respectively identified in  FIGS. 5 and 6 , and which are more clearly seen head-on in  FIGS. 3 and 4 . The 1 st  Hemisphere and the 2 nd  Hemisphere may meet at a theoretical plane that may divide the ball in half, as seen in  FIG. 6 , which may define a theoretical prime meridian. This theoretical plane associated with the prime meridian may be perpendicular to circle  11 , and may pass through the center of circle  11 . In one embodiment, the prime meridian, as well as the other meridian lines discussed hereinafter, may not merely be theoretical to aid in the following description, and may instead be actually marked on the soccer ball. 
         [0042]    When soccer ball  10  is positioned on the ground and is to be used in accordance with one embodiment of the present invention, either the first hemisphere or the second hemisphere of the soccer ball may be oriented to face towards (i.e., be centered with respect to) the player, to be particularly instructive with respect to certain techniques for where and how to strike the ball for particular shots/passes. 
         [0043]    In one embodiment, to remind the user as to its proper orientation, as seen for ball  10 A in  FIG. 7A  and  FIG. 8A , a prime meridian line  12  and an anti-meridian line  12 A (i.e., the 180 degree meridian line) may be formed about the circumference of the ball, and a directional arrow along with a textual indication of each hemisphere may be formed on the bottom of the ball (or alternatively on the top of the ball), as a reminder for the novice player and/or new user of the proper initial positioning of the ball on the ground. Once a player has used the soccer ball  10  of the present invention and becomes familiar with the markings, which may be color coded, proper orientation of the particular hemisphere to be utilized may become apparent, and may obviate the need for the indicia indicative of the two hemispheres. 
         [0044]    A set of one or more markings may be positioned in the first hemisphere, as seen in  FIG. 3  and  FIG. 9 , and each may be formed with a principle/predominant color (e.g., red) that may be the same for each of the markings on the first hemisphere. A second set of one or more markings on the second hemisphere, as seen in  FIG. 4  and  FIG. 10 , may each be formed (i.e., may be coded) with the same principle color, which may, in one embodiment, be a different color (e.g., blue). 
         [0045]    The markings positioned in the first hemisphere may include any one or more of the following terms: “score,” and “curve” and/or “bend.” 
         [0046]    A first marking of one or more instructional markings that may be on the first hemisphere of the soccer ball  10  may be a first foot marking  15  configured to identify general foot placement and foot orientation for contact of the players foot/shoe with the soccer ball for a lace kick. 
         [0047]    The first foot marking  15  may be properly positioned on the ball to proximally identify to the novice player where a strike by the player&#39;s foot should generally contact the ball, to drive the ball straight ahead to score (i.e., using a “lace” kick). The first foot marking  15  is formed on the soccer ball  10  to include at least an outline of the foot/shoe, with a central portion where the laces would generally be located (hereinafter “lace region”)—see the trammel point  15 PT in  FIG. 9 —to be substantially centered on the 90 degree meridian. The first foot marking  15  may be shown on the soccer ball  10  as it would appear to the player/observer when standing behind the ball, to better assist the player in visualizing the proper foot placement and orientation, and also may generally indicate to the person the intended contact/strike point on the ball (i.e., it may include trammel point  15 PT). 
         [0048]    As the player approaches the ball to make a lace kick (aka, “instep drive”), the player will position the plant foot (i.e., the non-kicking foot) adjacent to, but displaced from the soccer ball sufficiently to allow his/her hips to swing. Thus, the player&#39;s kicking leg may be at a slight angle to the ball. Therefore, where the first foot marking  15  may be formed on the soccer ball  10  with a right foot outline, it may be formed for a lengthwise direction of said first foot marking (see  FIG. 9 ) to be oriented to be at a slight angle (θ 1 ) with respect to a plane formed by the 90 degree meridian, being angled towards the person&#39;s left foot. In one embodiment, merely to be indicative of this angularity, the angle (θ 1 ) may preferably be less than 15 degrees with respect to the plane formed by the 90 degree meridian. 
         [0049]    The official (adult) sized soccer ball (i.e., size 5) has a radius of 4.3 to 4.5 inches, and a circumference of 27-28 inches. Therefore, in one embodiment, when the soccer ball is a size 5 soccer ball, a toe end  15 T of the first foot marking  15  (see  FIG. 7  and  FIG. 9 ) may preferably be positioned a circumferential distance (D 1 ) of at least 1.25 inches away from the center of the ground placement marking (i.e., from the center of circle  11 ). When the soccer ball is a size 5 soccer ball, the toe end  15 T of the first foot marking  15  may more preferably be positioned a circumferential distance (D 1 ) of at least 1.5 inches away from the center of the ground placement marking, and may most preferably be positioned a circumferential distance (D 1 ) of at least 1.75 inches away from the center of the ground placement marking. This distance (D 1 ) may be proportional for the other size soccer balls (i.e., size 4, size 3, and size 1). 
         [0050]    The overall length of the first foot marking  15  may not be as important as the positioning of the lace region, for proper striking of the ball, which is discussed further hereinafter. However, the foot/shoe size may preferably be fairly small, to not only fit on the ball reasonably well, but to also be more representative of that of a small/young person that may be learning to play soccer. In one embodiment, as illustrated in  FIG. 9 , the circumferential length of the first foot marking  15  may be less than 5 inches. 
         [0051]    The first foot marking  15 , which as noted hereinabove may be colored red, may also have a key word  15 C formed thereon to be indicative of the first foot marking being for a lace kick. In one embodiment, the key word  15 C may be the word “SCORE.” In other embodiments the key word  15 C may alternatively be “LACE,” or the phrase “LACE KICK,” or the phrase “STRAIGHT SHOT,” which expressions may be interchangeably used in soccer instruction (see e.g., “The Complete Soccer Guide, 7 Types of Soccer Shots,” available at www.completesoccerguide.com/types-of-soccer-shots/). 
         [0052]    As seen in  FIG. 9 , as well as the side views of  FIGS. 11 and 12 , the one or more instructional markings on the first hemisphere of the soccer ball  10  may also include a second foot marking  16 R configured to identify general foot placement and foot orientation for contact with the soccer ball for a left curved pass; and a third foot marking  16 L configured to identify general foot placement and foot orientation for contact with the soccer ball for a right curved pass. The second foot marking  16 R and the third foot marking  16 L may be symmetrically formed on the first hemisphere on opposite sides of the 90 degree meridian. 
         [0053]    As seen in  FIG. 11 , the second foot marking  16 R may be formed on the soccer ball for its lengthwise direction to be oriented at an upward angle (θ 2 ). In one embodiment, the upward angle (θ 2 ) may preferably be roughly 30 degrees with respect to an equatorial plane of the soccer ball. (Note that the indicated lengthwise direction may not linear, as it is formed on the curved, generally spherical surface of the soccer ball, and may more closely resemble a portion of a great circle, thus these angles may be measured with respect to the tangent point at the end of the indicated lengthwise direction. e.g., at  16 RT). However, other angles may also be suitably used, and therefore, in another embodiment, the upward angle (θ 2 ) may be 30 degrees plus or minus 20 degrees with respect to the equatorial plane of the soccer ball. 
         [0054]    The central portion of the toe end  16 RT of the second foot marking  16 R may be positioned a distance (D 2 ) away from a plane formed by the 180 degree meridian, and a distance (D 3 ) below the equatorial plane. In one embodiment, the toe end  16 RT of the second foot marking  16 R may be positioned a distance (D 2 ) of at least 0.75 inches away from a plane formed by the 180 degree meridian, and a distance (D 3 ) of zero, to be positioned on the equatorial plane; and may more preferably be positioned with a distance (D 2 ) of at least 1.0 inches, and a distance (D 3 ) of at least 0.25 inches below the equatorial plane, and may most preferably be positioned a distance (D 2 ) of at least 1.25 inches away from the plane formed by the 180 degree meridian. With the toe end  16 RT of the second foot marking  16 R being positioned below the equatorial plane, and when properly used, the second foot marking  16 R may be contacted to cause the soccer ball  10  to follow an elevated path while curving to the left. 
         [0055]    As seen in  FIG. 12 , the third foot marking  16 L may be similarly (i.e., symmetrically) formed on the soccer ball, for a lengthwise direction of the third foot marking to be oriented to be at an angle (θ 3 ), and with a central portion of a toe end  16 LT of the third foot marking being positioned a distance (D 4 ) away from a plane formed by the prime meridian, and a distance (D 5 ) below the equatorial plane. 
         [0056]    To properly bend the soccer ball  10 , the ball should be initially contacted with the inside of the player&#39;s kicking foot/shoe, preferably being at the place on the foot/shoe where the big toe ends and the rest of the foot begins (see e.g., “How to Bend a Soccer Ball,” www.wikihow.com/Bend-a-Soccer-Ball). To be instructive of such contact, the second foot marking  16 R of soccer ball  10  may include a region that may be inwardly bounded by curve  16 RI that may be color coded with a different shade of the first color (e.g., pink), to indicate that that region of the foot is to be used for initial contact with the soccer ball for the curved pass. The third foot marking  16 L may similarly include a region inwardly bounded by curve  16 LI that may be similarly color coded. 
         [0057]    The second foot marking  16 R and the third foot marking  16 L may each also respectively have a key word  16 RC/ 16 LC formed thereon to be indicative of those foot markings being for a curved pass. In one embodiment, the key word  16 RC/ 16 LC may be the word “CURVE IT.” In other embodiments the key word  16 RC/ 16 LC may alternatively be the phrase “BEND IT,” or the phrase “CURVED PASS,” or other similar words/phrases that may be interchangeably used. 
         [0058]    The first hemisphere of soccer ball  10  may also include a fourth foot marking  17 R and a fifth foot marking  17 L that may be formed the same as the second and third foot markings  16 R/ 16 L, respectively, except that the central portion of the toe end may be positioned above the equatorial plane. The fourth foot marking  17 R and fifth foot marking  17 L may be used for respective left and right curved scoring shots, which may not be elevated above the ground very much (or at all), and may even tend to bounce or roll along the ground. Additionally, the region defined by the inwardly bounded curve (e.g.,  17 RI), in order to indicate use of the proper region of the foot for initial contact with the soccer ball, may be color coded with a different shade than that of the first color (e.g., red), and different than the shade used for the curved pass (e.g., pink), and may, for example, be a dark wine color. 
         [0059]    The fourth foot marking  17 R and fifth foot marking  17 L may each also respectively have a key word (e.g.,  17 RC) formed thereon to be indicative of those foot markings being for left and right curved scoring shots. In one embodiment, the key word used may be the word “SCORE.” In other embodiments, similar words/phrases that may be interchangeably used with such shots may alternatively be used. 
         [0060]    The one or more instructional markings that may be on the second hemisphere may be a sixth foot marking  17  on the soccer ball  10 , and may be formed on the soccer ball for its lengthwise direction to be oriented to be substantially parallel to the equatorial plane, and may be generally centered on the 270 degree meridian to complete a push pass ( FIG. 10 ). The sixth foot marking  17  may also be positioned in proximity to the equatorial plane, and may be slightly above, or slightly below, of right at the equatorial plane. The sixth foot marking  17  may also have a key word  17 C formed thereon to be indicative of that foot marking being for a push pass. In one embodiment, the key word  17 C may be the word “PASS.” In other embodiments the key word  17 C may alternatively be any other similar words/phrases that may be interchangeably used. 
         [0061]    As seen in  FIG. 8 , the one or more instructional markings on the second hemisphere of the soccer ball  10  may also include a seventh foot marking  18  formed on a top portion of the soccer ball that may be used to instruct the player how to trap the ball. Trapping the ball requires stopping the ball as it is in motion towards the player, thus, in actual practice, the markings cannot be easily seen/distinguished with the ball moving rapidly. Also, there are several different ways to trap a soccer ball. Therefore, the seventh foot marking  18  is configured to identify general foot placement and foot orientation for contact with the soccer ball to trap the moving ball, and the foot marking is to be viewed while it is resting on the ground in front of the player. 
         [0062]    When the soccer ball  10  is moving towards the player, contact by the player&#39;s foot to stop the ball should be generally with the top of the ball, but generally on a side of the ball opposite the direction of movement. As seen in  FIG. 8 , with the second hemisphere of the soccer ball  10  facing the player, the lengthwise direction of the seventh foot marking  18  may be formed to be substantially parallel to and centered on the 270 degree meridian. The seventh foot marking  18  may preferably begin proximate to the plane formed by the prime meridian, and may extend down therefrom toward the equatorial plane. In one embodiment, only the toe and ball end of the foot/shoe may be marked thereon, to emphasize that portion of the foot/shoe that is to contact the soccer ball  10 . In other embodiments, the entire foot may be shown thereon, and also the toe end may extent slightly beyond the prime meridian. The seventh foot marking  18  may also have a key word  18 C formed thereon to be indicative of that foot marking being used to trap the ball. In one embodiment, the key word  18 C may be the word “TRAP.” In other embodiments the key word  18 C may alternatively be any other similar words/phrases that may be interchangeably used. 
         [0063]      FIG. 13  illustrates locations on a soccer shoe (using trammel points), for which locations a strike of the ball (i.e., contact) by the foot of the player may complete the described kick/pass. 
         [0064]    A soccer ball  11  is shown in  FIG. 14 , and is an alternate embodiment of the soccer ball  10 , in which the foot symbols may be replaced by an actual image of a soccer shoe, to visually present the user&#39;s shoe as it is to oriented with respect to the ball, when making contact to complete the particular shot that is desired. The shoe image may be shown on the ball as it would appear to the player/observer when standing behind the ball, to better assist the player in visualizing the proper foot orientation and the strike point on the ball before taking the shot. 
         [0065]    For example, a shoe  31  and target point  32  may be instructive to complete the labeled “push pass”  33 , and may therefore be illustrated on the soccer ball  10  as shown. Shoe  41  may also/alternatively be shown, along with a target point  42  showing positioning of a corresponding strike point by the shoe on the soccer ball  10  to compete a chip shot. A target point  43  may also show a corresponding strike point on the shoe  41  and on the ball  11  to compete a lace kick. Other soccer shoe images and target points may be respectively positioned on the ball to similarly represent the proper orientation of the shoe and strike point necessary to successfully complete a particular type of soccer pass, shot, etc. 
         [0066]      FIG. 15  shows a flat pattern view of the pentagonal and octagonal pieces used to form one embodiment of the soccer ball  10 , prior to being stitched together, and which pieces may include the instructional markings already formed on/applied/positioned thereon. 
         [0067]    The plurality of markings on the soccer ball of the present invention may be shown as a colored label with a wording on the label that is colored as such to contrast with the color of the label so that the wording may be easily perceived. The markings are also preferably permanently affixed to, or printed on the soccer ball, or formed therewith by methods known in the art, but other embodiments of the invention may allow for removable markings. 
         [0068]    While illustrative implementations of one or more embodiments of the present invention are provided hereinabove, those skilled in the art and having the benefit of the present disclosure will appreciate that further embodiments may be implemented with various changes within the scope of the present invention. Other modifications, substitutions, omissions and changes may be made in the design, size, materials used or proportions, operating conditions, assembly sequence, or arrangement or positioning of elements and members of the exemplary embodiments without departing from the spirit of this invention. 
         [0069]    Accordingly, the breadth and scope of the present disclosure should not be limited by any of the above-described example embodiments, but should be defined only in accordance with the following claims and their equivalents.