Abstract:
An interactive personalized activity book for illustrating and describing activities is disclosed. The book is a children&#39;s book, the subject is a child and the user is a child&#39;s parent or caregiver. The activities are directed to attending preschool or childcare, pre-kindergarten and kindergarten. The book&#39;s objective is to help a child become more comfortable with routines and new and/or unfamiliar experience(s); and to teach a child a desired behavioral pattern within the context of routines and new and/or unfamiliar experience(s). The book contains two kinds of interior pages: preprinted author&#39;s pages and pages for which the user provides the content, including a photo of the subject or an activity related to the subject. The book includes information to guide parents or caregivers on how to discuss with the child the activity illustrated on the page. Users can remove pages for which they provide content to create a separate book.

Description:
CROSS REFERENCE TO RELATED APPLICATIONS 
       [0001]    This application claims priority to U.S. Provisional Patent Application No. 61/457,757 entitled Book for Illustrating and Describing Activities filed May 27, 2011. 
     
    
     FIELD OF THE INVENTION 
       [0002]    The present invention is directed to a book for illustrating and describing activities to a user of the book, more particularly, the present invention is directed to such a book for activities such as, but not limited to school-day routines. 
       BACKGROUND OF THE INVENTION 
       [0003]    People, especially children, about to encounter new situations and experiencing new situations may find the anticipation and experience very stressful. This can be particularly overwhelming for children entering what is to them a “thing called school.” If they know anything at all about school, they know that they are about to be dropped off in a classroom and that their parent or caregiver will leave and they are left to wait for unknown experiences and for an unexpected period. This is similar to an adult showing up for a new job without seeing a job description. Children, like adults, need to know what to expect in order to reduce anxiety so that they feel comfortable enough to adapt to the new situation. If the new situation is school, a child needs to feel comfortable enough to succeed. In addition; there are many such situations for a young child such as: attending a new play group (i.e., a gathering of children for the purpose of playing together); attending summer camp for the first time; welcoming a new sibling into the family; welcoming and caring for a new pet; moving (e.g., to a new home and school); visiting the doctor, dentist, zoo, library, school-trip, playground, birthday—or other party with his peers, and participation on a sports team. 
         [0004]    In addition, there are many situations for which the interactive activity book can reinforce desired behaviors and outcomes, such as: cooperating with parents—and cooperating with a child&#39;s peers, including but not limited to siblings, classmates and playmates. 
         [0005]    This invention is also applicable to adults as well as children of all ages, including teenagers. 
         [0006]    Teenager&#39;s lives tend to be full of changes which create variety of new and unfamiliar circumstances and environments in which a teenage must become familiar in order to succeed. Some of these new circumstances and environments include but are not limited to: Entering high school; Learning time management skills to help with juggling an increasing volume of school-related activities, e.g. completing homework and studying for exams; Establishing a routine after school, e.g., doing homework, eating dinner, getting to bed on time; Coping with different forms of competition—academically, socially and athletically—in a constructive way; Attending proms and other social events with peers; Attending college interviews and learning appropriate conduct for college interviews; And improving social manners (e.g., table manners, making introductions, being a good host). 
         [0007]    As previously mentioned, adults facing new and/or unfamiliar circumstances or environments, e.g.: Starting a new job; Assuming additional job responsibilities; Moving/re-locating to a new area; Attending social events with unfamiliar people; Improving or learning time management skills; Coping with different forms of competition in a constructive way, e.g., competition from peers at work; Attending job interviews and learning appropriate conduct for job interviews; Improving or learning how to “network,” e.g., developing relationships with people that can help one attain one&#39;s own professional and/or personal goals; Improving manners (e.g., table manners, making introductions, being a hospitable host); Improving business etiquette (e.g., table manners for a business lunch, appropriate and inappropriate topics of discussion in the work place and with colleagues); And running a productive meeting, e.g., at work. 
       SUMMARY OF THE INVENTION 
       [0008]    A book for illustrating and describing activities for a user of the book comprises two types of interior pages: 1) A plurality of pages, heretofore referred to as “author&#39;s pages” in which the author of the book provides the content, i.e., text and photographs; and 2) A plurality of activity pages, heretofore referred to as “template pages,” for which the user has the option to personalize the content by providing text and photographs. 
         [0009]    Each of the “author&#39;s pages” are structured the same and contain the following elements:
       a) A text label, heretofore referred to as an “activity label,” describing an activity, e.g., “Circle Time;”   b) A photograph of the activity described by the activity title, e.g., a photograph (“photo”) of children engaged in “Circle Time;” and   c) Text, e.g., “Parents&#39; Talking Tips &amp; Helpful Hints,” to give parents and caregivers guidance on how to discuss with the child the activity described and pictured on the page, as well as other information for parents and caregivers to help the child adjust to the activity described and pictured on the page.       
 
         [0013]    In an additional aspect of the author&#39;s pages, a pair of slits is cut into each corner of a preprinted photo depicting the activity described in the activity label. Each pair of slits intersects a corner of the rectangle defined by the preprinted photo. The purpose of these slits is to provide the user with the option to personalize the page with a photograph of the subject, e.g. the child of the user, engaged in the activity described in the activity label. The user can personalize the page by inserting the four corners of the subject&#39;s photo of standard size, e.g. four inches by six inches, into the four slits cut into the corners of the preprinted photo already on the page. Since the photo printed on the page is also about the size of a standard photo, e.g. four inches by six inches, the result is that the subject&#39;s photo is placed over and largely hides the photograph printed on the page. 
         [0014]    A benefit of using the slits mechanism to hold and retain photographs placed by the user is that they leave the graphic appearance largely unmodified for both the author-provided photo and the subject&#39;s photo. 
         [0015]    Referring now to the second set of pages, “template pages,” or a plurality of pages for which the user has the option to provide the content, i.e., photos and text—each page is structured the same and contains the following elements:
       a) a designated space for the user to write his/her own description of an activity, e.g., “Arts &amp; Crafts;”   b) a designated space of standard photo size, e.g. four inches by six inches, for the user to insert a photograph of the subject engaged in the activity described by the user&#39;s written description, e.g., a photograph of his/her child engaged in arts &amp; crafts.   c) a designated space for the user to write his own information and notes to give the user a personalized record of her/his ideas on how to discuss with the child the activity described and pictured on the page, and how to help his child adjust to school. These tips are the user&#39;s own version of the “Parents&#39; Talking Tips and Helpful Hints” on the “author&#39;s pages.”       
 
         [0019]    In an additional aspect of the template pages, a pair of slits is cut into each corner of the square area designated for a photo. Each pair of slits is cut at an angle to the two perpendicular lines that form each corner of the square space. As with the author&#39;s pages described previously, the purpose of these slits is to provide the user with the option to insert the four corners of a personal photograph of the subject, e.g. the child, into the slits—thereby personalizing the page with a photograph of the child that corresponds to the user&#39;s written activity label. 
         [0020]    In a further aspect of the invention, a book cover is provided with a designated squared space, e.g. four inches by six inches, for the user to insert a photograph of the child who is the subject of the book. The photograph placed by the user on the front cover is held and retained using the same slits mechanism described previously that holds and retains the user&#39;s photos on the author&#39;s pages and template pages. 
         [0021]    In a further aspect of the invention, an introduction is provided explaining the value of the activity book in specific relation to young children attending school. 
         [0022]    In a further aspect, the invention includes an instruction page on how to use the book. 
         [0023]    In still a further aspect of the invention, the book is a children&#39;s book, the person is a child and the user is a child&#39;s parent or caregiver and the activities are directed to attending preschool or child care, pre-kindergarten and kindergarten. 
         [0024]    In another aspect of the invention, the last page of the book is a school-day diary suggesting topics the parent can discuss with the child at the end of each school day. 
         [0025]    This invention is directed to a personalized interactive activity book arrangement and a method of: 
         [0026]    1) Helping a subject, such as a child, become more comfortable with routines (including but not limited to daily routines) and new and/or unfamiliar experience(s); and 
         [0027]    2) Teaching a subject, such as a child, a context of routines and new and/or unfamiliar experience(s) by placing a photograph of the subject in a situation to promote the success of the subject within the context of that situation. 
         [0028]    Further, this invention is directed to a personalized interactive activity book and method of: 
         [0029]    Helping a subject become more comfortable with routines (including but not limited to daily routines) and new and/or unfamiliar experience(s), e.g.: Attending school or camp; Executing bedtime routines (e.g. taking a bath, putting on pajamas, picking a story book to read, getting into bed, staying in child&#39;s own bed); Executing morning routines (e.g., getting dressed, eating breakfast, getting ready for school); Cleaning up one&#39;s toys and other possessions; Executing an after-school routine (e.g., eat a snack, do homework, play or relax); Staying with a baby sitter; Spending the night at a friend&#39;s house; Joining a sports team; Welcoming a new sibling to the family, etc., and; 
         [0030]    Teaching a subject a desired behavioral pattern within the context of routines and new and/or unfamiliar experience(s), e.g.: Including but not limited to all of the above-mentioned experiences in previous paragraph; Manners (e.g., sharing, table manners, meeting people and making introductions, etc.); Eating nutritious foods; Safely coping with food allergies or other food concerns (what to eat and avoid); How to respond to bullying: e.g., how to avoid becoming a bully at school (or other setting), how to respond to being bullied, and how to respond when you see someone else being bullied. 
         [0031]    This book is expressed in English as well as other languages. 
         [0032]    In an aspect of the book arrangement, the book arrangement is a children&#39;s book, the person is a child, the user is a child&#39;s parent or caregiver, and the activities are directed to attending preschool or child care, pre-kindergarten and kindergarten. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0033]      FIG. 1  is a perspective view of a spiral bound book configured in accordance of the principles of the present invention showing the book partially open. 
           [0034]      FIG. 2  is a perspective view of the book of  FIG. 1  showing the front of a single interior book page. 
           [0035]      FIG. 3  is a fragmentary view of the book of  FIGS. 1 and 2 . 
           [0036]      FIG. 4  is a fragmentary view of the book having a stapled backbone. 
           [0037]      FIG. 5  is a fragmentary view of a book in accordance with the present invention having what is referred to as a “perfect binding” by those schooled in the art of book binding. 
           [0038]      FIG. 6  is an example of the book being bound by a loose leaf notebook binder so that the user may change the order of the book&#39;s pages to better represent the child&#39;s routine. 
           [0039]      FIG. 7  is a sample book cover according the present iteration of the invention. 
           [0040]      FIG. 7A  is a detailed view of a photo being placed by the user in a designated empty square space at the center of the cover page depicted in  FIG. 7 . 
           [0041]      FIG. 7B  is a flat view of  FIG. 7A  illustrating one of four slits cut into the designated empty square space at the center of the cover page. 
           [0042]      FIG. 7C  is a detailed view of the photo after its four corners are placed by the user into the four slits in the designated area on the cover page. 
           [0043]      FIG. 8  is a detailed view of an alternative embodiment of the invention in which the photo placed by the user is held and retained on the front page, or on any applicable interior activity pages, by sliding the photo into a transparent sleeve affixed to the page. 
           [0044]      FIG. 8A  depicts the photo placed by the user after it has been slid into the transparent pocket depicted in  FIG. 8 . 
           [0045]      FIG. 9  is an exploded view alternative embodiment of the invention in which the user&#39;s photo is held and retained on the front page, or any applicable interior activity page, by affixing the photograph to the page with glue or another kind of adhesive. 
           [0046]      FIG. 9A  depicts the user&#39;s photo after it has been affixed to the page by glue or other kind of adhesive. 
           [0047]      FIG. 10  is an introduction page for the book. 
           [0048]      FIG. 11  is a page describing tips for using the book; 
           [0049]      FIG. 12  is a sample of pages 3 and 4 and represents a multiplicity of the book&#39;s interior pages which face one another. 
           [0050]      FIG. 12A  is an example of a multiplicity of interior pages, heretofore referred to as “author&#39;s pages” that contain the following information provided by the author: 1) an activity label describing the activity or environment pictured in the photo printed on the page 2) a photo illustrating the activity label; and 3) text tips to guide parents and caregivers on how to discuss the activity or environment pictured on the page with his/her child(ren). 
           [0051]      FIG. 12B  is a detailed view of the photo printed on the “author&#39;s page.” 
           [0052]      FIG. 12C  is a detailed view of  FIG. 12B  and illustrates one of the eight slits cut into the four corners of the photo in  FIG. 12B . 
           [0053]      FIG. 12D  is a detailed view of a photo being placed by the user over the photo in  FIG. 12B  already printed on the “author&#39;s page.” 
           [0054]      FIG. 12E  is a detailed view of the photo after it is placed on the page by the user. 
           [0055]      FIG. 12F  depicts the full “author&#39;s page” after the photo is placed by the user as depicted in  FIGS. 12D and 12E . 
           [0056]      FIG. 13  is an example of a multiplicity of activity pages, heretofore referred to as “template pages.” 
           [0057]      FIG. 13A  is a detailed view of a photo being placed by the user onto the “template page.” 
           [0058]      FIG. 13B  is detailed view of  FIG. 13A . 
           [0059]      FIG. 13C  is detailed view of the photo after it is placed on the template page by the user. 
           [0060]      FIG. 13D  is a view of the entire template page after the photo is placed on the page by the user. 
           [0061]      FIG. 14  is an example of how the facing “author&#39;s page” (left-side of page) and “template page” (right-side of page) should look after being personalized by the user. 
           [0062]      FIG. 15  is a daily diary, intended to be a conversation starter to discuss school, or a record of school-related activities. 
           [0063]      FIG. 16  is the back cover of the book. 
           [0064]      FIG. 17  is an alternative embodiment of the book in which each “template page” is perforated or dotted along the side of the page closest to the binding so that each page may be ripped out or cut out by the user and placed in any order the user wishes, to create a distinct personalized activity book that reflects the order of the child&#39;s daily activities. 
           [0065]      FIGS. 18 and 18A  are examples of how photos appearing in the book are positioned back-to-back on a single sheet of paper so that the slits cut into the single sheet of paper appear on or near the photos on each side of the single sheet of paper. 
           [0066]      FIGS. 19 and 19A  illustrate an example of an alternative embodiment of the invention in which the individual pages of the book are made up of two separate sheets being placed back-to-back and glued together. 
           [0067]      FIGS. 20-27  are eight examples of eight pages, pages 4-11, of the book arrangement: 
           [0068]      FIG. 20  is an example of a page 4 (template page). 
           [0069]      FIG. 21  is an example of a page 5 (author&#39;s page). 
           [0070]      FIG. 22  is an example of a page 6 (template page). 
           [0071]      FIG. 23  is an example of a page 7 (author&#39;s page). 
           [0072]      FIG. 24  is an example of a page 8 (template page). 
           [0073]      FIG. 25  is an example of a page 9 (author&#39;s page). 
           [0074]      FIG. 26  is an example of a 10 (template page). 
           [0075]      FIG. 27  is an example of a page 11 (author&#39;s page). 
       
    
    
     DETAILED DESCRIPTION 
       [0076]    Referring now to  FIGS. 1 and 2 , there is a typical book  10  configured in accordance with the present invention, wherein the book  10  includes a front cover  12 , a back cover  14  and a plurality of pages  16 , all secured by a spiral binding, with a spine  20  for displaying the book&#39;s title, so that the pages are readily accessible for viewing while being secured between the front and back covers. 
         [0077]    A key benefit of a spiral binding  18  of the present invention is illustrated by  FIG. 2 , showing that any of the book&#39;s pages  16  can be bent behind a single page  22  along the spiral binding  18  so as to only display a single page  22  at a time. This is particularly useful when a user wants to show individual pages to the child in an order that is different from the order in which the pages are bound, so that the sequence of activities portrayed better reflect the child&#39;s individual routine or schedule. Spiral binding lends itself to the personalization aspect of the activity book. 
         [0078]    In alternative embodiments, the binding may be a spiral binding  18  with no spine for printing the book&#39;s title, as illustrated by fragmentary view  FIG. 3 ; a stapled binding, as illustrated by fragmentary view  FIG. 4 ; or a glued binding, or “perfect binding,” as illustrated by fragmentary view  FIG. 5 . In yet another alternative embodiment, the binding  18  may be replaced by a loose leaf binding arrangement  18 A, as illustrated by fragmentary view  FIG. 6 , so that the order of pages may be changed. The loose leaf binding arrangement  18 A also allows the user to show certain pages and not others in case only certain pages resemble the child&#39;s school activities or other experiences. 
         [0079]    Referring now to  FIG. 7 , there is shown a front cover  12  of the book  10 , where in the cover includes the book&#39;s title  24  and text  26  which describes the purpose of the book and describes the book as “a personalized activity book.” There also are photos  27  of children engaged in typical school activities for children ages two to five years; and a square space  28  to accommodate a user&#39;s photo of standard size, e.g. four inches by six inches. Additionally, there is text  30  inside the square space  28  instructing the user to place the child&#39;s photo there. 
         [0080]      FIG. 7A  is a detailed view of area  28  in  FIG. 7 , designated to receive a photo placed by the user on the book&#39;s cover page. In  FIG. 7A , the user puts each corner  32  of a child&#39;s photo  36 , e.g. four inches by six inches and square-shaped, into each of four curved slits  38  by placing each corner  32  of the user&#39;s photo  36  into a curved slit  38  in the direction of arrow  40 . 
         [0081]      FIG. 7B  is a detailed view of  FIG. 7A  and shows a close-up view of the curved slit  38  and the slight opening  42  it makes in the corner of the area  28  of  FIG. 7  which is designated to receive a photo placed by the user. Directional arrows  40  in  FIGS. 7A and 7B  indicate the directions in which the corners  32  of the user&#39;s photo  36  are placed into the curved slit  38 . 
         [0082]      FIG. 7C  shows the photo  36  after it is placed by the user into the area  28  of  FIG. 7 . 
         [0083]      FIGS. 8 and 8A  illustrate an alternative structure for holding and retaining the photo  36  placed by the user to the designated area  28  on book&#39;s cover page. In  FIG. 8  there is a transparent sleeve  44  on the book&#39;s cover page with instructions  46  to slide a child&#39;s photo  36  into the sleeve&#39;s opening as indicated by the directional arrow  48 . Note that the opening of the sleeve may be on any one of four sides of the sleeve, not just the left side as illustrated in  FIG. 8 . Further, the sleeve&#39;s opening may include a reusable adhesive strip or flap to help secure the photo. An example of this type of sleeve is a product called “Archival Crystal Clear Art Protectors” by Print File, Inc.  FIG. 8A  shows the child&#39;s photo  36  as it appears after it is placed into the transparent sleeve of  FIG. 8  by the user. 
         [0084]      FIG. 9  illustrates yet another alternative structure for holding and retaining the photo  36  placed by the user to the designated area  28  on the book&#39;s cover page. In  FIG. 9 , there are instructions  49 ( i ) to affix the child&#39;s photo  36  to the book&#39;s cover page, as indicated by directional arrow  36 ( i ), by applying glue  49  or another adhesive. Included in this alternative embodiment is an option in which the adhesive is already applied to the page and ready to hold a photo in place. 
         [0085]      FIG. 9A  shows the user&#39;s photo  28  after it has been affixed to page. The use of stickers is another alternative mechanism for holding and retaining the user&#39;s photo to the designated area on book&#39;s cover page. For example, the book is distributed with repositionable stickers in a pocket at the back of the book. This alternative embodiment includes stickers that are designed to frame photos of standard size while they hold the photos to the page. Exemplary of the use of these kinds of stickers is Stickr™ (Frame) sold by Butch and Harold. 
         [0086]      FIG. 10  is a sample first page and an introduction to using the book. In this embodiment of the invention, the introduction  29  is described as “[H]elp for stressed-out students and parents.” The text  29 ( i ) of the introduction  29  also describes a problem, such as but not limited to, the stress of attending school for young children, parents and caregivers. 
         [0087]      FIG. 11  is a sample second page of the book and provides instructions for using the book under the terminology “Tips for Using this Book”  30 ( i ). The text  30 ( ii ) of these instructions tells the user, for example, how to build his/her own personalized activity book by inserting photos on the author&#39;s pages and/or template pages, writing his/her own activity labels on the template pages, and writing his/her own parent tips on the template pages. 
         [0088]      FIG. 12  illustrates the structure of a multiplicity of interior facing pages, e.g., page 3 and page 4, or page 5 and page 6. The facing pages are structured as follows: The page on the left side  50 , is an “author&#39;s page” that contains content provided by the author. The page on the right side  52 , is a “template page” that contains a blank template with designated spaces to be filled in with content provided by the user. 
         [0089]    The “author&#39;s page”  50 , contains an “Activity label”  54 , e.g. “A classmate,” describing the activity, person or environment illustrated in the related photograph  56 . The photograph  56  depicting the activity described by the text in the Activity Label  54  is e.g., a photo of a child in a school setting. The text instructions  57  tell the user how to insert his or her photo into the space provided over a photo  56  already printed on the page if he or she wishes to personalize the page by, e.g. showing a photograph of a parent&#39;s own child engaged in the activity depicted in the activity label  54 . 
         [0090]    Text tips  58  for parents provide ideas on how to discuss the activity pictured with their children. Text tips  58  also include guidance to parents on how to help their children adjust to the school routine. In this embodiment of the invention, the title  60  of these tips is, for example, “Parents&#39; Talking Tips and Helpful Hints.” 
         [0091]    Referring now to “template page”  52 , it contains a designated space  62  for the user to write in his own, “activity label” or description of the activity pictured in the photo placed on the page by the user, as well as text instructions  68  under the activity title  62  telling the user to write in his own activity description in the space provided. 
         [0092]    There is a designated space  64  for a photograph of typical size, e.g. four inches by six inches, to be placed by the user depicting the activity described by the text in the activity label  62 . Text instructions  72  telling the user how to insert his photo into the space are provided, and a designated space  66  for the user to write his own tips to help him discuss with the child the activity pictured on the page. Numeral  70  refers to the title for the user-provided tips and information, e.g. “My Own Parents&#39; Talking Tips &amp; Notes;” and a page title  76  is printed at the top of the page to indicate to the user that the content of this page is to be provided by the user. In this embodiment of the invention, the page title is “My Page.” In the book&#39;s current embodiment, there also are original designs  78  on the both the “template pages” and the “author&#39;s pages.” 
         [0093]    Both the “author&#39;s page”  50  and “template page”  52  contain similar mechanisms for holding and retaining photos placed by the user in the designated areas: the area occupied by preprinted photo  56  on the “author&#39;s page” and the blank area  64  on the “template page.” 
         [0094]    Referring now to  FIGS. 12A ,  12 B,  12 C,  12 D,  12 E and  12 F, there is an illustration of the mechanism for holding and retaining photos on an “author&#39;s page”  50 . 
         [0095]    In  FIG. 12A , instructions  57  tell the user how to insert the photo into the designated space  56 ( i ) over the photo  56  already printed on the page.  FIG. 12B  shows the pair of slits  80  and  81  cut into each corner of square space  56 ( i ). Each pair of slits is cut at an angle to the two perpendicular lines  56 ( i )(i) that form each corner of the square area  56 ( i ). Note that in an alternative embodiment, the slits  80  and  81  may be cut in a straight line instead of a curved line. Square area  56 ( i ) is designed to hold and retain a photo that is placed by the user over the photo  56  printed on the page.  FIG. 12C  is a detailed view of the slight opening  81 ( i ) in the book&#39;s page created by the slit  80  referred to in  FIG. 12B . The slit illustrated in  FIG. 12C , like the other slits on the “author&#39;s page,” is designed to retain and hold one of the four corners of the photo placed by the user. 
         [0096]      FIG. 12D  shows how each of the corners  32  of the user&#39;s photo  36  is placed into each of the slits  80  by following the directional arrows  40 . The user&#39;s photo  36  is placed over the photo  56  printed on the page. This option is available to users who want to personalize the page by placing a photo of the user&#39;s own child, or of the child&#39;s school-related activity or environment. 
         [0097]      FIG. 12E  shows the users photo  36  being held and retained on the page by the four slits  80 . The other four slits  81  are not visible because they are covered by photo  36 . The four corners  32  of user&#39;s photo  36  are not visible because they are hidden under four slits  80 . 
         [0098]      FIG. 12F  shows the entire “author&#39;s page”  50  with the photo  36  that has been placed by the user, i.e., the photo placed by the user is held and retained on the “author&#39;s page.” As in  FIG. 12E , the four corners  32  of user&#39;s photo  36  are not visible because they are hidden under four slits  80 . The other four slits  81  are not visible because they are covered by photo  36 . 
         [0099]    Referring to  FIG. 13 , each template page provides designated spaces for the user to provide his or her own, i.e. personalized, content: There is: 1) a space  62  for the user to write in his or her own activity label, which describes the activity the child (subject) is engaged in on the photo of the child (subject) placed on the page by the user; 2) a space  64  to hold and retain a photo of the child (subject) placed by the user illustrating the activity described in the activity label  62 ; and 3) a space  66  for the user to write his or her own observations and ideas on how to discuss the activity or environment pictured on the page with the child (subject). 
         [0100]    In  FIG. 13 , text  68  under the designated space  62  for an activity label instructs the user to write a brief description of the activity portrayed in the photo that will be placed by the user. Further, text  72  on the page instructs the user how to insert the subject&#39;s photo into the designated space  64 . In addition, text  92  on the page instructs the user to write in his own tips and notes in the space  66  which is provided to help the user discuss with his or her child the activity that will be pictured on the page. 
         [0101]      FIGS. 13A ,  13 B, and  13 C illustrate a mechanism for holding and retaining photos on a “template page”  52  of  FIG. 13 . This mechanism is the same mechanism, i.e., slits, used to hold and retain photos on to the “author&#39;s pages.” 
         [0102]      FIG. 13A  shows pair of slits,  80  and  81  that is cut into each corner of the square space  64 . Square space  64  is referenced in  FIG. 13  and designated to receive the photo  86  referenced in  FIG. 13A . Each pair of slits is cut at an angle to the two perpendicular lines  64 ( i ) that form a corner of the square space. The pair of slits,  80  and  81 ; are the same as those cut into the “author&#39;s page” and referred to in the previous explanation of  FIG. 12B . As directional arrow  40  indicate, the user places each corner of the photo into four slits  81  which are directly below slits  80 . In contrast, on the author&#39;s page in  FIG. 12B , the user places the four corners of the photo into four slits  80  that are directly above slits  81 . The result is illustrated by  FIG. 13B , which is a detailed view of  FIG. 13A . In  FIG. 13B ; one of the corners  84  of the photo  86  has been retained by a relatively thin strip of paper  82 . Thin strip of paper  82  is the result of cutting slits  80  and  81  parallel to each other. Note that in an alternative embodiment of the invention, the slits  80  and  81  may be cut in a straight line instead of a curved line. 
         [0103]    There are several alternative mechanisms to hold the user&#39;s photos to the book&#39;s pages. Please refer to  FIGS. 7 ,  7 A,  7 B,  7 C,  8 , 8 A,  9  and  9 A for the descriptions of the alternative mechanisms to hold the user&#39;s photo to the book&#39;s cover pages. These same mechanisms apply to holding the user&#39;s photos to the book&#39;s author&#39;s pages and template pages. 
         [0104]    In another alternative embodiment of the mechanism to hold the user&#39;s photo&#39;s to the book&#39;s pages, the book is distributed with transparent sheets which have an adhesive applied to one side. The user will place the transparent sheet with adhesive side down onto the page and over the photo to hold the photo to the page. The transparent sheet will be slightly larger than the photo so that the adhesive on the edges of the transparent sheet will affix directly to the page, thus holding the photo onto the page. 
         [0105]      FIG. 13C  shows the subject&#39;s photo  86  after the user has placed the photo&#39;s four corners  84  into four slits  81  and out of four slits  80 . 
         [0106]      FIG. 13D  shows a template page that has been completed by the user. The user has written in an activity title  94 , e.g., “My School;” inserted the subject&#39;s photo  86 , e.g., of the child&#39;s school; and written in the user&#39;s own tips  96  to help the user discuss with his or her child the activity or environment pictured on the page. 
         [0107]      FIG. 14  illustrates an “author&#39;s page”  50  and a “template page”  52  that both have been personalized by the user. The user has added personal information to both of the pages in the following ways: On the author&#39;s page  50 , the user has inserted the subject&#39;s photo  36  over the photo printed on the page. And, on the template page  52 , the user has written in his own activity label  94 , e.g., “My School,” inserted the subject&#39;s photo  86 , and written in his own tips  96  to help him discuss the activity or environment pictured on the page with his child. 
         [0108]      FIG. 15  is a daily diary, e.g., “My School Day Diary” 99 , intended to be a conversation starter to discuss school, or to be a periodic record of school-related activities. The diary page may be integral with the personalized activity book, or be separate from the book and the book can include enough pages so that each day may have a separate and dated diary page. Various activities  99 ( i ) are left blank in the daily diary and can be filled in with reference to the activities illustrated and identified in the book. Information inserted into the diary can include, for example, the names of friends, topics of books read about, crafts made, as well as songs sung and food consumed. Finally, there is space  99 ( ii ) in the diary for other things that the child would like to tell the parent. The school-day diary of  FIG. 15  may be provided as pages in a separate envelope or book, so that a record of each school day may be made. Alternatively, the school-day diary may be provided as a single page that can be used as a conversation-starter to promote discussion about school experiences between child and parent or caregiver. 
         [0109]      FIG. 16  is the back cover of the book and contains text  100 ( i ) such as the author&#39;s contact information, website and additional information the author wants public. 
         [0110]      FIG. 17  is an alternative embodiment of the book in which each “template page” is perforated  100  or dotted  100  along the side of the page closest to the binding so that each page may be ripped out or cut out by the user and placed in any order the user wishes, to create a separate personalized activity book that reflects the order of the child&#39;s daily activities. 
         [0111]      FIG. 17  further illustrates this same alternative embodiment of the book in which each template page contains notebook holes  102  on the side of the page closest to the book&#39;s binding. The purpose of these holes is for the user to have the option to easily bind the template pages after completing them and removing them from the book. This allows the user to create and bind a separate personalized activity book distinct from the original book. In this case, the user can bind the book with ribbon, string, staples—or place the template pages in a ringed notebook. 
         [0112]    In a further iteration assuming the  FIG. 17  embodiment of the template pages, the book will be distributed with loose ribbon or string, e.g. inside a pocket or envelope placed inside the book, that users can use to bind their completed template pages by placing the ribbon or string through the holes in the template pages and tying the ends. 
         [0113]    In yet a further alternative embodiment of this book arrangement, the author&#39;s pages are grouped together and appear in the book before the template pages. Therefore, the template pages are grouped together and appear in the book after the author&#39;s pages. The author&#39;s pages may or may not offer the user the option to attach the child&#39;s (subject&#39;s) photos to the author&#39;s pages. The template pages will offer the user the option to add the child&#39;s (subject&#39;s) photos, activity labels, and parent&#39;s tips to the template pages. This book arrangement results in the creation of two books: The author&#39;s pages form one book and the customized template pages form another book. The user will be able to remove the template pages from the book arrangement to create a separate and distinct book from that of the author&#39;s pages. Further, there may be a page inserted in the book arrangement between the last author&#39;s page and the first template page to serve as a “book cover” for the book that is formed by the personalized template pages. This “book cover” could be personalized by the user if he or she writes the subject&#39;s (child&#39;s) name and attaches the subject&#39;s (child&#39;s) photo onto this “book cover.” This “book cover” could be removed by the user along with the personalized template pages to form the book cover of a separate and distinct personalized book. Therefore, the front cover of the entire book arrangement may not include an area to receive the name and photo of the subject (child). 
         [0114]      FIGS. 18 and 18A  are detailed views of two interior pages, e.g. pages 4 and 5, that are sequential and printed on opposite sides of the same sheet of paper  104 . A photo  86  is placed by the user on a template page 4 (reference number  106 ); and a photo  36  is placed by the user on an author&#39;s page 5 (reference number  108 ) over the photo  56  already preprinted on the page. Therefore,  86  represents a photo that has been placed by the user on the template page  106 , and  36  represents a photo placed by the user on the author&#39;s page  108  respectively. Slits  80  and  81  are visible in  FIG. 18 . As  FIG. 18A  illustrates, a “template page”  106  is typically printed on the other side of the same sheet of paper  104  as an “author&#39;s page”  108 . Photo  86  and photo  36  overlap and are aligned on single sheet of paper  104 . This creates a pleasing aesthetic when the user flips over sheet of paper  104 . As a result of the placement of the four corners  84  of photo  86  by the user on template page  106  using four slits  81 , the four corners  84  of photo  86  are visible on the page. The four slits  81  and four slits  80  also are visible on the page. In contrast, the four corners  32  of the photo  36  placed by the user on author&#39;s page  108  are invisible as a result of the placement of the four corners  32  of photo  36  into four slits  80 . The four corners  32  of photo  36  are invisible on author&#39;s page  108  because they appear on the other side of the single sheet of paper  104 . That is, they appear behind four corners  84  of photo  86  on template page  106 . While the four slits  80  are visible on author&#39;s page  108 , the four slits  81  are not visible on the page because they are covered by photo  36  that has been placed over them. 
         [0115]    In addition, the inside graphic border line  36 ( ii ) of the frame  36 ( iii ) of the author&#39;s page  108  is not visible after the user&#39;s photo  36  is placed on the author&#39;s page. The reason is because the subject&#39;s photo  36  is placed over and covers the inside graphic border line  36 ( ii ) of frame  36 ( iii ). 
         [0116]    One result of having page  108  and page  106  printed on opposite sides of the same sheet of paper, is that the four slits  81  plus four slits  80  cut into single sheet of paper  104  appear on both sides  108  and  106  of sheet of paper  104 . In the current embodiment of the invention, users are instructed to use one set of four slits  81  to hold a photo placed on side  106  (template page) and another set of four slits  80  to hold a photo placed on side  108  (author&#39;s page). Refer to explanations of  FIGS. 13 ,  13 A,  13 B,  13 C and  13 D for a description of how a photo is placed by the user on a template page and is held and retained by slits  81 . Refer to explanations of  FIGS. 12A ,  12 B,  12 C,  12 D,  12 E and  12 F for an explanation of how a photo is placed on an author&#39;s page and is held and retained by slits  80 . 
         [0117]      FIG. 19  is another iteration of the current invention: two individual sheets of paper,  110  and  112 , are adhered back to back as directional arrow  114  indicates, to form two sides of a single book&#39;s page, as illustrated by  FIG. 19A . In  FIG. 19A , reference number  113  is the next page. 
         [0118]    In  FIGS. 19 and 19A ,  110  and  112  are adhered back-to-back after four slits  81 ( i ) are cut into  110 , and four slits  80 ( i ) are cut into  112 . The result is that the slits do not go through from sheet  110  to sheet  112 , or from sheet  112  to sheet  110 . Instead each sheet of paper,  110  and  112 , have only four slits each and form each side of a single book&#39;s page. Another iteration is to use thick cardboard pages, like those which are referred to as the pages of a “board book” by those schooled in the art of publishing children&#39;s books. In this case the slits made on either side of the single cardboard page will not go through to the other side of the cardboard page because the cardboard page is thicker than a single sheet of paper. 
         [0119]      FIGS. 20-27  are eight examples of eight pages, pages 4-11, of the book arrangement. Each of these eight pages illustrates one example of a page configuration. 
         [0120]      FIG. 20  is an example of a page 4 template page of the book arrangement. This page is the front side of single sheet of paper  104 . The user has not personalized the page with a photo or text. The user has not done the following: attached a photo of the subject (child) in designated space  64 , written an activity label in the designated space  62 , nor written any text for parent tips in designated space  66 . This is a first example of a page configuration. 
         [0121]      FIG. 21  is an example of a page 5 author&#39;s page of the book arrangement. This page is the back (opposite) side of the same single sheet of paper  104  in  FIG. 20 . No photo has been added by the user. Therefore, preprinted photo  56  is visible and has not been covered by a photo added by the user. The preprinted Parent&#39;s Talking Tips  58  and preprinted activity label  54  cannot be customized on author&#39;s pages. This is a second example of a page configuration. 
         [0122]      FIG. 22  is an example of a page 6 template page of the book arrangement. This page is the front side of single sheet of paper  105 ( i ). The user has not personalized the page with a photo or text. The user has not done the following: attached a photo of the subject (child) in designated space  64 , written an activity label in the designated space  62 , nor written text for parent tips in designated space  66 . Note that four corners  32  of the user&#39;s photo in  FIG. 23  are visible in  FIG. 22 . This is because  FIGS. 22 and 23  are printed on opposite sides of same sheet of paper  105 ( i ). The user inserted the four corners  32  of photo in  FIG. 23  into four slits  80 . Four slits  80  are cut through to both sides of single sheet of paper  105 ( i ), as illustrated in  FIGS. 22 and 23 . This is a third example of a page configuration. 
         [0123]      FIG. 23  is an example of a page 7 author&#39;s page of the book arrangement. This page is the back (opposite) side of single sheet of paper  105 ( i ) in  FIG. 22 . The user has personalized the author&#39;s page of  FIG. 23  with a photo  36  of the subject (child). Parent&#39;s Talking Tips  58  and activity label  54  are preprinted on the page. Note that in  FIG. 23 , the four corners  32  of photo  36  are hidden under slits  80 . However, in  FIG. 22 ; the four corners  32  of photo  36  are visible. This is the fourth example of a page configuration. 
         [0124]      FIG. 24  is an example of a page 8 template page of the book arrangement. This page is the front side of single sheet of paper  105 ( ii ). The user has personalized the page with a photo and text. The user has done the following: attached a photo  86  of the subject (child), written an activity description in the designated space  62 , and written text  96  for parent tips in designated space  66 . Note that the four corners  84  of the photo  86  are visible. This is a fifth example of a page configuration. 
         [0125]      FIG. 25  is an example of a page 9 author&#39;s page of the book arrangement. This page is the back (opposite) side of single sheet of paper  105 ( ii ) in  FIG. 24 . The user has not personalized the author&#39;s page of  FIG. 25  with a photo of the subject (child). Photo  56  is pre-printed on the page, as are Parent&#39;s Talking Tips  58  and activity label  54 . Note that the author&#39;s page of  FIG. 25  displays a portion of the back  86 ( i ) of the user&#39;s photo  86  in FIG.  24 . This is because  FIGS. 24 and 25  share the same sheet of paper  105 ( ii ), and a portion of the back  86 ( i ) of user&#39;s photo  86  in  FIG. 24  is visible in between slits  80  and  81  of  FIG. 25 . This is a sixth example of a page configuration. 
         [0126]      FIG. 26  is an example of a page 10 template page of the book arrangement. This page is printed on single sheet of paper  106 ( i ). The user has fully personalized the page: The user has inserted a photo  86  of the child (subject), written an activity label in the designated space  62 , and written text  96  for parent tips in designated space  66 . Note that the corners  84  of the photo  86  are visible. This is the seventh example of a page configuration. 
         [0127]      FIG. 27  is an example of an author&#39;s page 11 of the book arrangement. This page is the back (opposite) side of single sheet of paper  106 ( i ). The user has personalized the author&#39;s page with a photo  36  of the subject (child). Parent&#39;s Talking Tips  58  and activity label  54  are preprinted on the page. Note that the four corners  32  of photo  36  are hidden under four slits  80  and therefore are not visible. Further, the four corners  32  of photo  36  are hidden behind the four corners  84  of photo  86  in  FIG. 26 . This is the eighth example of a page configuration. 
         [0128]    Although the present invention has been described in relation to particular embodiments thereof, many other variations and modifications and other uses will become apparent to those skilled in the art. It is preferred, therefore, that the present invention be limited not by the specific disclosure herein, but only by the appended claims.