Patent Publication Number: US-2015066559-A1

Title: College Planning System, Method and Article

Description:
CLAIM OF PRIORITY 
     This application claims priority to and the benefit of the filing date of provisional application, U.S. Ser. No. 61/774,644, filed on Mar. 8, 2013. 
    
    
     FIELD 
     This patent application relates to college planning. 
     BACKGROUND 
     High school students and parents face many sources of information in planning for post-secondary education. Colleges and universities present academic admissions and financial aid marketing information to attract applicants. High school counselors and other advisors may offer advice regarding high school coursework, extra curricular activities, admission related testing, and other academic advice geared toward increasing a student&#39;s chance of admission, as well as college placement information, but may be limited in their knowledge and/or experience with frequently changing aspects of admissions practices, student life, and academic offerings of various colleges. Financial aid information for federal, state, and private sources may be provided for funding post-secondary education. Additionally, there are deadlines associated with various events, tests, pre-admissions, and admissions steps that may be recommended for students and parents for gaining information regarding college options, admissions processes, obtaining funding, and the like. Keeping track of this information, compiling it, and making useful sense of it may be difficult. Accordingly, there is a need for a centralized forum for providing college planning and admissions related data from multiple sources. 
     There exist computerized systems for universities to identify and target potential student applicants. Such systems may include functionality for tracking student/university interactions, track student profile information (such as GPA and test scores), and allow for a university to target market to potential student applicants and track marketing efforts. Such system typically may assist a university in finding qualified applicants, but may not assist applicants in evaluating colleges and universities to find a good fit for the student&#39;s needs, abilities, and desires. 
     Systems for sending student transcripts and/or application information to one or more universities are known. Such computerized systems may automate transmissions of transcripts and/or application information electronically to one or more universities of a student&#39;s selection. But such systems lack information concerning admissions deadlines and lack educational materials to offer student&#39;s information concerning the admission process, academic and financial planning, the differences between various colleges and universities, and the various considerations one should examine when evaluating offer options. 
     Systems for students and/or parents to use for college planning, including ranking potential colleges and universities based upon those institutions&#39; self-reported data and applicant survey information, and providing financial planning information are known. Such systems purport to find best fit matches for a student and university based upon student profile information entered by the applicant. However, known systems rank universities based upon pre-set criteria and do not allow a student or parent user to supply their own criteria and weight it. 
     Sometimes a college ready student and/or their parent does not believe that (s)he is qualified to attend post-secondary education. Sometimes a student and/or parent is of the belief they cannot afford any post-secondary education. Sometimes a potential applicant of post-secondary education is not certain of what type of university (s)he wants, would be successful in, and/or should be targeting with applications. Sometimes a student and/or parent of a potential college student is not aware of different considerations associated with post-secondary education choices, such as by way of example, degree programs, student satisfaction, travel costs, financial aid options, academic life, social life, environment, and other considerations. For example, a student in a Maine high school may not have considered how few times the student may be able to travel home if attending a school in Hawaii, due to travel expenses and/or time. Sometimes an applicant is unaware of the timing and steps needed and/or recommended for successful admission application. For example, a student applicant may not be aware of admission interview timing, application deadlines and/or follow-up steps recommended for a successful admission. Student rankings of potential universities may be limited based upon information known to the applicant and the applicant may not consider of one or more universities that may have provided a good or better fit due to information missing from that applicant&#39;s knowledge base. 
     High school or other counselors may provide college counseling to students and/or parents regarding admissions steps, decision-making, decision-making criteria or considerations, or ideas, or advice regarding post-secondary education. Yet, this is generally done with an ad hoc approach that may differ greatly counselor-by-counselor and school-by-school. A student may miss a piece of advice that (s)he would find valuable due to his or her particular high school not having any counseling personnel or counseling personnel with knowledge of a piece of pertinent information and/or not applying a particular piece of information to a particular student. For example, a mid-western high school counselor may be more versed in mid-western post-secondary education institutions and not have as much information enabling advice for southeastern institutions that offer stronger programs in a given field. A counselor may not view a particular student as having qualifications to attend a particular university, or a specific university being a good fit for that student, and accordingly not provide the student with information about certain potential university choices based upon that counselor&#39;s single viewpoint. A counselor is 
     often unaware of additions or deletions to an institutions admission standards or curriculum and degree offerings that would otherwise significantly impact their considered advice. 
     Accordingly, there exists a need for a college planning tool that provides post-secondary education information to potential applicants, that provides multiple counseling viewpoints to potential students and parents regarding college admissions criteria and considerations when evaluating post-secondary institutions. There is a need to provide students and parents with an individualized “path to college,” including information concerning admissions criteria, timing, and suggestions for admissions success. There is a need in the art to provide students and parents information concerning colleges and universities that presents possible considerations, criteria or admissions decision-making factors in a manner that is not biased toward a particular university choice, and which does not rank possible selections for students, but communications considerations and criteria for a user to evaluate that is personalized. There exists a need in the art for a forum for counselors and/or others to offer advice of varying viewpoints to applicants regarding post-secondary education considerations, and for such people to provide such advice to many applicants in an automated and centralized manner with a computerized system, which is capable of matching editorial content to system users based upon user profile information and system use history, and also allows for a more broad-based audience to view such information. 
     There is a need in the art for an admissions calendaring tool which may be customized for a particular user and accept multi-media entries from colleges, student, parents, counselors, sponsors, and others. 
     SUMMARY 
     What is provided is a computerized system, method, and article for providing information, editorial content, and counseling to students and parents regarding post-secondary education choices, considerations, admissions processes, financial aid information, and deadlines associated therewith. In various examples, the system may include post-secondary education institution information, user profile information, user system use information, editorial content, educational content, counseling information, calendaring for testing and admissions timeline and/or deadline requirements, one or more social networking forums for communication between users and/or contributors, and matching functionality for matching users to content. For example, the system may include functionality for matching student users to applicable advice, educational content, editorial content and/or university information based upon personal profile information and/or system use. 
     The system includes one or more tools or worksheets for users to use in acting upon recommended tasks for college admission decision-making. For example, the system may create a student planner, course planner, personal academic record, posted portfolio (student profile information published for institution viewing), personal college search criteria document, college search worksheet (to organize and display search results), college visit checklist, budget work sheet, financial aid worksheet, college fit worksheet, application materials, offer evaluation worksheet, packing list for what to take to school, and/or other documents. 
     The system includes vetted content and user supplied content. Vetted content may be supplied by the system or users, and undergoes a vetting process to determine appropriateness of the content and to assign one or more tags to the content that may be used to match content to users. User supplied content may include forum entries or blog inputs. Content may be text, audio, video or multimedia based in form. 
     The system includes a database of university information including information about university programs, scholarships, athletics, campus life, admissions criteria, geographic area (i.e. urban, rural, etc.) and other information. The post-secondary education institution information may be entered by the universities and/or retrieved from neutral third party sources. 
     The system includes a student database of demographic and survey obtained information about student applicants, including information such as grades, test scores, athletics, accomplishments, activities, geographic region, likes/desires, etc. Profile information may include user input information, including data input from other users such as high school teachers, coaches, directors, and others. It may include multi-media content, such as text, audio, image, video and various combinations thereof. The system allows for users to elect what information from a user profile may be shared with others, such as institutions, via privacy settings. The privacy settings may allow for different information to be shared with different types of third parties and/or customized on a case-by-case basis, such as providing information only to specific institutions that the user selects. 
     The system allows for users to enter their own criteria for institution selection, and does not merely limit users to pre-set criteria. For example, a student applicant may seek to find institutions where she may bring her horse to school with her. She may enter this criteria information into the system. The system includes matching functionality for matching students to universities having characteristics and programs as identified by the student. 
     The system includes matching functionality for allowing universities to find potential applicants having skills or qualities that the university seeks. Universities may search for potential applicants based upon user input profile information, as allowed by the user input privacy settings. 
     Matching functionality includes filtering options that are customizable, for filtering available hits. Filtering may be available for student/parent user searches for institutions and institution searches for student applicants. The system is customizable and allows users to select and build their own filtering criteria, rather than provide ranked institution matches based solely upon set criteria. 
     The system also includes educational and counseling functions that allow for users to contribute editorial content, advice and/or information, and assign one or more topic areas to the advice or information. Contributors may be college and university professionals, high school counselors, coaches, teachers, students, parents, alumnae, business professionals, and other system users. The system is capable of matching editorial content to system users, based upon tagging the content, and matching it to user profile information and/or user system use history. Editorial content may be categorized, bookmarked, saved, stored and/or recalled for viewing by the user. 
     The system includes functionality for assisting users in evaluating college offers based upon user input criteria, objective criteria regarding college offerings, financial aid information, offer components, and/or other information. 
     The system includes admissions calendaring functionality, capable of providing a calendar customizable for a particular user, which may accept multi-media input from multiple sources, such as universities, counselors, students, parents and others. Calendar content may include admissions deadline data, college visit data, college nights or other admissions related events, entrance exam testing deadlines, financial aid deadlines, early admission deadlines, and/or other dates. 
     The system may include sponsor users and provide sponsor advertisements, promotions or other content to system users, in a targeted manner based upon personal profile information and/or system use. 
     The system may include application completion functionality for electronically transmitting student information to one or more institution applications electronically. This may include student and/or financial information for academic admissions and financial aid applications. 
     The system may include admissions preparation components. It may include functionality for conducting a mock admissions interview to prepare a student for the admissions process. It may include decision follow through functionality including recommended actions to take to follow up on applications, acceptances and the like. For example, the system may optionally provide thank you notes, declination letters and/or acceptance letters for students and/or families to send to institutions via the system. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
       Subject matter is particularly pointed out and distinctly claimed in the concluding portion of the specification. Claimed subject matter, however, as to structure, organization and method of operation, together with objects, features, and advantages thereof, may best be understood by reference to the following detailed description if read with the accompanying drawings in which: 
         FIG. 1  is a schematic showing an example college planning system in accordance with the present application; 
         FIG. 2  is a diagram showing possible uses and features of a college planning system in accordance with the present application; 
         FIG. 3  is a flow diagram showing an editorial content vetting method; 
         FIG. 4  is a screen shot from an example customizable user interface of an example college planning system; and 
         FIG. 5  is a flow chart describing an example method of searching for colleges with the present system. 
     
    
    
     DETAILED DESCRIPTION 
     In the following detailed description, numerous specific details are set forth in order to provide a thorough understanding of the technology as defined in the claimed subject matter, and as an example of how to make and use the technology. However, it will be understood by those skilled in the art that claimed subject matter is not intended to be limited to such specific details and may even be practiced without requiring such specific details. In other instances, well-known methods, procedures, and components have not been described in detail so as not to obscure the technology defined by the claimed subject matter. 
     Some portions of the detailed description that follow are presented in terms of algorithms and/or symbolic representations of operations on data bits and/or binary digital signals stored within a computing system, such as within a computer and/or computing system memory. These algorithmic descriptions and/or representations are the techniques used by those of ordinary skill in the data processing arts to convey the substance of their work to others skilled in the art. An algorithm is here and generally considered to be a self-consistent sequence of operations and/or similar processing leading to a desired result. The operations and/or processing may involve physical manipulations of physical quantities. Typically, although not necessarily, these quantities may take the form of electrical and/or magnetic signals capable of being stored, transferred, combined, compared, and/or otherwise manipulated. It has proven convenient at times, principally for reasons of common usage, to refer to these signals as bits, data, values, elements, symbols, characters, terms, numbers, numerals and/or the like. It should be understood, however, that all of these and similar terms are to be associated with appropriate physical quantities and are merely convenient labels. Unless specifically stated otherwise, as apparent from the following discussion, it is appreciated that throughout this specification discussions utilizing terms such as “processing,” “computing,” “calculating,” “determining,” and/or the like refer to the actions and/or processes of a computing platform, such as a computer or a similar electronic computing device that manipulates and/or transforms data represented as physical electronic and/or magnetic quantities and/or other physical quantities within the computing platform&#39;s processors, memories, registers, and/or other information storage, transmission, and/or display devices. 
     Unless specifically stated otherwise, as apparent from the following discussion, it is appreciated that throughout this specification a computing platform includes, but is not limited to, a device such as a computer or a similar electronic computing device that manipulates and/or transforms data represented as physical, electronic, and/or magnetic quantities and/or other physical quantities within the computing platform&#39;s processors, memories, registers, and/or other information storage, transmission, reception, and/or display devices. Accordingly, a computing platform refers to a system, a device, and/or a logical construct that includes the ability to process and/or store data in the form of signals. Thus, a computing platform, in this context, may comprise hardware, software, firmware, and/or any combination thereof. Where it is described that a user instructs a computing platform to perform a certain action, it is understood that instructs may mean to direct or cause to perform a task as a result of a selection or action by a user. A user may, for example, instruct a computing platform to embark upon a course of action via an indication of a selection, including, for example, pushing a key, clicking a mouse, maneuvering a pointer, touching a touch screen, and/or by audible sounds. A user may, for example, input data into a computing platform such as by pushing a key, clicking a mouse, maneuvering a pointer, touching a touch pad, touching a touch screen, acting out touch screen gesturing movements, maneuvering an electronic pen device over a screen, verbalizing voice commands and/or by audible sounds. A user may include an end-user. 
     Flowcharts, also referred to as flow diagrams by some, are used in some figures herein to illustrate certain aspects of some examples. Logic they illustrate is not intended to be exhaustive of any, all, or even most possibilities. Their purpose is to help facilitate an understanding of this disclosure with regard to the particular matters disclosed herein. To this end, many well-known techniques and design choices are not repeated herein so as not to obscure the teachings of this disclosure. 
     Throughout this specification, the term system may, depending at least in part upon the particular context, be understood to include any method, process, apparatus, and/or other patentable subject matter that implements the subject matter disclosed herein. 
     Although the example presented in this application is directed towards a college planning system, other possible uses and applications are possible for the functionality subject matter described herein and are contemplated within the scope and spirit of this application. For example, the matching functionality, customizable user interface display, editorial content vetting method, editorial content categorization and display techniques and the like may be used in applications beyond a college planning system. 
     For example, this system may be used as a career planning system. Issues which affect career choices, editorial which relates to careers, and matching functionality related to career fields may be used in this application as a career planning system alongside of or independent of using it as a college planning system. For example, a high school student stating interest in becoming an architect would receive editorial suggesting she take advanced math courses during her 11th or 12th grade year in order to meet prerequisite entrance requirements for colleges offering degree majors in architecture. For example, a high school student stating an interest in a skilled trade would receive editorial providing advice on how to contact local businesses and trade associations in order to explore the opportunities of that field or enter an apprentice program. For example, a user could participate in a self-directed audit of personal characteristics designed to help them focus on a career path. Many other career related exercises and editorial examples exist which could be used independently or in conjunction with college planning system  10 . 
     For example, the matching functionality, customizable user interface display, editorial content vetting method, editorial content categorization and display techniques and the like may be used in applications beyond a college planning system. Unless specifically stated, claimed subject matter is not intended to be limited to a college planning system use for these and other features. Further, as used herein, the terms “college” or “university” is not intended to be limited to a particular type of post-secondary institution, but may include universities, colleges, junior colleges, trade schools, and other places for studying skills and/or obtaining professional degrees or certifications. The use of such terms herein is intended to be interchangeable and non-limiting. 
     Referring to  FIG. 1 , college planning system  10  is shown. A user of system  10  may experience different user interface displays, depending upon the user&#39;s personal profile information, use of system  10 , and/or the user&#39;s progression through various aspects of college planning. Dynamic graphical user interface (GUI)  100  is a portal with which users may access system  10 . Dynamic GUI  100  may display user specific information and be customized for a particular user based upon that user&#39;s personal profile information and/or system use. Dynamic GUI  100  may include template content for a student user, which differs from a parent user, an admissions user, a counselor user, an advertising sponsor user, a business professional user and/or another user. Within that template content, different substantive content may be displayed for different users, based upon personal profile information and/or system use and/or system use history. Dynamic GUI  100  may access short-term memory  102 , for operations including, but not limited to, preparing and/or displaying user specific content. This may be referred to as blackboard functionality. 
     System  10  may include and/or be accessed by one or more user devices capable of tangibly displaying dynamic GUI  100 . Such user devices may be used to input data such as personal profile data, editorial content, sponsor messages, rules, filtering criteria, report information, and/or other data. A user device may be a computing platform, as described in this application, such as a computing device, desktop computer, laptop computer, tablet, mobile device, handheld device, PDA, cellular device, smartphone, scanner, or any other device known in the art that is capable of displaying dynamic GUI  100 , and/or inputting text, audio, video and/or other data. The user device may be capable of accepting user input data, such as data from student or parent users, college representatives, admissions professionals, contributors, sponsors, counselors, and/or other users. The user device may be used to upload data, such as personal profile data, editorial content, sponsor messages, rules, filtering criteria, report information, and/or other data, to a server via a wired, wireless, remote and/or other network, such as a server of or associated with interface engine  104 . 
     One or more user devices may be capable of computing, running, updating and/or saving one or more personal profiles, editorial contents, sponsor messages, rules, matching methods, reports and/or other data queries, as described with respect to  FIGS. 1-5 . In other examples, these functions may be performed by a database server and/or memory. The user device may be capable of receiving data from system  10  for display, such as a display from dynamic GUI  100 , and/or in some examples, computing one or more operations or functions based at least in part upon personal profile data, user system use, editorial content, sponsor messages, rules, matching criteria, reports and/or other data, based at least in part upon the data received. 
     Dynamic GUI  100  may be viewable on a user device display. A display may comprise a video display adapter having components, including, for example, video memory, a buffer, and/or a graphics engine. Such video memory may comprise, for example, video random access memory (VRAM), synchronous graphics random access memory (SGRAM), windows random access memory (WRAM), and/or the like. A display for viewing dynamic GUI  100  may comprise a cathode ray-tube (CRT) type display such as a monitor and/or television and/or may comprise an alternative type of display technology such as a projection type CRT type display, a liquid-crystal display (LCD) projector type display, an LCD type display, a light-emitting diode (LED) type display, a gas and/or plasma type display, an electroluminescent type display, a vacuum fluorescent type display, a cathodoluminescent and/or field emission type display, a plasma addressed liquid crystal (PALC) type display, a high gain emissive display (HGED) type display, and so forth. A display may include a touchscreen tablet or mobile device display. 
     The user device, such as a computing platform, may include one or more I/O devices, such as a keyboard, touch screen, stylus, electroacoustic transducer, microphone, speaker, audio amplifier, and/or the like. These may be used to input data into system  10 . The computing platform may include an external interface, which may comprise one or more controllers and/or adapters to prove interface functions between multiple I/O devices. For example, an external interface may comprise a serial port, parallel port, universal serial bus (USB) port, charge coupled device (CCD) reader, scanner, compact disc (CD), compact disk read-only memory (CD-ROM), digital versatile disc (DVD), video capture device, Television tuner card, 802×3 devices, and/or IEEE 1394 serial bus port, infrared port, network adapter, printer adapter, radio-frequency (RF) communications adapter, universal asynchronous receiver-transmitter (UART) port, and/or the like, to interface between corresponding I/O devices. Claimed subject matter is not intended to be limited to this particular example of a computing platform tangibly embodying one or more processes, features or aspects of the system, user interface and methods described herein. 
     System  10  includes interface engine  104 , which is capable of engaging related databases and retrieving materials from memory for presentation upon GUI  100 , based upon data from short-term memory  102  and user selections. Interface engine  104  may coordinate one or more rules from meta-knowledge rule base national  118 , to filter system data, such as but not limited to editorial content, for a particular user. Interface engine  104  may interface with personal profile  106 , which is capable of storing data regarding and/or input by one or more users, imported into system  10  and/or provided by system  10 . 
     Interface engine  104  may include and/or communicate with a database server, with may communicate with a web server over a network. The database server may be integral to interface engine  104  in some examples. The communications network may be any combination of wired and/or wireless LAN, cellular and/or Internet communications and/or other local and/or remote communications networks known in the art. 
     Interface engine  104  may include one or more processors for matching editorial content with users, such as counseling content, university information, educational content, financial aid information, and the like. Such a processor may comprise a central processing unit such as a microprocessor or microcontroller for executing programs, performing data manipulations, and controlling the tasks of system  10  and/or a computing platform tangibly embodying one or more processes, functions or features or system  10 . Auxiliary processors may manage input/output, perform floating point mathematical operations, manage digital signals, perform fast execution of signal processing algorithms, operate as a back-end processor and/or a slave-type processor subordinate to processor, operate as an additional microprocessor and/or controller for dual and/or multiple processor systems, and/or operate as a coprocessor and/or additional processor. Such auxiliary processors may be discrete processors and/or may be arranged in the same package as a main processor, for example, in a multicore and/or multithreaded processor; however, the scope of the scope of claimed subject matter is not limited in these respects. 
     Communication with a processor may be implemented via a bus (not shown) for transferring information among the components of a computing platform tangibly embodying one or more methods, features and/or functions of system  10 . A bus may include a data channel for facilitating information transfer between storage and other peripheral components of a computing platform. A bus may further provide a set of signals utilized for communication with a processor, including, for example, a data bus, an address bus, and/or a control bus. A bus may comprise any bus architecture according to promulgated standards, for example, industry standard architecture (ISA), extended industry standard architecture (EISA), micro channel architecture (MCA), Video Electronics Standards Association local bus (VLB), peripheral component interconnect (PCI) local bus, PCI express (PCIe), hyper transport (HT), standards promulgated by the Institute of Electrical and Electronics Engineers (IEEE) including IEEE 488 general-purpose interface bus (GPIB), IEEE 696/S-100, and others. Claimed subject matter is not limited in this respect. 
     These examples are not intended to be limiting. In some examples, interface engine  104  may be a database server, and/or include one or more databases and/or memory. 
     Personal profile  106  may comprise user data, such as but not limited to, user identification data, such as but not limited to: name, address, user type (student, adult student, parent, grandparent, high school director, high school coach, high school teacher, high school administrator, high school counselor, independent counselor, college counselor, college admissions person, advertiser, mentor, business professional, and others) and other demographic information. Personal profile  106  may include other user educational information, such as but not limited to, current school of attendance, grade level, entrance exam test score information, financial information, student expectations, abilities, and desires for type of college/degree program, planned course of study, student/work scheduling, other desired attributes of a post-secondary program, and/or other information. Personal profile  106  may include college preference information, activities, and other information. Personal profile  106  may include professional information and experience (such as field of counseling for counselor users), high school identifying information (such as for high school administration or faculty users), college identifying information (such as for college admissions users), financial institution identifying information (such as for college funding sources), parent demographic information (for parent and guardian users), sponsor information (such as for sponsor users) and/or other information. Personal profile  106  may include information concerning how the user wishes to use system  10  (i.e. what assistance they seek on the path to college; what services the user would like to access through the system, etc.). Personal profile  106  may include data input by the user via electronic surveys and/or forms, and/or imported into system  10  from one or more external sources. It may include data provided by system  10 . Personal profile  106  may include user selections regarding privacy, restrictions upon use or display of personal profile information (which may be separate for one or more information categories or institutions), marketing research or surveys that the user selects for participation, system notification and use selections, and the like. Personal profile  106  may include information regarding calendaring options and user selections of same, such as calendaring desired by event category or topic, and/or for individual events. For example, a user could elect to be notified about college entrance testing dates and associated review course dates, admissions deadlines, financial aid application deadlines, and/or college visits. Optionally, the system may allow for customized reminders regarding deadlines and dates calendared, which may be user selected. System content that is viewable and/or available to a user may be triggered by content in personal profile  106 . For example, certain functions of system  10  may not be available to a user unless the user supplies a minimum level of information in personal profile  106 . 
     Interface engine  104  may interface with one or more moderated forums  108 . Moderated forums  108  include one or more forums where users may enter content and dialogue with other users. Moderated forums  108  may be monitored and content vetted by system  10 , such as for inappropriate content or language. Alternatively and/or in addition, moderated forums  108  may be monitored externally to system  10  by one or more editors. Moderated forums  108  may contain functionality for allowing users to flag or report objectionable content. Moderated forums  108  may be topic based, such as but not limited to, financial aid tips, college admission requirements, student life, university athletic programs, 9 th  grader steps to take to increase admissions chances, and many others are possible. 
     Interface engine  104  interfaces with feedback forums  110 , which includes one or more forums where users may enter content to provide feedback regarding editorial pieces or other system content. Feedback forums  110  may be organized by one or more editorial content topics, which may evolve based upon system use. For example, feedback forums may include campus tour feedback, student or alumni evaluation of colleges, financial aid feedback, financial scam feedback, advanced placement course feedback, college admission policy feedback, and many others. Feedback forums  110  may be monitored for inappropriate content. Feedback forums  110  may include user opinion content for one or more particular subjects, user ratings for specific subjects, such as a reviewed product or service. Rating criteria may be supplied by system  10 . Ratings and evaluations may be displayed with user information from the user&#39;s personal profile (such as, by way of example, GPA, grade level, geographical location or other information) to assist a viewer in assessing relevancy of the rating or opinion. 
     Moderated forums  108  and/or feedback forums  110  may allow for interactive exchange of posts or messaging content. They may also include one or more topic based blogs, such as a blog having a student “maven” supplying the content. 
     Interface engine  104  interfaces with toolbox  111 . Toolbox  111  provides users with a variety of worksheets and various tools to assist them in reaching their individual goals. For example, the academic chronicle is a series of worksheets that build on each other, which may allow high school students to plan their courses, track their grades, and keep track of other matters relevant to pursuing higher education. For example, the selection criteria worksheet may provide students the ability to define specific features they would like to add to a college search that are otherwise missing from standard search lists while also having the ability to assign varying levels of importance to each item. For example, the budget and financial aid worksheets provide a modifiable outline of budgeting considerations along with fields that aggregate and project expected expenses. Many more examples of toolbox items exist, some of which are described in more detail below in the discussion of tools and worksheets  214  of  FIG. 2 . 
     Interface engine  104  interfaces with market research  112 . Market research  112  may allow for users to participate in market research activities, such as based upon opt-in participation settings selected in the personal profile  106 . Primary marketing research surveys and other data may be entered into system  10  by sponsor users or others. Interface engine  104  is capable of two-way communications with short-term memory  102 , personal profile  106 , moderated forums  108 , feedback forums  110 , toolbox  111  and/or market research  112 , for reading, writing, processing and storing data. 
     System  10  includes long-term memory editorial  114  and  115 , which may be used for storing data, such as but not limited to, editorial information and content for system  10 . Editorial content may include, by way of example, academic based content, university information, educational content regarding various admissions related topics, counseling content, tools, worksheets and/or other content. It may include calendaring content capable of being personalized for a user to announce admissions deadline information, recommended steps on the path to college, event information and the like. Other content is possible and these are merely a few of the numerous possibilities contemplated. Long-term memory editorial  114  and  115  may be a database in various examples. 
     Long-term memory national editorial  114  contains data that may be delivered to any user. Long-term memory local school editorial  115  contains data that is entered by a local high school counselor or teacher and may only be accessed by users who attend or are associated with that local high school. For example, all users may be delivered data from long-term memory national editorial  114  that discusses popular myths relating to attending college, but only users attending or associated with a specific local high school may be delivered data from long-term memory local school editorial  115  that discusses a date on which several college representative will be visiting that school&#39;s campus. Many other examples exist. Interface engine  104  is capable of two-way communications with long-term memory national editorial  114  and long-term memory local school editorial  115 . 
     System  10  may include long-term memory sponsor message  116  and  117  used for storing sponsor messages, such as advertisements for display to users of system  10 . Sponsor messages may be displayed to users based upon data from the user profile  106 , user interaction and interaction history with system  10 , and/or criteria, as determined by the sponsor. Sponsor content may be displayed in various manners, forms, and formats on GUI  100 . Long-term memory sponsor message  116  and  117  may be a database in various examples. Interface engine  104  is capable of two-way communications with long-term memory national sponsor message  116  and long-term memory local sponsor message  117 . 
     Long-term memory national sponsor message  116  contains data that may be delivered to any user. Long-term memory local sponsor message  117  contains data that may only be delivered to users who attend or are associated with a given local high school in which the local sponsor has selected for their ads to run. For example, all users may be delivered data from long-term memory national sponsor message  116  that is promoting a brand of laptop computer, but only users attending a local high school designated by a local sponsor may be delivered data from long-term memory local sponsor message  117  that promotes a discount on an ice-cream sundae at the neighborhood ice-cream stand. Regional sponsors&#39; data is stored in long-term memory national sponsor message  1177 . In other examples, long-term memory  114  and/or  115  and  116  and/or  117  may be one memory, and/or various auxiliary memories may be used. 
     Long-term memory  114  and/or  115 , long-term memory  116  and/or  117 , and/or short-term memory  102  may be any type of local, remote, auxiliary, flash, cloud or other memory known in the art. Data stored in memory may include, at least in part, data regarding one or more personal profiles, editorial contents, sponsor messages, rules, matching criteria, reports, and/or other data. In some examples, a user device may send data to a database server associated with interface engine  104  via a network for storage in memory. 
     Long-term memory  114  and/or  115 , long-term memory  116  and/or  177 , and/or short-term memory  102  may include one or more auxiliary memories (not shown). Long-term memory  114  and/or  115 , long-term memory  116  and/or  117 , and/or short-term memory  102  may provide storage of instructions and data for one or more programs to be executed by a processor of interface engine  104 , such as all or a portion of  FIGS. 1-5  and/or other procedures disclosed herein, for example. Long-term memory  114  and/or  115 , long-term memory  116  and/or  117 , and/or short-term memory  102  may comprise, for example, semiconductor-based memory such as dynamic random access memory (DRAM) and/or static random access memory (SRAM), and/or the like. Other semi-conductor-based memory types may include, for example, synchronous dynamic random access memory (SDRAM), Rambus dynamic random access memory (RDRAM), ferroelectric random access memory (FRAM), and so on. Alternatively or additionally, long-term memory  114  and/or  115 , long-term memory  116  and/or  117 , and/or short-term memory  102  may comprise, for example, magnetic-based memory, such as a magnetic disc memory, a magnetic tape memory, and/or the like; an optical-based memory, such as a compact disc read write memory, and/or the like; a magneto-optical-based memory, such as a memory formed of ferromagnetic material read by a laser, and/or the like; a phase-change-based memory such as phase change memory (PRAM), and/or the like; a holographic-based memory such as rewritable holographic storage utilizing the photorefractive effect in crystals, and/or the like; a molecular-based memory such as polymer-based memories, and/or the like; and/or a remote or cloud based memory and/or the like. Auxiliary memories may be utilized to store instructions and/or data that are to be loaded into memory before execution. Auxiliary memories may include semiconductor-based memory such as read-only memory (ROM), programmable read-only memory (PROM), erasable programmable read-only memory (EPROM), electrically erasable read-only memory (EEPROM), and/or flash memory, and/or any block oriented memory similar to EEPROM. For example, short-term memory  102  may be of this type. Auxiliary memories also may include any type of non-semiconductor-based memories, including, but not limited to, magnetic tape, drum, floppy disk, hard disk, optical, laser disk, compact disc read-only memory (CD-ROM), write once compact disc (CD-R), rewritable compact disc (CD-RW), digital versatile disc read-only memory (DVD-ROM), write once DVD (DVD-R), rewritable digital versatile disc (DVD-RAM), and so on. Other varieties of memory devices are contemplated as well. 
     System  10  includes a meta-knowledge rule base  118  and  119 , which contains one or more rules that may be used for filtering searches and database content. Meta-knowledge rule base national  118  may be in two-way communication with interface engine  104  and/or long-term memory national editorial  114 . Meta-knowledge rule base local school  119  may be in two-way communication with interface engine  104  and/or long-term memory local school editorial  115 . For example, meta-knowledge rule base national  118  may include rules for filtering matches between system users and content, such as educational pieces applying to certain types of users, universities having user set criteria, counseling content aimed for a particular audience, and the like. For example, meta-knowledge rule base local school  119  may include rules entered by a specific high school&#39;s counselor or teacher that prevents access to information in long-term memory local school editorial  115  until a user who attends or is associated with that particular high school meets certain requirements. Both meta-knowledge rule base  118  and  119  may include rules for providing content to users based upon data from personal profile  106  and/or user system use. For example, meta-knowledge rule base national  118  may designate a module or piece of content for a specific user based upon a student user&#39;s grade level, such as a 9 th  grade user may receive suggestions for further courses to take in high school prior to graduation to increase chances of college admission for a particular degree program; while a 12 th  grade user may not receive this module of content due to lack of opportunity based upon the timeline until graduation for enrolling in further high school courses. For example, a content module regarding college entrance exams may differ for an 11 th  grader in the fall than in the spring, based upon testing dates and application deadlines for college entrance exams. For example, recommended steps on the path to college may be different for a high school senior, junior, sophomore and freshman, based upon the time between the system use and anticipated date of college entrance. Content matches may be different for student users and parent users. For example, meta-knowledge rule base local school  119  may designate the availability of a school specific scholarship opportunity that only applies to students attending that high school and would not present this data to students or users associated with other high schools. 
     Meta-knowledge rule base national  118  is capable of two-way communications with long-term memory national editorial  114  as there may be rules in meta-knowledge rule base national  118  that may alter the data long-term memory national editorial  114  delivers to the user and/or data in long-term memory national editorial  114  that may influence the implementation of a rule contained in meta-knowledge rule base national  118 . 
     Meta-knowledge rule base local school  119  is capable of two-way communications with long-term memory local school editorial  115  as there may be rules in meta-knowledge rule base local school  119  that may alter the data long-term memory local school editorial  115  delivers and/or data in long-term memory local school editorial  115  that may influence the implementation of a rule contained in meta-knowledge rule base national  119 . For example, a meta-knowledge rule base practice (national  118  or local school  119 ) may require a user to view one piece of long-term memory data (corresponding national  114  or local school  115 ) as a prerequisite to viewing another piece of data. Other examples are possible within the scope and spirit of this application. 
     In some examples, long-term memory  114  and/or  116  and/or meta-knowledge rule base  118  may include storage of content that may be applicable and displayed for all system  10  users. In some examples, long-term memory  115  and/or  117  and/or meta-knowledge rule base  119  may include storage of content that is only applicable and displayed to specific users, based upon the user&#39;s personal profile information that associates them with a specific school. Such local content may be added by counselors, teachers, or others specifically associated with that school as well as advertisements provided by local sponsors that are associated with that specific school. In this manner, system  10  includes functionality that allows one or more counselors (or teachers or others) to make localized modifications for their specific school. 
     Vetting process  120  is a module, which vets editorial content submitted by users, prior to making the content available for matching by interface engine  104  and display upon dynamic GUI  100 . Vetting process  120  may include content review for inappropriate subject matter, off topic subject matter, improperly tagged subject matter, and other editing. Vetting process  120  may include sending content to an external source (or a human source) for review and adjudication. An example method of vetting content, which may be used by vetting process  120 , is described below with reference to  FIG. 3 . 
     Editorial contributor users may use system  10  to input data, such as counseling advice, institution information, and the like. Editorial contributors may be students, parents, counselors, high school administrators, teachers, coaches and/or directors. Editorial contributors may be sponsors, business professionals and other users. Editorial contributors may access system  10  via knowledge acquisition interface  122 . Knowledge acquisition interface  122  may display system content inviting contributor users to suggest and share educational, editorial, or other content, and/or opinions they would like to see added to the academic counseling and other editorial content stored in long-term memory national editorial  114  and/or meta-knowledge rule base national  118 . Content input by contributor users may be stored in long-term memory national editorial  114  and/or meta-knowledge rule base national  118 . Input content is subject to vetting process  120 . 
     As described with reference to dynamic GUI  100 , knowledge acquisition interface  122  may be viewed by one or more user devices, such as a computing platform. For example, editorial contributors may use one or more user devices, such as a computing platform, to display and/or enter system data with knowledge acquisition interface  122 . User device and computing platform capability, characteristics and components are as described above. 
     System  10  may also include activity monitor  124 , which is capable of monitoring user activity with system  10 . For example, activity monitor  124  may monitor system content viewed by users, duration of use of the content, order of use of system content, number of times of use for a particular piece of system content, and the like. Information from activity monitor  124  may be used in matching content to users by interface engine  104 , categorizing content and/or in conjunction with data from meta-knowledge rule base national  118 . 
     Activity monitor  124  communicates with report system  126 , which is capable of generating various reports regarding system use. Report system  126  may generate other reports, such as sponsor reports regarding advertising, college reports regarding student trends, business reports regarding secondary market research reports, system reports for establishing new editorial, and/or other reports. For example, activity monitor  124  and reporting system  126  may be used to generate reports for a sponsor (to report on how well their ads are doing), colleges (to report on trends/provide secondary market research), and businesses (to generate secondary market research reports), as well as create reports which system  10  may use to create new editorial within system  10  (i.e., by tracking what is being used, what should be developed, dropped, etc.) and/or to develop marketing or other material to providing to various media outlets. 
       FIG. 2  is a diagram that shows possible uses and features of a college planning system  10 . System  10  may have social networking and/or educational content providing capabilities. Social networking functionality may include market research  202 , interactive editorial  204 , data sharing  206  and/or topic forums  208 . Educational content offerings may include sponsor ads  210 , vetted editorial  212 , tools and worksheets  214  and/or reviews and reports  216 . 
     Market research  202  includes sponsor or other user provided market research information, such as surveys and the like and user responses to same, as discussed above with reference to market research  112  of  FIG. 1 . 
     Interactive editorial  204  provides school counselors the ability to localize material for students attending their school as discussed above with reference to long-term memory local school editorial  115  and meta-knowledge rule base local school  119  of  FIG. 1 . 
     Data sharing  206  represents the ability of students to share data with their high school counselor and others as well as colleges of their choice for posting their portfolios as discussed below with reference to tools and worksheets  214 . 
     Topic forums  208  may include moderated forums  108  and/or feedback forums  110 , discussed above with reference to  FIG. 1 . Topic forums  208  may be capable of receiving and/or displaying user input content. Topic forums  208  may include topics pre-set by system  10  and/or entered by various system users. Content may be vetted by system  10 , as described with reference to vetting process  120  discussed above with reference to  FIG. 1 . 
     Sponsor ads  210  may include various forms and format of advertising provided by sponsor users that may be displayed by dynamic GUI  100  in various types of content and that may be stored in long-term memory national sponsor message  116  or in long-term memory local sponsor message  117 , as discussed above with reference to  FIG. 1 . Sponsor ads  210  may be capable of storing and/or displaying one or more advertisements to users. Sponsor offers, promotions, and other data may be stored in sponsor ads  210 . Sponsor ads  210  may include varied content in various singular and/or multi-media forms (text, images, video and the like), such as calendar items for displaying on a user&#39;s calendar, tools for the tool pallet, chat room displayed content, editorial content, and other content. 
     Vetted editorial  212  includes editorial content provided by system  10  or added by users that has gone through vetting process  120 , as described with reference to  FIG. 1  and/or  FIG. 3  below. Data from student users, parent users, college admissions users, counselor users, sponsor users, business professional users and/or other users may be input to vetted editorial  212 . Vetted editorial  212  may include counseling editorial, product and/or service reviews, report editorials and/or surveys, and other content. Editorial content may include content supplied by third parties and/or content provided by system  10 , such as but not limited to, content derived from user supplied content and/or system use. 
     Tools and worksheets  214  may include productivity tools, worksheets, task tools, calculators, calendars, and other system content available for users to assist in the path to college. Tools and worksheets  214  may be organized into one or more modules or content pieces, based upon application to a particular editorial content topic, timeline, or action with regarding to the path to college. Tools and worksheets  214  may include calendar functionality that may allow for college admissions, counselor or other users to engage individual users by invitations to events (such as college nights, campus tours, college fairs, testing deadlines, and the like) and/or supplying deadline or date information for admissions. 
     Tools and worksheets  214  may also include a high school academic chronicle suite, which is designed for a student user. The high school academic chronicle suite may include a course planner, personal academic record (transcript and/or journal), portfolio/extra curricular journal and/or a posted portfolio posted and available for viewing by college admissions users. The course planner may provide suggested high school classes for a user to take, based upon personal admissions objective, course of planned study and other information from users and colleges. The high school academic chronicle may provide extracurricular or other activity information and suggestions to users. For example, it may suggest that a student complete community service, to raise chances of admissions success at university programs seeking candidates who are involved in community service activities. Counselors may be able to provide content, such as academic course recommendations, assignments, review progress, and communications to student and/or parent users via the course planner. 
     High school institutions may post information concerning course offerings, academic rigor, programs, athletics, school description information and other data for users, such as university admissions users. The personal academic record may allow student users to input grade information, and school and/or school grading system information, and may provide to students information concerning how colleges will weigh their grades and how the student may compare to other applicants. Colleges may input information regarding grade evaluation generally and/or specifically for a particular user. 
     The portfolio may allow for students to highlight awards and other accolade information to colleges for various academic and extracurricular activities. It may allow for audio, video, and/or photographic uploads to depict performance or showcase fine art portfolios, sports action accomplishments, and the like. It provides functionality for coaches, directors, high school administrators, teachers, personal references and others to input information concerning a particular student user. For example, if a student user identifies that she has participated in an athletic activity, the system may provide her a form to input vital statics or other information commonly considered by college coaches for that sport. For example, if a music student anticipates applying to conservatories, he may post audio and/or video clips of performances, auditions, compositions, and so forth. System tools may include other high school academic tools and/or worksheets. 
     Tools and worksheets  214  may include a college search suite, including personal college search criteria for a user, college crawler meta-search (an advanced customizable searching tool), college search worksheet capable of displaying search results, and/or a college visit checklist for displaying suggestions for a college visit (such as suggested questions to ask admissions professionals). For example, a feedback forum tool may be provided for campus visits with links to college evaluation forums. For example, a college visit checklist worksheet may be provided that organizes contact information, schedules, questions and other information concerning a planned university visit. Other college search tools and/or worksheets are possible. 
     Tools and worksheets  214  may include a financial planning suite, including by way of example, an expected family contribution calculator, budget worksheet having items of expenses to consider and/or a financial aid worksheet that may provide financial aid funding source information and/or clarification. The financial planning suite may include commonly asked questions regarding financial aid, such as federal aid forms, with answers. It may include tips for reducing college costs, information concerning funding sources and options, types of financial assistance and information concerning financial scams. The budget worksheet may gather current loan rates and terms information (federal, state, and/or private) and present a user with customized available sources based upon user personal profile information. Other financial planning tools and worksheets are possible within the scope and spirit of this application. 
     In various examples, tools and worksheets  214  may include a college fit suite, including a college fit worksheet, mock interview information, academic applications, financial aid applications, offer evaluation worksheet, and/or decision follow-through information and suggestions. The college fit suite may include side-by-side or other comparisons of colleges based upon personal college search criteria and ranked criteria weightings, information gathered in the college search suite, travel from home cost considerations, personalized budgeting for contemplated actual college costs based upon the user&#39;s personalized information, the campus visit checklist, information from the financial planning suite, and/or other sources. It may include an academic or financial aid application module that is capable of exporting personal profile information into one or more university admissions applications and/or financial aid applications. It may include information and deadlines calendared regarding early admission decisions, campus safety information and other information. The college fit suite may include information regarding conditional acceptance requirements, wait listing, need-blind acceptances, and/or advice if the applicant is denied admission. The college fit suite may include follow-through suggestions, such as thank you notes, acceptance letters, recommended or required acceptance steps (including actions that may be required by high schools, colleges, universities or others to complete high school, complete an admissions process, and/or accept financial aid), and/or letters informing colleges that the student has accepted admission elsewhere. 
     Tools and worksheets  214  may include a shopping and/or packing list having suggestions for what to take to college, college life, and/or other pre-orientation information. It may include a note pad allowing for user input comments and notes. It may include bookmarking and content sharing functions (for sharing bookmarked content pieces with other users), and/or emailing capabilities for sending system information, such as content pieces or links to system content, to others such as parents and/or friends. Tools and worksheets  214  may include a system help tool, and/or a glossary of terms including terms commonly used in college admissions. 
     Tools and worksheets  214  may include communication tools, such as forms, emails or contact forms, for allowing a user to provide editorial suggestions, comments, and/or contributions. In this manner, users may respond to system content and user supplied content, such as interactive editorial  204  and/or vetted editorial  212 . Tools and worksheets  214  may include “letter to the editor” functionality to allow a user to send a system inquiry that may not be associated with particular content of vetted editorial  212 . This information may be used by system  10  to build system content. Tools and worksheets  214  may also include instant messaging or chatting functionality for text, audio and/or video communications, and functionality for rating content, such as interactive editorial  204  and/or vetted editorial  212 . Other tools and worksheets  214  are possible, and claimed subject matter is not intended to be limited to these particular examples or organization thereof. 
     Reviews and reports  216  may include in-depth reports on various topics central or secondary to a user&#39;s path to college journey. For example, an annual review and comparison of federal, state, and private loan programs may be a report. For example, a report of secondary school advanced placement courses and how they could reduce tuition costs may be provided. For example, a review and comparison of college entrance test-prep programs method of delivery, costs, and their effectiveness may be provided. Reviews and reports  216  may have an associated moderated user feedback topic forum  208  which may include the ability for users to rank various features regarding the topic (i.e. as in the experienced effectiveness of increasing an entrance exam&#39;s test score), as well as the ability to post comments of their own regarding the topic. 
     As  FIG. 2  shows, colleges, institutions, universities, and admission professionals may use system  10 . For example, colleges and admissions users may enter content into system  10  in vetted editorial  212 . Colleges and admissions users may input and/or receive data from other individual users via data sharing  206 . Colleges and/or admissions users may input and/or receive data from topic forums  208 , such as one or more electronic forums for interactive electronic conversation on one or more topics regarding college admissions. 
     Counselor users, such as but not limited to, high school counselors or independent counselors, may input and/or receive data from interaction editorial  204 . For example, a high school counselor user may input one or more counseling advice content pieces to editorial  204 . Academic counseling content may include various content pieces aimed to guide a student or parent user through their personal timeline of steps on a path to college. It may differ based upon personal user information, such as the user&#39;s age, education level, time of year, etc. In this manner, system  10  may be capable of providing time relevant counseling content aimed to provide a more personalized and relevant experience and for focusing a user on time relevant tasks, by matching various content pieces to a user. In some examples, system  10  may include a widget for inputting data (without requiring a new web browser to launch). Counselor users may input and/or receive data from data sharing  206 , which may provide a method to share data and guidance advice specifically pertaining to their school and/or counseling curriculum. Counselor users may input and/or receive data from topic forums  208 . Counselor users may contribute to vetted editorial  212 . Counselor users may input and/or receive data from tools and worksheets  214 , which provides various tools and worksheets for users to use in acting upon various topics of content on the path to college. 
     In some examples, a feature of system  10  includes that information entered by counselors or teachers working at one given high school is specifically shared with users associated with and students that attend that high school. For example, a counselor can post the date and name of colleges coming to visit that high school. This calendar (and/or e-mail notification) will only be shared with students that attend that specific school and others associated with that school, i.e. parents and/or home schooled students within that district. For example, counselors may post information about a local scholarship program that pertains only to their school or local community. This information would not be presented to users across the nation. For example, counselors may post information about their schools academic rigor, specific programs, and other information college recruiters would find helpful in their evaluation of an applicant who graduated from that school. For example, a counselor may post several examples of effective essays, cover letters, or letters of reference for use by students and their supporters. In such cases, counselor posted information is school specific. 
     Sponsor users, such as but not limited to, advertisers, advertising agencies and the like may use system  10 . For example, sponsors may input and/or receive data from sponsor ads  210 . Sponsor users may input and/or receive data from market research  202 , such as but not limited to, student user surveys and results. Sponsor users may input target advertising information, advertisement type and other ad categorization information to sponsor ads  210 . 
     In some examples, local sponsors may select which students to reach by selecting the specific local high school they wish to support. Their ads would appear only to students attending those high schools (and home school students within a given zip code area). Regional and national sponsors have increasing levels of choices to select specific schools, groups of schools, zip code areas, marketing areas, states, or regions, in which they wish their ad to appear. 
     An individual user, such as but not limited to, a student or parent user, may use system  10 . Some system examples place the individual user as a central focus of system functionality. An individual user may input and/or receive data from interactive editorial  204 , such as information concerning their high school or local community. For example, the school&#39;s counselor may post information regarding college representatives that will be visiting the school, procedures and examples of letters of recommendation students may share with their references, information about local scholarships that students would likely overlook, and so forth. Individual users may input and/or receive data from data sharing  206 , such as articles of interest, requests to write a letter of recommendation, request for feedback on specific topics, and so forth. Students may selectively post information through data sharing  206  to be viewed by colleges. The individual user may input and/or receive data from tools and worksheets  214 , such as for filling out one or more electronic form worksheets such as financial aid planning worksheets, and admissions steps worksheets. Many further examples are possible. 
     The individual user may input and/or receive data from vetted editorial  212 , which may include memory storing one or more user input content pieces that have been vetted by system  10  (or external to system  10 ) for appropriateness, tagging error, typographical errors and/or other errors. 
     The individual user may also input and/or receive data from sponsor ads  210  and/or market research  202 , such as advertisements targeted to a particular individual user based upon that user&#39;s profile and/or system use history. For example, a sponsor may target market to high school juniors living in the Midwest, based upon personal profile information. Individual users may also input and/or receive data from topic forums  208 , such as the advantages of joining a fraternity or sorority. Individual users may also input and/or receive data from other individual users, college admissions users, and/or counselor users in reviews and reports  216 , such as rating the effectiveness of a test-pre course, commenting on experiences with advanced placement courses, satisfaction with various loan programs, and so forth. 
     This example of system  10  is designed to have the individual student or parent user be the central focus of system offerings and capabilities so they receive appropriately personalized and relevant information, editorial, advice, and other elements, rather than receiving “one-size-fits-all” generalized content. Other examples are possible. Other users may include business persons, such as users inputting information regarding a community or locality of a college. For example, a chamber of commerce may wish to input information concerning a town or city where a university is located. A weather service may wish to input weather information regarding geographic locations associated with institutions. In this manner, system  10  may include information to help a student user evaluate and make her own determination as to the right place to study, the right place to live and whether attending a particular institution would be a worthwhile investment, based upon the user&#39;s personal profile information and goals. 
       FIG. 3  is a flow diagram showing user input content vetting according to an example method of the present application. A contributor user, such as but not limited to, a college admissions user, high school counsel user, student, parent and/or business person, may input one or more submissions into system  10 , as shown in knowledge acquisition block  302 . Submissions may include text, or text and audio, graphics, video, or other forms of media and/or content. The contributor assigns one or more topic tags to the submission. In some system examples, a contributor may suggest one or more topical categories for tagging the submissions, a submission title, system content to which the submission relates, suggested audience and the like. 
     System  10  includes functionality for vetting the submission, as shown in block  304 . For example, submissions containing profanity, inappropriate content (such as sexual, discriminating, violent or other offensive, illegal or objectionable content), or which is off-topic may be rejected. Content may be vetted at block  304  for typographical, grammatical, and/or other errors. At block  304 , content may be compared to user assigned tags to determine whether a submission has been mis-tagged or whether the system determines that one or more other tags should be connected to the submission. As shown in  FIG. 3 , submissions may be rejected and optionally a message may be sent to the contributor regarding the content rejection and/or requesting resubmission. Content vetting may also include review by an editor or other user or person external to system  10 . Some examples of system  10  may include at block  304  communication generation functionality for notifying external vetting sources of a submission available for review and/or sending the content to the external vetting expert. 
     Once content of a submission is approved, the submission may be put into production, as shown at block  306 . Production may include text, graphics, audio, and/or video editing and content tagging. For example, editing may include breaking the contributed material into three levels of editorial detail within its group title. The three levels of editorial detail may include subject (an introductory overview of the content&#39;s area of focus), topic (more detailed outline that details each are discussed), and the editorial article itself (providing detailed discussion providing succinct points to be made about each topic). Editing may also include adding credits, which provide recognition of the contributing author, their job title, institution or company for which they work, years of experience, and other possible factors relevant to their contribution. Editing may include audio and/or video editing, such as requesting the contributor of a text-based contribution to submit or participate in an audio and/or video recording (or creating an audio and/or video using another participant) that needs to be edited to the proper technical formatting for system  10 . Editing may include tagging content to relate editorial to one or more primary topics, user types, and/or suggested materials, such as those discussed regarding block  304 . 
     Edited content may be quality control checked (text proofed for grammar and typos, audio and video proofed for continuity, framing, clarity, and so forth) and/or require further packaging (be put into the correct file format and/or compression package), as shown at block  308 , required to put the content online within system  10 . 
     Packaged content may be shared, as shown at block  310 . It may be viewed via the dynamic GUI  100  and/or knowledge acquisition interface  122  as described above with reference to  FIG. 1 , available for matching to users, stored in the editorial content database, and/or available in the knowledge acquisition database for other users to use in providing further content (which they may tag as relating to it) at block  302 . The interface engine may send editorial content to specific users based upon user profiles, user system use and/or rules and filtering. Users may provide feedback to contributors regarding content, such as via one or more feedback forums. 
     Referring now to  FIG. 4 , an example graphical user interface  40  for the system is shown. It may be viewed via the dynamic GUI  100  and/or knowledge acquisition interface  122 , as tangibly embodied in a user device, such as a computing platform, as described above with reference to  FIG. 1 . It may include a customizable tool pallet  402  capable of displaying various tools, and act as a tool navigator. Tool pallet  402  may include graphic user interface tools for system functionality such as rating, saving, organizing, bookmarking and/or recalling system content. Tool pallet  402  may include sponsor offerings  404 , which may be customized for a particular user to display the promotions and advertisements available for that particular user. Content from long-term memory national sponsor message  116  or in long-term memory local sponsor message  117  may be matched to a user with rules from meta-knowledge rule base  118  ( FIG. 1 ) based upon data from personal profile  106  ( FIG. 1 ) and/or system use. Tool pallet  402  may include followed forums  406 , which may display the forums that the particular user is following, as determined by user selection. Tool pallet  402  may include active tools  408 , which may display the one or more tools and/or worksheets  214  ( FIG. 2 ) that the particular user has selected for use. Tool pallet  402  may include media relations  410 , which may display resources for various media to use as well as press releases and media reports on system  10  itself. Tool pallet  402  may include company  412 , which may display identifying data concerning system  10 . Tool pallet  402  may include “Be a contributor”  414 , which may provide one or more links for a user to click to access functionality for contributing editorial content to system  10 . Tool pallet  402  may contain various other fields such as breaking news relating to issues related to planning for college (academic, social, and financial), additional resources which operate outside of system  10  (counseling services, financial services, sports regulatory bodies, and so forth), and the particular fields displayed may vary user to user, and/or for a particular user at various points in time. 
     Graphical user interface  40  may include functionality for displaying editorial content in a categorized manner for customized display to users, such as via category bar  416  (editorial functional group heading). Category bar  416  includes a home button  418  capable of being selected by a user to return to the home page of the system. In this particular example, category bar  416  shows editorial content categorized and/or displayed as profile content  420 , insight content  422 , consider content  424 , explore content  426 , act content  428 , organize content  430 , and opinions content  432 . Category bar  416  also includes a search field  434  capable of accepting user input terms for searching the system. 
     Profile content  420  may include various items of personal profile information, current goal expectations, information control settings, reminders, and various other user selected settings as discussed in personal profile  106  in discussion of  FIG. 1 . 
     Insight content  422  may include background information and considerations for users regarding why go to college, colleges, college selection and the admissions process. It may provide educational content. For example, it may examine myths related to college planning, exploration, application, financing, and so forth that are perpetuated by common lore and inadequate media reporting. For example, it may discuss trends in the college admission process such as adopting or dropping need-blind admission policies or changes in commonly used test programs. For a career planning example, it may provide information about careers of interest to the user, such as typical pay, typical job tasks and responsibilities, typical job locations, training and education needed to achieve the targeted job. 
     Consider content  424  may include content aimed to raise issues, provide educational content and give student or other users “food for thought,” to highlight considerations that the user may not otherwise contemplate. Based upon one or more rules from meta-knowledge rule base national  118 , interface engine  104  may identify content for the “consider” category for a particular user based upon information from personal profile  106  for that user and system use information from activity monitor  124  ( FIG. 1 ). Consider content  424  may build user awareness of admissions considerations, including considerations that the user may not have thought of on his own. Consider content  424  may build user awareness of career degree requirements and relate those to particular classes needed to reach the degree, and include considerations that the user may not have thought of on his own. Content categorized as consider  424  may vary user to user, and may be categorized as another type of content user to user. For example, content regarding travel expense consideration for a southwestern student user interested in attending a school in Florida may appear as consider content for that user, but may not be categorized as consider content for a student user from Michigan seeking to attend college in Michigan. Content for a career planning user may include course requirements for obtaining a degree needed for a desired career. 
     Explore content  426  may include suggestions and resources for how to examine and research various topics, such as but not limited to, college directories and scholarship resources, career directories, employer directories, and the like. Explore content  426  may provide suggestions for the user to gain knowledge about college programs, university life and other topics, that he may be evaluating or researching. For example, the user may be exploring whether she likes big universities or small colleges. Explore content  426  may provide suggestions for how to research this topic and information sources. Explore content  426  may be provided by the system based upon personal profile  106  data and/or user system use information from activity monitor  124 , and interface engine  104  may identify content for an “explore” category based upon one or more rules of meta-knowledge rule base  118  ( FIG. 1 ). 
     As shown in  FIG. 4 , explore content  426  is highlighted for content regarding “Looking at Colleges: The Right and Wrong Way,” which appears in content title bar  436 . The displayed explore  426  content includes a listing of vetted topic editorial content in field  438  for this particular content module. In this example, the last topic listed “Focusing on ‘Bad Fit’ Schools” is selected. Field  440  displays text (which may include audio and/or video) for a particular topic listing, as selected by a user for display in field  440 . In this example, it includes the content text and an image for the “Focusing on ‘Bad Fit’ Schools” topic selection. 
     Act content  428  in category bar  416  is also user specific. Act content  428  may present tools and/or connections to accomplish tasks needed and/or recommended to move forward with decision-making and/or admissions steps. Act content  428  may include tools and worksheets  214  ( FIG. 2 ), such as a college fit worksheet, budget worksheet and others discussed above. 
     By way of example regarding a method of using categorized content with the present system, consider content  424  may display a location question regarding what type of geographic community a student desires for college—urban or rural? Explore content  426  may display content that suggests informally visiting colleges to see what the settings are like. Based upon this information, the system may provide “re-consider” functionality, and return to consider content  424  to pose follow-up questions to the user (i.e. urban is too busy, rural is too remote, what is in between?). The system may provide “explore further” functionality, and return to explore content  426  to display content regarding recommendations to visit smaller city settings, less rural settings or fringe urban settings. The system may then provide consider content  424  to allow a user to firm up preferences of location type. The system may provide act content  428 , such as recommendations to suggest that a user schedule a formal campus visit/tour through admissions officers. As exemplified, content displayed may jump between categories and display to a user need not progress from category to category in a particular order of use. 
     Other categories for organizing editorial content are possible. The “consider,” “explore,” and “act” and other classifications are merely examples of many possible manner with which editorial content may by filtered, categorized and/or displayed with the system. 
     Organize content  430  in category bar  416  is also user specific. Organize content  430  may present tools and/or connections that assist the user in keeping data and materials organized, referenced, and connected. For example, the calendar allows users to make their own entries of appointments and/or deadlines, as well as view those that they can subscribe to through settings in their personal profile  106  that may be universally included, or may be associated with the high school they attend. For example, users may establish connections with others using system  10  and establish what information they wish to share or withhold from each. For example, users may make notes and view material they choose to bookmark while using system  10 . Other organizational tools are anticipated. 
     Opinions content  432  may include counseling advice, advisor opinions, peer opinions, alumni opinions, student opinions and the like. 
     Many other examples are possible and content categorization may be based upon content tagging as part of the vetting process, rules from meta-knowledge rule base national  118 , data from user personal profile  106 , and/or information from activity monitor  124 . System content may be filtered, categorized, characterized, displayed and/or provided to various users in a customized manner. 
       FIG. 4  also shows subject bar  442 , which may include suggested resources for further help and/or information. Subject bar  442  may include a “People are ready to Help” button which includes editorial detailing how individuals other than those in traditional roles of high school counseling or college admission can assist in the path to college process. For example, coaches can help with aspects of obtaining athletic scholarships and meeting requirements of overseeing athletic organizational bodies (e.g. NCAA). For example, music and performance directors can provide insight into how to prepare for auditions. For example, business professionals can provide guidance as to trends within an industry and programs that are possibly suited to pursue them. Subject bar  442  may include an “Asking for Assistance” button, which provides examples of how to approach various individuals when seeking their help. 
     Subject bar  442  may include a “Looking at Colleges” button for accessing information concerning the various attributes a user may consider when examining colleges, methods that may be helpful, methods to avoid because they may provide misleading results, various approaches that may benefit the user, as well as other material and data. Subject bar  442  may have a “College Directories” button, which may be selected to access a directory of colleges for which information is available within the system. Such information may be provided by college representatives as editorial content, or imported into the system from one or more external sources. 
     Subject bar  442  may include a “Scholarship Resources” button which may be selecting to access information concerning scholarships that may be available to a user, customized for a user based upon personal profile and/or system use data. Subject bar  442  may include other fields for accessing other topics of information and this is merely one possible example. Subject bar  442  may vary in content from category to category,  420 - 432  in  FIG. 4 . 
     As shown in  FIG. 5 , the present application provides a method for college searching and matching functionality for students to find potential college matches. While this method is displayed in a college planning context, it also may be used for a career planning example. This method may be performed by interface engine  104 , using data from tools and worksheets  214  and/or long-term memory  114  and/or  115 . Block  501  depicts that the system is capable of receiving user defined search criteria for searching for one or more colleges or jobs. Search criteria may include user selection of search criteria listed or suggested by the system and/or user input search terms. For example, a user could select a geographical area of preference from a category listed by the system, such as “Virginia” and an institution size/type suggested by the system as “Medium or Large Sized Universities.” The user could also provide text based terms including: “I like the mountains. I want to be able to river raft near school.” The user could provide text based terms “I want to be an astronaut. What college degree do I need to become an astronaut? Which schools have the best degree programs for becoming an astronaut, and which courses do I need to take?” Many other examples are possible and this example is merely provided for illustrative purposes. 
     Block  502  shows that the system may search for colleges or jobs. The system may apply the user input search terms and search with interface engine  104  the college directory database information, which may be located in long-term memory  114 , for schools having the attributes selected by the user. 
     Block  503  portrays that the customized results are displayed for user review. Results may be displayed on dynamic GUI  100 . For example, the search may provide Virginia Polytechnic Institute and State University as a result, Virginia Military Institute as a second result, and the University of Richmond as a third result. 
     Adjustments may be made to searching criteria based upon review of search results, as shown at diamond  504 . For example, the user may not wish to attend a college in Richmond, Va. and may decide to further define search criteria to add in this qualification. 
     If adjustments are made, then the method returns to block  501  to receive further defined search criteria. In this particular example, the user may add a term in text “not in Richmond, Va.” The system would then perform a new search and produce results at block  503 . With this revision, the Richmond based schools would not be in the search results, nor displayed at block  503 . 
     Each function, blocks  501 - 503  and/or diamond  504 , may have associated tools and/or worksheets provided by the system, stored in tools and worksheets  214 . This method may be accomplished by interface engine  104 , as described with respect to  FIG. 1 . 
     For example, system functionality for defining search criteria may include providing a user a worksheet from tools and worksheets  214 , described with respect to  FIG. 2 , to assist with criteria suggestions and categories for the user to consider. Criteria may include information regarding, for example, university programs, geographic location, the community, sports programs, scholarship opportunities, institution size, student organizations, Greek life, and other information. In a career planning context, system could include criteria such as salary, bonuses, benefits, workplace atmosphere, geographic location, performance review regularity and process, project team, potential for advancement, travel, and others. These examples are illustrative and not intending to be limiting, as users may set their own criteria for searching for matching colleges. System functionality for defining search criteria allows for user input criteria, rather than restricting users to pre-set criteria. For example a user could search for colleges located in the northeast, having strong English departments and a NCAA Level 1 soccer program. 
     System  10  also allows for ranked weighting of user perceived importance of criteria. For example, a user could search for colleges based upon user input criteria of having a coffee shop within walking distance of campus, but then have the ability to assign a ranking to that criteria as to how important that factor is in selecting a college. In that instance, maybe whether a college has a desired degree program is ranked higher in importance by that user than its proximity to a coffee shop. For a career planning example, system  10  also for ranked weighting of user perceived importance of criteria, such that a user could rank salary higher than whether the offer includes a free dry cleaning service as a benefit. 
     System  10  may include an Internet based or other communications portal, which may be used to gather college information directly from college websites, third party sources and/or college supplied information provided to system  10  by university representatives, for storing in long-term memory national editorial  114 . In this manner, the search may include current information regarding the institutions gathered during the search itself, rather than solely relying upon university representatives to update profile information provided to the system. Similarly, for a career planning system example, data may be gathered by system  10  directly from various companies regarding job openings, qualifications, job locations, etc. 
     Display results, as shown in block  503 , may include displaying for the user calendar information for an institution. For example, college night information for a university appearing in search results may be added to a user&#39;s calendar in their toolbox as defined in toolbox  111 , as described above with reference to  FIG. 1 , and tools and worksheets  214 , as described above with reference to  FIG. 2 . Similarly, for a career planning example, calendaring information may include on-campus interviewing, off-campus interviewing, acceptance timing/deadlines, etc. Search results may be saved and manipulated, such as by annotation by a user to memorialize notes. 
     The system also includes methods and functionality for assisting a student or parent to evaluate admissions offerings. Tools and worksheets  214  may be used for the offer evaluation functionality, as described above with reference to  FIG. 2 . Offer evaluation may include various factors of the institutions academic offerings such as rigor (for example, last year&#39;s average GPA and test scores for the entering freshman class), strength of faculty credentials, instructor/student ratios, facilities and so forth; social considerations such as student body demographics, student body size, geographic setting, travel to college mode and distance, and so forth; and financial considerations of costs related to comprehensive fees, scholarship/grant/work-study offerings and terms, travel costs, and so forth. Tools and worksheets  214  and may be used to evaluate job offerings. Job offer evaluation functionality may be used for a career planning example of the present system, using salary, benefits, job scope, geographic location, quality of life in that geographic location (schools, museums, art and culture, city size, sporting events, parks, and the like) company type, project area of study, potential for promotions, etc.). Many other examples exist. 
     As described above, one or more user devices, such as a computing platform may be used with system  10  to tangibly embody one or more methods, processes, functions, features as descried with reference to  FIGS. 1-5  above. However, such a user device or computing platform may include more and/or fewer components than those described above. Structure described is merely one example of a possible physical structure tangibly embodying one or more processes, methods, functions or features of system  10 . Generally conventional components may not have been shown, for example, a battery, a bus, and so on. 
     The computing platform may be utilized to embody tangibly a computer program and/or graphical user interface by providing hardware components on which the computer program and/or graphical user interface may be executed. The computing platform may be utilized to embody tangibly all or a portion of  FIGS. 1-5  and/or other procedures disclosed herein. Such a procedure, computer program and/or machine readable instructions may be stored tangibly on a computer and/or machine readable storage medium such as a compact disk (CD), digital versatile disk (DVD), flash memory device, hard disk drive (HDD), cloud memory and so on. Claimed subject matter is not limited in this regard. 
     It will, of course, be understood that, although particular examples have just been described, the claimed subject matter is not limited in scope to a particular example or implementation. For example, one example may be in hardware, such as implemented to operate on a device or combination of devices, for example, and another example may be in software. Likewise, an example may be implemented in firmware, or as any combination of hardware, software, and/or firmware. Another example may comprise one or more articles, such as a storage medium or storage media such as one or more SD cards and/or networked disks, which may have stored thereon instructions that if executed by a system, such as a computer system, computing platform, or other system, may result in the system performing methods and/or displaying a user interface in accordance with claimed subject matter. 
     In the preceding description, various aspects of claimed subject matter have been described. For purposes of explanation, specific examples, numbers, systems, platforms and/or configurations were set forth to provide an understanding of claimed subject matter. To the extent that computer file types and languages, and operating system examples have been used, it has been for purposes of illustrating a particular example. However, it should be apparent to one skilled in the art having the benefit of this disclosure that claimed subject matter may be practiced with many other computer languages, operating systems, file types, structures, computing platforms and components, user interfaces for system  10 , and without these specific details, displays and system architecture. In other instances, features that would be understood by one of ordinary skill were omitted or simplified so as not to obscure claimed subject matter. While certain features have been illustrated or described herein, many modifications, substitutions, changes or equivalents will now occur to those skilled in the art, particularly with reference to the specific computing platform example, specific system architecture and specific user interface displays described herein. The present system, article and method may be tangibly embodied with other computing platforms and future developments thereto. It is, therefore, to be understood that claims are intended to cover all such modifications or changes as fall within the true spirit of claimed subject matter.