Abstract:
A method and system provides a unique data display tool for use in acquiring and storaging personal educational or vocational information. The method and system utilizes road map-like analogies to guide the user through a number of displays, each of which is intended to provide information and guidance to the user for acquiring information, for knowing where to look for the information, and what to do with it once acquired. The method and system also provides a number of checklists and abbreviated shortcuts to aid the user in the complete and accurate acquisition of important information. In the preferred embodiment of the method and system, the tool is tailored to use by high school students, parents and guidance professionals to assist students in the process of successfully completing high school as well as preparing for life after high school.

Description:
FIELD OF THE INVENTION  
       [0001]     This invention relates generally to methods and systems for acquiring, organizing, storing, processing, retrieving and displaying information and data. More specifically, it relates to a method and system that prompts the user to consider the acquisition of certain specific information and data that is relevant to the user&#39;s educational and vocational career options and experience and, once considered and/or acquired, to organize that information and data in a particular format. It also relates to such a method and system that uses electronic storage media and hard copy storage, each storage method complementing the other. It also relates to such a system and method whereby data and information is quickly and readily available to, and assimilated by, the user once acquired. It also relates to such a system and method that utilizes a “road map” organizing methodology where the subject matter is identified by street sign names and other “road map” analogies to aid the user in navigating through the system.  
       BACKGROUND OF THE INVENTION  
       [0002]     Perhaps more than ever before, individuals in our society are inundated with tremendous amounts of information from a seemingly endless number of sources and through a variety of different media. Some of that information is useful, some not. Certain of that information is, however, necessary for us to advance our educational and vocational goals. Sifting through all of that information is only one aspect of acquiring useful information. The other aspect of acquiring useful information is recognizing what information is truly useful and where that information can be found. Indeed, in the experience of these inventors, the acquisition and retention of truly useful information is a daunting task, particularly when it comes to the information that is truly relevant and quite essential for the success of one&#39;s educational and vocational experiences.  
         [0003]     As a student advances through his or her school years, there is much essential and useful information that should be retained for future use. While that information may be retained in some fashion or another, it typically is not retained in any particular location or in accordance with any particular format. Perhaps all of that information is simply tossed into a single folder or into a single drawer, and in somewhat of a “last in, first out” fashion, and in no other particular order. This provides the user with no useful system of organization and makes retrieval of that useful information very difficult, at best.  
         [0004]     Perhaps even more problematic is the fact that many students, and their parents, simply fail to recognize that certain information should be sought out or obtained in the first instance. In the area of educational and vocational endeavors, it is difficult for many students or their parents to approach the subject of information acquisition and information retention in a systematic and generally “linear” fashion. That is, while most students and their parents have some vague idea as to what is and what is not important to the goal of advancing the student&#39;s educational and job-search endeavors, many students and their parents tend to approach the subject in a rather “hit and miss” or a substantially “non-linear” fashion.  
         [0005]     In the view of these inventors, what is needed is a systematic approach to a student or parent user&#39;s acquisition and retention of important and relevant educational and vocational information for that student. To be useful, the method and system should provide a carefully and thoughtfully formatted, step-by-step approach to the subject, the approach being presented in a “user-friendly” fashion such that the student and/or the student&#39;s parents will be guided through a pre-programmed scheme that “prompts” the user to acquire certain information. The method and system should be helpful in presenting solutions to certain issues raised and it must also be sensitive to issues of timing and subject matter, with the method and system explaining when certain steps must be taken by the student and when. What is also needed is such a method and system that is both comprehensive in scope and thought-provoking in application. The method and system should intuitively guide the student and/or his or her parents through the method and system by providing for appropriate electronic and hard copy prompting of such useful information. The method and system should also provide for electronic and hard copy storage and display of the acquired information for later use.  
       SUMMARY OF THE INVENTION  
       [0006]     In the view of these inventors, the method and system of the present invention has obtained these objects. The method and system of the present invention is a unique data acquisition and storage tool for use in the areas of education and vocation. It aids the user in the assimilation of that information. It also aids the user by indicating when certain steps must be taken by the student and when. More specifically, the method and system of the present invention is a self-directed, easy-to-follow guide for parents, teachers, mentors and students to help students get a successful start as they begin their journey in life. Key components of the method and system are documentation and filing. These aspects combined with understanding the educational process will help students successfully plan for the future. The method and system of the present invention includes a planning guide to help student develop life skills. Included are self-directed instructions and samples of important documentation for storing and updating as life changes for the user.  
         [0007]     In a preferred embodiment that implements the method and system for use by high school students, their parents, teachers and mentors, a “road map” of sorts is provided. This so-called “road map” is a tool that provides students with options for “crash courses” in certain areas, with options for “short cuts” in other areas, and with options for “test runs” in yet other areas. It also provides certain “power points” at certain points throughout the system. More specifically, “crash courses” are quick lessons that are contained in certain sections of the system that address that section in an abbreviated format. “Short cuts” are quick tips and “test runs” are examples that are shown before the particular activity is actually tried by the user. Finally, “power points” are opportunities used within the system to afford the user with an opportunity to stop and think about a topic, to invite the user to try it himself or herself, or to easily retrieve information from the system. All of this is accomplished in a way that is analogous to navigating city streets and with the theory that if we know where we are, and can recognize street signs and landmarks, then we know where we are going, or at least be more confident that we are going in the right direction. “Power points” are used in this analogy as opportunities to “re-fuel” and so on. It should also be mentioned that these inventors have coined the name ROAD TRIP™ as a trademark for the method and system disclosed herein and have applied for protection of that name with this Office.  
         [0008]     The foregoing and other features of the method and system of the present invention will become apparent from the detailed description that follows. 
     
    
     BRIEF DESCRIPTION OF THE DRAWINGS  
       [0009]      FIGS. 1-3  are exemplary data displays of the type that may utilize the method and system of the present invention.  
         [0010]      FIG. 4  is a perspective view of a storage box of the type that would be used with the method and system of the present invention.  
         [0011]      FIGS. 5-60  are other exemplary data displays of the type that may be used with method and system of the present invention. 
     
    
     DETAILED DESCRIPTION  
       [0012]     As previously mentioned, the method and system of the present invention is a unique data acquisition and storage tool for use in the areas of education and vocation that aids the user in the assimilation of information. To a great extent, the method and system of the present invention is self-directed and provides an essential planning guide to help the user develop certain life skills. One such life skill is organization itself. The method and system of the present invention is presented in a “road map” analogy wherein “counties” of topics are presented, as are specific “avenues”, “lanes” and other identifiers that are commonly used in navigating the road map, much as one would use a regular road map to find his or her way from one point to another point, typically a starting point and an ending point on a journey.  
         [0013]     In this detailed description, the particular embodiment discussed applies the method and system of the present invention to a high school setting, for use by a high school student or by his or her parents and counselors. It is to be understood, however, that the method and system could equally be adapted for use for at the pre-high school, college and even post-graduate levels. It could also be adapted for use as a system for purely vocational purposes. The preferred embodiment and application, however, exists at the high school and college levels.  
         [0014]     Referring now to the drawings in detail wherein like numbers represent like elements throughout,  FIG. 1  illustrates a sample of a two-dimensional display, generally identified  10 , used with the system and method of the present invention as applied in a high school setting. In form, it is to be understood that the display  10  could be presented to the user in a hard copy format as well as a screen display, or both. In substance, the display  10  includes the outline  11  of a “road sign” at the upper-most portion of the display, the road sign identifying “Organization Overpass” which, by “road map” analogy, is located in “Neatness County.” This display  10  is presented in the form of one of several “Crash Courses” that are presented in the method and system of the present invention. The particular “Crash Course”  12  contained in this display  10  is a three-part inquiry that addresses the topic of “The Importance of Being Organized.” The first part  13  of this “Crash Course”  12  tells the user why it is important to be organized and how he or she can become better organized. The display  10  asks the user the very fundamental question  14 , “Are you organized?” Several follow-up questions  15  are used to probe into the user&#39;s habits concerning organization, including the questions “Are you aware of all important deadlines?”; “Do you waste time looking for things?”; “Do you have control over your space?”; and “Do you have a place for all important documents?” This last question  15  is tied into a major aspect of the method and system of the present invention, which is to provide a physical and centralized “place” for the user to keep those important documents. This place is, in the preferred embodiment, identified as the user&#39;s “Career Mate.” The significance of the “Career Mate” concept will become apparent later in this detailed description. The display  10  also includes certain introductory “Rules of the Road”  16  which are basic instructions for organization, including “Set priorities” and “Keep a to do list and a calendar.” 
         [0015]      FIG. 2  illustrates a sample of another two-dimensional display, generally identified  20 , used with the system and method of the present invention. In form, it is similarly understood that the display  20  would be presented to the user in a hard copy format as well as a screen display. This display  20  also includes the outline  11  of a “road sign” at the upper-most portion of the display, the road sign identifying “Organization Overpass” which, by “road map” analogy, is located in “Neatness County.” This road sign analogy serves to tell the user that the displays  10 ,  20  of  FIGS. 1 and 2 , respectively, are closely related. This display  20  is also formatted as a “Power Point”  21  in that it reminds the user to use the display  20  as a “master list” for important numbers and information, the notion of a “Power Point”  21  being a check-point prompting the user to take action by completing the provided worksheet and filing it in a “Career Mate” for easy retrieval, updating and reference. The display  20  includes “prompting” areas for the insertion of certain important and organizational information such as “Automobile Information”  22 ; “Banking Information”  24 ; “Credit Card Information”  26 ; “Insurance Information”  28 ″; “Cell Phone Carrier” identity and contact information  32 ; “Computer Passwords”  34 ; and “Contents of Wallet or Purse (If Stolen)”  36 . Each prompt  22 ,  24 ,  26 ,  28 ,  32 ,  34 ,  36  includes corresponding spaces  23 ,  25 ,  27 ,  29 ,  33 ,  35 ,  37 , respectively, for the entry of important information that is relevant to the user. Each space  23 ,  25 ,  27 ,  29 ,  33 ,  35 ,  37  may be completed by handwritten notation on the hard copy format or by keying in the information in the electronic screen display format.  
         [0016]      FIG. 3  illustrates a sample of yet another two-dimensional display, generally identified  40 , used with the system and method of the present invention. In form, it is similarly understood that the display  40  would be presented to the user in a hard copy format as well as a screen display. The display  40  includes a “prompting” checklist of various areas that are relevant to each of the user&#39;s high school years  42 ,  44 ,  46 ,  48  and an area for “Important Documents”  52  that are generally relevant, regardless of the user&#39;s grade level. This display  40  is also formatted as a “Power Point”  41  in that it reminds the user to file all completed “Power Points”  41  in his or her “Career Mate” for safe-keeping and future reference. This “Career Mate” is a physical portable file box and hanging file array. Such an array is shown in  FIG. 4  which illustrates a preferred embodiment of a portable box assembly, generally identified  300 , that includes a box-like base  302 , a hinged cover  304 , and a plurality of hanging files  306 , each containing an appropriate tab or label  308  attached to it. It is to be understood that the exact size and style of box assembly  300  is not a limitation of the present invention and that a variety of boxes, with and without covers, could be used without deviating from the scope of the present invention.  
         [0017]     The information placed on each tab or label  308  is determined substantially in accordance with the checklist display  40  identified above. By way of example, the “Freshman Year”  42  labels would be identified in accordance with the sub-checklist  43  that includes “To Do List”; “Organization Overpass”; “Chart Your Course Blank 4 Year Class Grid”; “Assessment Avenue Test Results”; “Career Plan Pathway Assess Yourself”; “Community Service Concourse Log of Hours”; “Community Service Concourse Academic Log”; and “Report Cards and Awards.” Though not specifically illustrated in  FIG. 4 , it is to be understood, however, that all topics identified throughout this detailed description could be used as a separate file folder  306 , such file  306  having its own corresponding label or tab  308 .  
         [0018]     Similarly, the “Sophomore Year”  44  labels would be identified in accordance with the sub-checklist  45  that includes “Job Search Segway Job Application”; “Resume Rendezvous Worksheet”; “Resume”; “Interview Intersection Questions To Be Asked”; “Budget Breezeway Track Your Weekly Expenses”; “Budget Breezeway Make Your Own Budget”; and “Report Cards and Awards.” 
         [0019]     The “Junior Year”  46  labels would be identified in accordance with the sub-checklist  47  that includes “Test Results”; “Resume Updated”; and “Report Cards and Awards.” Being a transitional year from high school to college and requiring the accumulation of critical decision-making information, the “Senior Year”  48  labels would be identified in accordance with the sub-checklist  49  that includes “Recommendations Row Characteristics Worksheet”; “Recommendations”; “Letter Writing Lane Letter Log”; “Colleges/Schools of Interest”; “Colleges/School Applications”; “Personal Statements/Essays”; “Financial Aid”; “Report Cards and Awards”; “Contacts”; “Transcripts”; and “College Survival Tip Trail College Checklist.” 
         [0020]     It should also be mentioned here that the freshman, sophomore, junior and senior checklists identified above are a course to “travel” and is an overall guide to the high school “journey.” However, it is to be understood that any section can be pulled or retrieved by the user as an individual lesson for that student, irrespective of the student&#39;s grade level. For example, a student beginning the process as a junior could review important elements presented during freshman and sophomore years, and so on. In short, the system of the present invention provides a flexible solution to the challenges faced by any student and regardless of his or her grade level. Sections can be re-visited by the student as needed, the system being dynamic in its presentation and in its problem-solving capabilities. The system is easily navigable, and it is intended to be that way. While all of the “landmarks” are there to be followed, the exact journey followed by any one student may be entirely different from that of another student, as that student&#39;s needs are filled by the comprehensive system presented here and his or her ability to visit and re-visit sections as desired or required.  
         [0021]     Finally, the “Important Documents”  52  labels that are not grade-specific would be identified in accordance with the sub-checklist  53  that includes certain citizenship documents including “Birth Certificate”; “Social Security Card”; and “Passport”; certain automobile documents including “Copy of Car Title”; “Extra Car Keys”; and “Insurance Information”; and certain miscellaneous insurance documents including “Renter&#39;s Insurance Policy”; and “Health Insurance Policy.” It should also be understood that this list can be supplemented by the user as is necessary to adapt this section to that student&#39;s particular needs or requirements.  
         [0022]     Referring now to  FIGS. 5 and 6 , each illustrates a “High School Road Map” display for non-college destinations  60  and college-bound choices  70 , respectively. The non-college bound destination display  60  includes grade-sensitive and instructive considerations  62 ,  64 ,  66 ,  68  that are to be reviewed by the user. The college-bound display  70  includes similar instructive considerations and thought-provoking suggestions  72 ,  74 ,  76 ,  78 . As with the other displays, the “Road Map” displays  60 ,  70  are reviewable via both hard copy and electronic screen display.  
         [0023]     Referring now to  FIGS. 7, 8 ,  9  and  10 , each illustrates a display  100 ,  120 ,  140 ,  160  that includes a checklist for each of the freshman, sophomore, junior and senior years, respectively. It is to be understood that each display could be the first page in a set of displays that are grade and year sensitive. It is also to be understood that each checklist is grade-sensitive in the information and topics identified. For example, the freshman year checklist  100  shown in  FIG. 6 , which checklist  100  is appropriately cued by the road sign “High School Crossroad”  101 , contains certain categories for “Get Organized”  102 ; “Get to Know the Faculty”  104 ; “Choose Your Courses”  106 ; “Do Your Academic Best”  108 ; “Get Involved”  110 ; and “Think About Your Future”  112 . Below each category  102 ,  104 ,  106 ,  108 ,  110 ,  112  are a number of sub-categories  103 ,  105 ,  107 ,  109 ,  111 ,  113 , respectively. The sophomore year checklist  120 , which checklist  120  is appropriately cued by the road sign “Drive”  121 , contains certain categories for “Interaction With Faculty”  122 ; “Course Choices”  124 ; “Explore Career Opportunities”  126 ; “Get Organized”  128 ; and “Start Budgeting”  130 . Below each category  122 ,  124 ,  126 ,  128 ,  130  are a number of sub-categories  123 ,  125 ,  127 ,  129 ,  131 , respectively. The junior year checklist  140 , which checklist  140  is appropriately cued by the road sign “Slow”  141 , contains certain categories for “Ask Your Counselor About”  142 ; “Post-Secondary Preparation”  144 ; “Your Academic Best”  146 ; “Involvement”  148 ; “Your Future”  150 ; and “Budget”  152 . Below each of these categories  142 ,  144 ,  146 ,  148 ,  150 ,  152  are a number of sub-categories  143 ,  145 ,  147 ,  149 ,  151 ,  153 , respectively. Finally, the senior year checklist  160 , which checklist  160  is appropriately cued by the road sign “Road Ends”  161 , contains certain categories for “Ask Your Counselor About”  162 ; “Post-Secondary Preparation”  164 ; “Continue . . . ”  166 ; and “Budget”  168 . Below each category  162 ,  164 ,  166 ,  168  are a number of sub-categories  163 ,  165 ,  167 ,  169 , respectively.  
         [0024]      FIG. 11  illustrates another two-dimensional display  170  of a three-step “Crash Course”  171  analysis for the user to “chart” his or her course through high school. In the preferred embodiment, this display  170  would follow the display  100  shown in  FIG. 7  as it relates to considerations that are to be made early on in the student&#39;s high school career. The user is effectively given a “crash course” for recognizing  172  what “Chart Your Course” is and what its purpose is. This display  170  also provides the user with a graphical guideline  174  to “Plan Your Future” and with a checklist  176  of “Rules of the Road.” Similarly,  FIG. 12  illustrates a two-dimensional display  180  that would follow the previous display  170  with various suggested “Shortcuts” for avoiding high school “Road Blocks”  182 . Among the suggestions  182  provided are “Choose classes wisely” and “Begin working on community service”, among others. Each suggestion  182  is intended to be a reminder and a thought-provoking tip for the user. Closely related to the display  180  of  FIG. 12 , is the display  190  that is illustrated in  FIG. 13  which is a four-year class grid, asking for “Required Classes” and “Completed Classes” for the user&#39;s freshman  192 , sophomore  194 , junior  196  and senior  198  years. This display  190  is also formatted as a “Power Point”  191  in that it reminds the user to file the completed “Power Point”  191  in his or her “Career Mate”  300  for safe-keeping and future reference.  
         [0025]      FIG. 14  is also related to the display of  FIG. 12  in that it provides a two-dimensional display  200  in the form of another three-step “Crash Course”  201  for the purpose of having the student avail himself or herself of available guidance provided by the user&#39;s high school counselors. This display  200  includes the outline  202  of a “road sign” at the upper-most portion of the display  200 , the road sign  202  identifying “Counselor Corner” which, by “road map” analogy, is located in “High School County.” This display  200  provokes the user to ask  203  why a counselor is important and when the counselor should be consulted. The display  200  also provides the user with a litany of topics  204  to be discussed with the counselor. As with other “Crash Course” components of the method and system of the present invention, display  200  provides certain “Rules of the Road”  206  to be followed as well.  
         [0026]      FIG. 15  is yet another display  210  that includes the outline  211  of a “road sign” at the upper-most portion of the display  210 , the road sign  211  identifying “Assessment Avenue” which, by “road map” analogy, is located in “Characteristic County.” This display  210  is another three-part “Crash Course”  212  that relates to “Taking Career Assessments.” The display  210  first explains  213  what career assessment is and what questions the student should ask himself or herself. The second prong  214  of this “Crash Course”  212  directs the student to certain thought provoking introspection. The third prong directs the student to certain “Rules of the Road”  216  that are to be followed. The display  220  shown in  FIG. 16  is closely related to the display  210  of  FIG. 15  and bears the same road sign  211 . It further identifies two specific assessments  222 ,  224  that can be made by the student and the test results  223 ,  225  realized from them. This display  220  is also formatted as a “Power Point”  221  in that it suggests that the user take the on-line assessment and to save the results in his or her “Career Mate”  300  for safe-keeping and future reference.  
         [0027]     Referring now to  FIG. 17 , it illustrates a display  230  in the form of another “Crash Course”  232  and includes the outline  231  of a “road sign” at the upper-most portion of the display  230 , the road sign identifying “Career Plan Pathway” which, by “road map” analogy, is located in “Career County.” This display  230  includes a section  233  that explains what a career plan is and what questions the user should ask himself or herself relative to his or her career plan. The second prong  234  of this “Crash Course”  232  explains to the student the benefits of having a career plan. The display  230  further identifies certain “Rules of the Road”  235  that are to be followed as well.  
         [0028]      FIG. 18  illustrates a display  240  that is closely related to the display  230  shown in  FIG. 17 . The display  240  includes the same road sign  231  and includes certain shortcuts  242  for avoiding “Road Blocks” relative to the student&#39;s career plan. Closely related to the display  240  of  FIG. 18 , is the display  250  illustrated in  FIG. 19  which is a five-step check list for certain items to be considered by the student. More specifically, the display  250  includes a section entitled “Important Values”  252 ; a section entitled “Employability Skills”  254 ; a section entitled “Career Research Methods”  256 ; a Career Assessment Results” section  258 ; and a “Post-Secondary Choices” section  259 . Each section  252 ,  254 ,  256 ,  258 ,  259  includes certain items for consideration by the user. Also note that the road sign  231  is the same as that identified with displays  230 ,  240 . This display  250  is also formatted as a “Power Point”  251  in that it reminds the user to filed the completed “Power Point”  251  in his or her “Career Mate”  300  for safe-keeping and future reference.  
         [0029]     Closely related to the previous displays  230 ,  240 ,  250  is the display  260  illustrated in  FIG. 20 , that display  260  having the same road sign  231  as the prior displays immediately before it as shown in  FIGS. 17-19  and also being formatted as a “Power Point”  261 . The display  260  challenges the user to make a yearly review of his or her career choices by asking certain questions  262  and providing answer blocks  264 ,  265 ,  266 ,  267  for each year of the student&#39;s high school career. Additionally, the display  260  includes a section for entering admission tests taken and the test results realized  268 .  
         [0030]     Referring now to  FIGS. 21 and 22 , the displays  270 ,  280  shown in those figures ask the student the question of “Where am I going?”  272 ,  282 . A number of career choices  274  are provided with various job titles associated with certain career areas illustrated. Using these displays  270 ,  280 , the student can begin to narrow his or her career destinations by considering his or her values, goals and by taking career assessments. Here again, the displays  270 ,  280  are each under the road sign for “Career Plan Pathway” which is located in “Career County”  271 .  
         [0031]     Referring now to  FIGS. 23-25 , additional displays  290 ,  295 ,  310  are provided, each of which is directed to activity, by road sign analogy, to “Community Service Concourse” which is located in “Charity County”  291 . The first display  290  is another three-step “Crash Course”  292  for the purpose of having the student ask what he or she has contributed to his or her community  292 . This display  290  provokes the user to ask what community service is and what service learning is  294 . The display  290  also provides the user with a litany of topics  296  that identify the benefits of each of the topics of community service and service learning  296 . As with other “Crash Course” components of the method and system of the present invention, this display  290  provides certain “Rules of the Road”  298  to be followed by the student as well. The related displays  295 ,  310  include a community service log  299  and an academic involvement log  312  wherein the student can enter certain relevant information involving his or her community service and academic achievement, respectively. This displays  295 ,  310  are also formatted as “Power Points”  297 ,  311  as previously described.  
         [0032]     Referring now to  FIGS. 26 and 27 , each includes a display  320 ,  340  that is found on “Work-Based Learning Lane” located in “Career County” by road sign analogy  321 . In the preferred embodiment, this display  320  would follow the display  120  shown in  FIG. 8  as it relates to considerations that are to be made early on in the student&#39;s sophomore year. The first display  320  is another three-step “Crash Course”  322  that includes a first section  324  in which the student learns what an apprenticeship program is and what a co-op program is. This display  320  includes a second section  326  where the user explores both types of programs, including their similarities and differences by means of a Venn diagram. As with other “Crash Course” components of the method and system of the present invention, this display  320  similarly provides certain “Rules of the Road”  328  to be followed by the student as well. Similarly,  FIG. 27  illustrates a two-dimensional display  340  with various suggested “Shortcuts”  342  for avoiding high school “Road Blocks” in this area. Among the specific suggestions  344  provided are “Explore options and choose classes wisely” and “Apply early”, among others. Each suggestion  344  is intended to be a reminder and a thought-provoking tip for the user.  
         [0033]     Referring now to  FIGS. 28-30 , additional displays  350 ,  360 ,  370  are provided, each of which is directed to activity, by road sign analogy, to “Job Search Segway” which is located in “Career County”  351 . The first display  350  is yet another three-step “Crash Course”  352  for the purpose of having the student ask why he or she should get a job and, if so, how to successfully look for a job. This display  350  motivates the user to question who he or she should tell about his or her job search and where to look for job openings  354 . The display  350  also provides the user with a ground rules for completing a job application  356 . As with the other “Crash Course” components of the method and system of the present invention, this display  350  also provides certain “Rules of the Road”  358  to be followed by the student as well. The related displays  360 ,  370  include an exemplary list  362 ,  372  of basic information that the user may encounter on a typical job application. The lists  362 ,  372  prepare the user to accumulate certain relevant information including availability, employment history, and skills and qualifications that the user may possess for any job that the user may apply for. This displays  360 ,  370  are also formatted as a “Power Points”  361 ,  371  that remind the user to filed all completed “Power Points” in his or her “Career Mate”  300  for safe-keeping and future reference.  
         [0034]     As shown in  FIGS. 31-35 , additional displays  380 ,  385 ,  390 ,  392 ,  396  are provided, displays  385 ,  390 ,  392 ,  396  being in “Power Point” format  376 ,  377 ,  378 ,  379 , respectively. These displays  380 ,  385 ,  390 ,  392 ,  396  are directed to activity, by still another road sign analogy, to “Resume Rendezvous” which is also located in “Career County”  381 . The first display  380  is a three-step “Crash Course”  382  for the purpose of guiding the student through the process of developing his or her resume. This display  380  helps the user create a resume that will get the user in the employer&#39;s door for a job interview. The display  380  also provides the user with an opportunity to consider factors that an employer would consider when evaluating the student for a position  383 . As with the other “Crash Course” components of the method and system of the present invention, this display  380  also provides certain “Rules of the Road”  384  to be followed by the student as well. The related displays  385 ,  390 ,  392 ,  396  each contain a portion of a “Resume Worksheet”  386  that force the user to consider his or her career objective  387 , a summary of his or her qualifications  388 , details of his or her high school and college education  389 ,  391 , his or her work experience  394 , references  395 , extracurricular activities  397 , community service  398 , and awards and honors  399 .  
         [0035]     Referring now to  FIGS. 36 and 37 , each includes a display  400 ,  410  that is found on “Cover Letter Lane” which is also located in “Career County” by road sign analogy  401 . The first display  400  is another three-step “Crash Course”  402  that includes a first section  403  in which the student learns what a cover letter is and what purpose it serves. This display  400  includes a second section  404  that reminds the user that the resume and cover letter form a “package” for prospective employers. As with other “Crash Course” components of the method and system of the present invention, this display  400  also provides a “Rules of the Road” section  406  which gives the student certain cover letter guidelines. The related display  410  includes shortcuts  412  for avoiding certain “road blocks” to writing a good cover letter. See  FIG. 37 . The method and system of the present invention may also include one or more sample cover letters (not shown) for use by the student.  
         [0036]     As shown in  FIGS. 38-41 , additional displays  420 ,  430 ,  440 ,  450  are provided. These displays  420 ,  430 ,  440 ,  450  are directed to activity, by still another road sign analogy, to “Interview Intersection” which is also located in “Career County”  421 . The first display  420  is a three-step “Crash Course”  422  for preparing the student for the interview process. This display  420  includes a section  424  that helps the user understand what an interview is and what purpose it serves. The display  420  also provides the user with an opportunity to review “pre-interview” details  425  and “day-of interview” details  426 . As with the other “Crash Course” components of the method and system of the present invention, this display  420  also provides certain “Rules of the Road”  428  to be followed by the student for preparing for an interview and conducting post-interview follow-up. The related display  430  shown in  FIG. 39  includes a “Shortcut”  432  which contains certain hints and suggestions  434  for responding to interview questions. The other related displays  440 ,  450  include a litany of pointed “Questions to be asked”  442  and “Questions to ask”  452 . Each is presented in a worksheet “Power Point”  441 ,  451  format as well. See  FIGS. 40 and 41 .  
         [0037]     Referring now to  FIGS. 42-44 , each includes a display  460 ,  470 ,  480  that is found on a new imaginary street named “Budget Breezeway” which is located in “Coin County” by road sign analogy  461 . The first display  460  is yet another three-step “Crash Course”  462  that includes a first section  463  in which the student learns what a budget is as well as what purpose it serves. This display  460  includes a second section  464  that reminds the user of the importance of budgeting. As with other “Crash Course” components of the method and system of the present invention, this display  460  also provides a “Rules of the Road” section  466  which gives the student certain guidelines that are directed to saving and spending money. The first related display  470  includes a weekly spending log  472  that the student can use to list his or her monthly expenses. The second related display  480  includes a budget worksheet  482  that the student can use to make his or her budget. The displays  470 ,  480  are also formatted “Power Points”  471 ,  481  in that each reminds the user to file all completed “Power Points” in his or her “Career Mate”  300  for safe-keeping and future reference.  
         [0038]      FIG. 45  includes a display  490  that directs the user to “Mentor Midpoint” which is located in “Career County”  491 . In the preferred embodiment, this display  490  would follow the display  140  shown in  FIG. 9  as it relates to the student&#39;s junior year, as do the displays that follow it. This display  490  is a “Crash Course”  492  on the benefits of finding a mentor. It asks and answers the questions, “What is a mentor?” and “Why do I need a mentor?”  493 . The display  490  identifies  494  the benefits of having a mentor and includes “Rules of the Road”  496  to be considered by the student and user.  
         [0039]      FIG. 46  includes a display  500  that directs the user to “Entrance Exam Expressway” which is located in “College County”  501 . This display  500  is another “Crash Course”  502  on the subject of taking college entrance exams. It asks and answers the questions, “Why should I take placement and entrance exams?” and “What do these exams determine?”  503 . The display  500  identifies  504  various types of transition tests and includes “Rules of the Road”  506  to be considered by the user.  
         [0040]      FIG. 47  includes another display  510  that directs the user to “College Campus Concourse” which is also located in “College County”  511 . This display  510  comprises a “Crash Course”  512  on choosing the right school. It asks and answers the questions, “Why is choosing a college important?” and asks the student to ask other probing questions about the college selection process  513 . The display  510  identifies guidelines  514  for choosing the right college and includes “Rules of the Road”  516  to be considered by the student.  
         [0041]      FIG. 48  includes a display  520  that instructs the user as to how to prepare a personal statement at “Personal Statement Pathway” which is located in “College County”  521 . This display  520  is a “Crash Course”  522  on items to be considered in preparing a personal statement. It asks and answers the questions, “What is a personal statement?” and “What are the types of personal statements?”  523 . The display  520  identifies  524  the elements of a well-composed personal statement and includes “Rules of the Road”  526  to be considered by the student and user.  
         [0042]     Referring now to  FIGS. 49 and 50 , each includes a display  530 ,  540  that is found on “Recommendation Row” which is also located in “College” by its road sign analogy  531 . In the preferred embodiment, this display  530  would follow the display  160  shown in  FIG. 10  as it relates to considerations that are to be made early in the student&#39;s senior year of high school. The first display  530  is another three-step “Crash Course”  532  that includes a first section  533  in which the student learns what a letter of recommendation is. It also includes a “Rules of the Road” section  536  which gives the student certain guidelines for considering who should assist the student with any letters of recommendation, how to approach them and how to thank them properly. The related display  540  is formatted as a “Power Point”  541  and includes a characteristics worksheet  542  which assists the student in providing the giver of a letter of recommendation some relevant information regarding the student and his or her request for a letter of recommendation.  
         [0043]     Referring now to  FIGS. 51-54 , the subject matter of writing well-composed letters is address by taking the user to “Letter Writing Lane” in “Career County”  551 , which is depicted by displays  550 ,  560 ,  570 ,  580 . The first display  550  is another three-step “Crash Course”  552  that includes a first section  553  in which the student learns why a good letter is important and when the student needs to write a letter. A second section  554  provides the student with the elements of a good letter and a third section  556  includes “Rules of the Road” for writing good letters. The related display  560  includes “Shortcuts”  562  with guidelines for writing a good personal business letter. The related display  570  provides the user with additional “Shortcuts”  572  with guidelines for writing a good personal letter. Finally, the last related display  580  provides the user with “Shortcuts”  582  with recommendations and guidelines for generating a “thank you” letter.  
         [0044]      FIG. 55  includes a display  590  that instructs the user on the subject of college applications at “College Application Avenue” which is located in “College County”  591 . This display  590  is a “Crash Course”  592  as to why college applications are important and what information is reviewed by the college entrance boards who review the applications. It specifically asks and answers the questions, “Why are college applications important?” and “What information is reviewed by college entrance boards?”  593 . The display  590  identifies  594  the “Next Steps” in the process and includes “Rules of the Road”  596  to be considered by the student and user relative to such applications.  
         [0045]      FIG. 56  includes a display  600  that instructs the user on the subject of applying for scholarships at “Scholarship Circle” which is located in “College County”  521 . This display  600  is a “Crash Course”  602  on the subject of financial aid and it asks and answers the questions, “Why should I apply for scholarships?” and “What should I know about scholarships?”  603 . The display  600  identifies  604  places that the student can look for available scholarship sources and includes “Rules of the Road”  606  to be considered by the student and user. The related display  610  is illustrated in  FIG. 57  and provides “Shortcuts”  612  in the form of helpful steps to filling out a college application.  
         [0046]      FIG. 58  includes a display  620  that informs the user about surviving at college at “College Survival Tip Trail” which is also located in “College County”  621 . This display  620  is a “Crash Course”  622  on items to be considered in preparing to go off to college. It asks and answers the questions, “Why is it important to get off to a good start?” and “What should I think about as I start my first year?”  623 . The display  620  includes “Rules of the Road”  624  to be considered by the student as he or she prepares for the start of his or her college career.  
         [0047]     Finally,  FIGS. 59 and 60  include displays  630 ,  640 , respectively, that include a comprehensive “College Checklist”  632 ,  642  of items to be taken with the student as he or she heads off for college. By road map analogy, these displays  630 ,  640  are located at a road called “Off to College” which is located in “College County”  631 . Each display  630 ,  640  is also formatted as a “Power Point”  633 ,  643  and reminds the user to file all completed “Power Points” in his or her “Career Mate”  300  for safe-keeping and future reference.  
         [0048]     Based on the foregoing, it will be apparent that there has been provided a new, useful and non-obvious method and system that comprises a self-directed, easy-to-follow guide for parents, teachers, mentors and students to help students get a successful start as they begin their journey in life; that has as its key components documentation and filing which are interestingly and usefully combined with a way to understand the educational process, all of which helps students successfully plan for the future. This new method and system includes a planning guide to help students develop life skills. It also includes instructions for preparing important documents and a way of storing and updating information retained by the user.