Abstract:
A bagging apparatus includes a bag support for thermoplastic merchandise bags in a bag pack, a bag opener holding open a bag mouth of the bags, a scale weighing items placed in the bag and a first indicator displaying information related to weight of items placed in the bag. The apparatus includes an item counter determining the number of items in the bag and a mechanism determining the volume of items in the bag. A second indicator signals when the counter reaches a predetermined item count. A third indicator signals when the mechanism indicates a predetermined volume is reached. A bag counter determines the number of bags removed from the apparatus. Circuitry transmits the weight-related, volume and item count information to a computer program for tracking the information for each bag filled. The circuitry also interfaces with a bag inventory system and generates bagger performance tracking information for each user.

Description:
RELATED APPLICATION  
       [0001]     This application is a continuation of application Ser. No. 10/815,469 filed Mar. 31, 2004 and incorporates by reference the disclosure thereof. 
     
    
     FIELD OF INVENTION  
       [0002]     This invention relates to the field of training systems, and more specifically to a computerized training system for packing of plastic grocery bags and the apparatus that the trained packer will use.  
       BACKGROUND OF THE INVENTION  
       [0003]     Grocery stores operate on very thin margins and compete heavily for customers. Judicious use of grocery bags affects competitiveness of grocery stores in at least two ways. First, bags in which customers carry their purchased groceries are given to the customers free of charge. Second, the manner in which the bags are packed by a grocery clerk are an essence part of the overall customer service experience and the last impression left upon the customer as they travel home.  
         [0004]     In the former context, bags are an expense borne by the grocer as a courtesy to the customer. While individual bags aren&#39;t particularly expensive, that expense scaled by the volume of bags dispensed to customers represents a significant expense. In addition, efficiency in bags used can vary widely, causing significant swings in the aggregate expense of bags. For example, if a collection of groceries which could be packed into two (2) bags is routinely packed inefficiently into three (3) bags, the expense of providing bags to one&#39;s customers is 50% higher than it should be. In practice, it is not uncommon for the number of bags used to exceed the necessary bags by more than 50%.  
         [0005]     In the latter context, poor packing technique can leave the customer with bags which are difficult to carry and/or in which merchandise is damaged. For example, some bags can be packed to heavily or bags can be packed with uneven weight distribution. Such can make carrying the bags awkward and difficult. In addition, if the clerk fails to avoid packing heavy items on top of fragile or crushable items, the fragile or crushable items can be damaged in transport. If the clerk packs incompatible items in the same bag, such as meat and soap in the same bag, the merchandise can become spoiled or otherwise unusable.  
         [0006]     Thus, training in proper packing technique is paramount to success in the grocery business as well as in other businesses. The best type of training typically used is in-person training in which the clerk is given instruction and an opportunity to practice packing technique. However, the one-on-one packing teaching is expensive in terms of manpower and in terms of setting up an environment which simulates movement of items purchased by a customer. Another type of training typically used is instructional video tapes or other multimedia presentations regarding packing technique. The primary disadvantage of this type of training is the passive nature of the training. The clerk simply passively watches a video presentation. Due to the passive nature of this type of training, the clerk can easily devote less than full attention to the topic during the training session. In addition, what may appear to the clerk to be easy to do while watching the video presentation may, in fact, be much more difficult to do in actuality.  
         [0007]     What is needed is an active training system for packing of purchased merchandise. The training system should be relatively inexpensive such that recurrent training can be applied liberally to clerks. What is also needed is packing equipment that will allow the clerk to easily implement the skills taught in the training system.  
         [0008]     U.S. Pat. No. 6,894,232, issued to Waggoner et al., discloses a bagger scale and describes a conventional bag rack with a scale attached to the base and connected to an indicator. The intent of the patent is to reduce the amount of overloading and under-loading of plastic grocery bags. The contents of the bag are weighed as the items are added and the indicator checks the weight of the contents at the same time. A warning indicator light is lit when a predetermined “not to exceed weight” is achieved. The bagger scale comprises a wire rack with a base and scale with an indicator. The wire rack holds bags on a plurality of hooks to hold the bag while it is being loaded. The bag rests on scale which is connected to the indicator which is preset with two set points, a low target weight and a high target weight. A second embodiment includes a speaker connected to indicator which provides an audio signal when the target low weight has been reached as well as when the targeted high weight has been exceeded.  
         [0009]     U.S. Pat. No. 7,066,389, issued to Dickover et al. is directed to an apparatus system, and method for facilitating product weight identification in a checkout lane. The system comprises an item verification station, a scanning station and a bagging station with a bagging apparatus. The bagging apparatus supports an open plastic bag which is mounted to a scale to identify the item being added to the bag.  
         [0010]     U.S. Pat. No. 6,681,896, issued to Davis a system and method for monitoring a bag supply in a self-checkout station. Referring to the figures, the bags for storing items that consumers have scanned and weighed are hung from hanging rails in bagwell. The bagwell comprises hanging arms around which the handles of the bag may be placed. The bagwell also includes a scale to determine the weight of items placed into the bag or when the loaded bag is removed. Extending from the back wall of bagwell is a horizontal member to which a bag supply monitor has been mounted. When a loaded bag is removed, the bag supply monitor increments a bag count and a low bag supply condition causes a signal to be generated when the bag supply reaches zero.  
         [0011]     U.S. Pat. No. 7,016,862, issued to Vassigh et al. discloses a method for enhancing security and providing assistance in the operation of a self-service checkout terminal. The system provides for creating a transaction table which includes a plurality of records corresponding to the plurality of items entered into the checkout terminal during the checkout procedure. The system provides for the accounting of the items and providing necessary signals when a particular trigger point is reached.  
         [0012]     U.S. Pat. No. 6,837,428, issued to Lee et al. is directed to a self-checkout apparatus with provision for determining of both the weight and dimensions of items passing through the system during a check out procedure.  
         [0013]     U.S. Pat. No. 5,313,766, issued to Rimondi et al. discloses a method and apparatus for on-demand manufacturing of custom-sized bags conforming to the volume of articles received therein at a check-out counter. Although this patent does not show a bag rack, it does show the procedures involved with bagging of items at a checkout counter and has provision for measuring the volume of items being checked. This patent is provided as another example of a system that is able to determine the dimensions (volume) of items being passed through a checkout system.  
         [0014]     It is an objective of the present invention to provide a system to teach clerks to pack merchandise bags so as to make the bags easy for customers to carry while minimizing the number of bags used. It is a further objective to provide such a system that will prevent inappropriate grouping of items in the customers&#39; bags, such as cleaning solutions with fresh produce. It is a still further objective of the invention to provide a disincentive for double and triple bagging through appropriate packing techniques. It is yet a further objective to provide apparatus that will allow the clerk to easily implement the techniques in which he or she has been trained. Finally, it is an objective of the present invention to provide such apparatus that is durable, inexpensive and simple for the clerk to master.  
         [0015]     While some of the objectives of the present invention are disclosed in the prior art, none of the inventions found include all of the requirements identified.  
       SUMMARY OF THE INVENTION  
       [0016]     The present invention addresses all of the deficiencies of prior art interactive training systems for merchandise bag packing and apparatus for same inventions and satisfies all of the objectives described above.  
         [0017]     In accordance with the present invention, a computer game paradigm is used to train trainees in the skill of packing grocery bags. A number of items appearing on a conveyor in the computer game are packed into one or more grocery bags in accordance with user input gestures of the trainee using graphical user interface techniques. The trainee is able to rotate items to make them fit within a bag in relation to positions of other items already within the bag. In addition, the trainee is able to move items within the bag to occupy different positions within the lateral boundaries of the bag.  
         [0018]     Scoring is applied to the placement of items within the bags. For example, non-crushable items should be placed in the bottom of the bags and around the perimeter to provide a secure and sound foundation. Glass items can be placed in the bottom of the bags but should be surrounded by non-crushable items. Crushable items should not be place under other items. Weight should be relatively evenly distributed between the bags. And, the number of bags used should be minimized.  
         [0019]     By simulating the bag packing environment in a computer game, trainees can learn the art of bag packing, sometimes referred to as bagging, away from actual customers without using an actual bagging station and/or cash register environment. Such an actual environment can require an elaborate physical training station at considerable expense or can require off-hours use of an actual bagging station within a grocery store at considerable inconvenience to the trainer and trainee.  
         [0020]     The computer game simulating the bag packing environment can be served through a computer network, such as the Internet or a LAN, as an applet or otherwise active web page. Accordingly, the trainee can practice or completely self-teach the skills of bagging from the comfort and convenience of any computer connected to such a network.  
         [0021]     Scores of individual trainees are recorded and stored in a database such that administrators can observe training activity and performance of such trainees. Accordingly, such administrators can identify trainees who might not be ready to pack groceries of actual customers, either by failure to adequately train using the simulated bag packing environment or by failure to improve scores within the simulated bag packing environment. Such trainees can be given individual attention prior to bagging groceries for actual customers—thereby significantly improving satisfaction of the customers in the manner in which groceries are bagged.  
         [0022]     This invention includes bagging apparatus, having a bag support, which supports merchandise bags in an upright position with their mouth held open; a weight system for indicating the total weight of items placed in each merchandise bag; and a first indicator for providing a signal when the weight system determines that a predetermined total weight has been reached for each bag.  
         [0023]     The weight system includes: a weight for each item; and a calculating system for summing the weights of items placed in each merchandise bag.  
         [0024]     The apparatus further includes an item counter for determining the number of items placed in each merchandise bag, a volume determining system for determining the total volume of items placed in each merchandise bag and a bag counter for determining the total number of merchandise bags used.  
         [0025]     The volume determining system includes: a volume for each item; and a second calculator for adding the volumes of items placed in each merchandise bag.  
         [0026]     The apparatus further includes a second indicator for providing a signal when the counter determines that a predetermined item count has been reached in each bag and a third indicator for providing a signal when the volume measuring system determines that a predetermined total volume has been reached in each bag,  
         [0027]     The apparatus further includes one or more computer program for tracking: total weight for each merchandise bag filled, item count for each merchandise bag filled, total volume for each bag filled, and merchandise bag usage.  
         [0028]     The computer program or programs further includes one or more performance trackers, identifying a bagging apparatus and a user of the apparatus, and preparing one or more reports including: the total weight, the item count and the total volume and of each merchandise bag filled at the bagging apparatus by the user, and the total number of merchandise bags used at the bagging apparatus by the user.  
         [0029]     An appreciation of the other aims and objectives of the present invention and an understanding of it may be achieved by referring to the accompanying drawings and the Detailed Description of a Preferred Embodiment. 
     
    
     DESCRIPTION OF THE DRAWINGS  
       [0030]      FIGS. 1-16  are screen views of a simulated bag packing environment implemented according to a computer game paradigm in accordance with the present invention;  
         [0031]      FIG. 17  is a block diagram of a computer system in which the simulated bag packing environment of  FIGS. 1-16  is implemented in accordance with the present invention;  
         [0032]      FIG. 18  is a block diagram of the trainer logic of  FIG. 17  in greater detail;  
         [0033]      FIG. 19  is a block diagram of an item record of the item database of  FIG. 18  in greater detail;  
         [0034]      FIG. 20  is a block diagram of the performance tracker of  FIG. 17  in greater detail;  
         [0035]      FIG. 21  is a block diagram of a trainee record of the trainee database of  FIG. 20  in greater detail;  
         [0036]      FIG. 22  shows examples of item types represented within the item database of  FIG. 18 ; and  
         [0037]      FIG. 23  shows an example performance report generated from the trainee database of  FIG. 20 . 
     
    
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENT  
       [0038]     In accordance with the present invention, a computer game paradigm is used to train clerks in the art of packing bags of purchased merchandise. In this illustrative embodiment, the computer game paradigm simulates a bag packing environment in which a number of grocery items  202 A-F ( FIG. 2 ) move along a conveyor  204  toward a platform  210 . The trainee using the computer simulation shown in  FIGS. 1-16  uses graphical user interface (GUI) controls such as rotate buttons  206 - 208  ( FIG. 2 ) and new bag buttons  212 A-B and drag-and-drop interfaces to control simulated packing of bags. Upon completion of a round of bag packing, the trainee is evaluated on a number of packing criteria and provided with helpful suggestions in improving bag packing proficiency, and therefore future scores in future simulated bag packing sessions in the game shown in  FIGS. 1-16 .  
         [0039]     In this illustrative embodiment, the game of  FIGS. 1-16  operates in a computer system of generally conventional architecture as shown in  FIG. 17 . This architecture is briefly described to facilitate appreciation and understanding of the present invention. Computer system  1700  ( FIG. 17 ) is generally of the same architecture as most computers available today. Computer system  1700  includes one or more microprocessors  1702 , each of which retrieves data and/or instructions from memory  1704  and executes retrieved instructions in a conventional manner. Memory  1704  can include generally any type of computer-readable memory such as randomly accessible memory (RAM), read-only memory (ROM), and persistent storage media such as magnetic and/or optical disks whether removable or installed in a non-removable manner.  
         [0040]     Microprocessors  1702  and memory  1704  are connected to one another through an interconnect  1706  which is a bus in this illustrative embodiment. Interconnect  1706  is also connected to one or more user input devices  1708 , one or more output devices  1710 , and network access circuitry  1712 . Input devices  1708  can include generally any user input devices such as a keyboard, a keypad, pointing devices such as mice and trackballs, tablets, a touch pad, a touch-sensitive screen, and video game controllers, for example. Input devices  1708  generate signals which are sent through interconnect  1706  to microprocessors  1702  in response to physical manipulate by a user. Output devices  1710  can include generally any output device such as a computer monitor, a television, or a touch-sensitive display screen, for example.  
         [0041]     Network access circuitry  1712  can be generally any network connection such as a modem or any type of Ethernet network adapter, for example. In addition to executing instructions retrieved from memory  1704 , microprocessors  1702  can receive instructions with any appurtenant data through network access circuitry  1712  for execution. Such instructions and/or data received through network access circuitry  1712  can be stored in memory  1704  to facilitate efficient execution by microprocessors  1702 .  
         [0042]     Memory  1704  includes trainer logic  1800  and a performance tracker  2000 . In this illustrative embodiment, trainer logic  1800  and performance tracker  2000  are each all or part of one or more computer processes executed by microprocessors  1702  from memory  1704  and/or from network access circuitry  1712 . In this illustrative embodiment, trainer logic  1800  and performance tracker  2000  are implemented in the ColdFusion® programming language of Macromedia, Inc. of San Francisco, Calif.  
         [0043]     Trainer logic  1800  is shown in greater detail in  FIG. 18 . Trainer logic  1800  includes a core logic  1802  which defines the play and interaction of the simulated bag packing experience shown in  FIGS. 1-16 . A graphical user interface (GUI)  1804  ( FIG. 18 ) processes system-level user interaction though input devices  1708  and output devices  1710  to implement a user interface defined by core logic  1802 . An item database  1806  specifies characteristics of items which the trainee is to fit into bags, e.g., items  202 A-F ( FIG. 2 ), such as item appearance, size, weight, etc. Item database  1806  is described more completely below. A difficulty module  1808  identifies characteristics of the simulation implemented by core logic  1802  which can be modified to adjust the difficulty of the simulated bag packing experience of the trainee in accordance with the skill level of the trainee. These characteristics and the manner in which difficulty module  1808  adjusts them are described more completely below. A randomizer  1810  generates pseudo-random numbers in accordance with random number distributions which simulate real-world experiences in packing bags. Scoring logic  1812  evaluates the performance of the trainee in the simulated packing of bags to thereby attribute a score to that performance. Scoring logic  1812  is described more completely below.  
         [0044]     The trainee&#39;s experience generally begins with screen view  100  ( FIG. 1 ) which includes a description  102  of general instructions for the simulated bag packing experience. Screen view  100  is of a conventional web browser displaying a ColdFusion® page whose interactivity is specified by core logic  1802  ( FIG. 18 ) in ColdFusion® Mark-up Language (CFML) in this illustrative example. Once the instructions of description  102  ( FIG. 1 ) have been reviewed and acknowledged by the trainee, the simulate bag packing begins generally as shown in  FIG. 2 .  
         [0045]     A number of items, e.g., items  202 A-F, move along a conveyor  204  toward a packing platform  210 . Much like a grocery clerk, core logic  1802  ( FIG. 18 ) causes conveyor  204  ( FIG. 2 ) to stop when an item reaches the end of conveyor  204  nearest packing platform  210 . A cursor  216  is controlled by the trainee in a conventional user-interface manner involving physical manipulation of one or more of input devices  1708  ( FIG. 17 ). A message  214  ( FIG. 2 ) helps to motivate the trainee.  
         [0046]     The trainee requests a new bag on packing platform  210  by clicking on either new bag button  212 A or new bag button  212 B with cursor  216 . Specifically, in response to clicking on new bag buttons  212 A-B, core logic  1802  ( FIG. 18 ) causes bags  302 A-B ( FIG. 3 ), respectively, to be displayed. Overhead views  304 A-B correspond to bags  302 A-B, respectively. Using a common and conventional drag-and-drop user input gesture, the trainee drags items from conveyor  204  to either of bags  302 A-B. Item  202 E is shown in  FIG. 3  to be in the process of being dragged by the trainee. Upon being dropped into a bag, the item is shown in the bag in both the side view and the overhead view. For example, item  202 A is shown in the side view of bag  302 A and a top view  202 AT is simultaneously shown in overhead view  304 A.  
         [0047]      FIG. 4  shows that the trainee has moved items  202 A,  202 E, and  202 F into bag  302 A. While only item  202 E is visible in the side view of bag  302 A, overhead view  304 A includes top views  202 AT,  202 ET, and  202 FT of items  202 A,  202 E, and  202 F, respectively. Using cursor  216 , the user clicks on top view  202 FT of item  202 F and drags top view  202 FT in the direction of arrow A ( FIG. 5 ). In this manner, core logic  1802  ( FIG. 18 ), through GUI  1804 , allows the trainee to control the relative lateral placement of items within bags. In packing of actual bags, the view of the trainee is typically from the top and organization is generally from a plan-view perspective. In addition, the position of items in lateral relation to one another is particularly important in bag packing. For example, it is generally advisable to place four (4) cans—or other non-crushable items—of substantial size and weight in the four (4) bottom corners of a plastic grocery bag to establish a solid foundation for other items to be subsequently packed therein. Accordingly, overhead views  304 A-B enable the trainee to specify such placement and are therefore particularly useful in providing a realistic simulation for the trainee.  
         [0048]     A number of features are provided by core logic  1802  ( FIG. 18 ) to add to the authenticity of the experience of the trainee, and thus to the applicability of the experience to actual packing of bags. As items are packed into bags  302 A-B ( FIG. 6 ), the respective weights of the bags as packed are represented as scale readings  306 A-B, and respective items counts  308 A-B indicate the number of items in each of bags  302 A-B. A goal of bag packing is the even distribution of weight across the multiple bags of a particular customer&#39;s purchases and a target weight for each bag. The target weight for each bag is selected to minimize bag usage and maximum customer satisfaction. Specifically, if bags are packed too lightly, too many bags are being used and the merchant experiences higher than necessary bag costs. If the bags are packed too heavily, customers begin to experience discomfort in carrying the bags and bags can break, leading to substantial dissatisfaction of the customers.  
         [0049]     In packing bags, the trainee should be able to adjust the orientation of an item for proper placement within the bag. Accordingly, core logic  1802  ( FIG. 18 ), in conjunction with GUI  1804 , implements a user-interface by which the trainee can manipulate the orientation of an item prior to placement within a bag. As shown in  FIG. 6 , the trainee clicks on item  202 D causing item  202 D to be selected. Core logic  1802  ( FIG. 18 ) records items  202 D as selected and represents item  202 D in a highlighted state. In this illustrative embodiment, the highlighted state is a representation of a yellow outline added to item  202 D.  
         [0050]     With an item selected, the trainee clicks on either of rotation buttons  206 - 208 . In response to clicking of rotation button  206 , core logic  1802  ( FIG. 18 ) rotates the display orientation of the selected item 90 degrees horizontally, i.e., about the y-axis of the selected item as displayed. In response to clicking of rotation button  208  ( FIG. 6 ), core logic  1802  ( FIG. 18 ) rotates the display orientation of the selected item 90 degrees vertically, i.e., about the x-axis of the selected item as displayed.  FIG. 7  shows item  202 D as rotated after clicking of rotation button  208 .  
         [0051]     Using rotation buttons  206 - 208 , the trainee can easily and intuitively orient an item to fit in a variety of tight spaces in a bag with other items. An example is shown in  FIG. 8 . Item  202 G has been rotated horizontally 90 degrees to fit in a space within a bag  302 C adjacent to item  202 H. Core logic  1802  ( FIG. 18 ) detects an item exceeding the boundaries of a bag and displays an error message  902  ( FIG. 9 ). In this illustrative example, item  202 G ( FIG. 8 ) does not fit within bag  302 C and error message  902  ( FIG. 9 ) so indicates. Using rotation buttons  206 - 208 , the trainee re-orients items  202 G as shown in  FIG. 10  and item  202 G as oriented fits within bag  302 C.  
         [0052]     Eventually, the trainee determines that a bag is full. The trainee uses a drag-and-drop user gesture to move bag  302 C to cart  1002 . Core logic  1802  ( FIG. 18 ), in conjunction with GUI  1804 , detects a click with cursor  216  ( FIG. 10 ) over bag  302  and a dragging gesture moving bag  302 C ( FIG. 11 ) on to cart  1002  ( FIG. 12 ). Core logic  1802  ( FIG. 18 ) records bag  302 C ( FIG. 11 ) as removed from packing platform  210  as shown in  FIG. 13 . The trainee can now click new bag button  212 A to request yet another bag. When the last item  202 Z has been packed in a bag and the bag has been dragged and dropped into cart  1002 , the trainee clicks a done button  1402  ( FIG. 14 ) to indicate that all items have been packed into bags and the bags have all been placed into cart  1002 .  
         [0053]     In response to the clicking of done button  1402 , core logic  1802  ( FIG. 18 ) sends data representing the various items packed into various bags by the trainee in addition to other information such as the total elapsed time used by the trainee to scoring logic  1812 . In response, scoring logic  1812  assesses performance of the trainee and returns data representing such performance assessment to core logic  1802 . Such scoring and assessment is described more completely below. Core logic  1802  produces a report page  1502  ( FIG. 15 ) which summarizes the performance of the trainee and represents a quantitative evaluation of the trainee&#39;s performance as returned by scoring logic  1812  ( FIG. 18 ). A link  1602  ( FIG. 16 ) included in report page  1502  provides access to more detailed instructions as to the preferred manner of packing bags such that the trainee can review the preferred manner for improved future performance.  
         [0054]     As described briefly above, core logic  1802  ( FIG. 18 ) uses item database  1806  to properly represent items  202 A-F ( FIG. 2 ). Such representation includes both appearance and behavior. Item database  1806  ( FIG. 18 ) includes a number of item records, each of which represents a type of item which can be packed into bag in the simulated environment described above. Item record  1900  ( FIG. 19 ) is representative.  
         [0055]     Item record  1900  represents a type of item. Multiple items can be associated with a single item record. For example, items  202 A ( FIG. 2 ),  202 E, and  202 F are all cans of soup and are associated with a single item record defining the appearance and other characteristics of cans of soup. Item record  1900  ( FIG. 19 ) includes a weight field  1902  which specifies the weight of an item. Weights of items packed into a bag are accumulated for display in scale readings  306 A-B ( FIG. 3 ) and for scoring in a manner described below.  
         [0056]     Dimensions  1904  ( FIG. 19 ) of item record  1900  specifies dimensions of an item. The dimensions are used by core logic  1802  ( FIG. 18 ) in accurately managing placement and spatial relations between items in a single bag. For example, core logic  1802  uses dimensions of respective items represented in bag  302 C ( FIG. 8 ) to prevent items from occupying the same space (i.e., overlapping in three-dimensional space) and to properly represent the relative positions of items as packed in bag  302 C.  
         [0057]     Item record  1900  ( FIG. 19 ) includes a number of images by which to represent a type of item. Specifically, front image  1906 , side image  1908 , and top image  1910  represent front, side, and top views, respectively, of the type of item. In this illustrative embodiment, items are assumed to be generally symmetrical about the 3 axes. Accordingly, a back image is obviated by front image  1906  which would have substantially identical dimensions. A bottom image and another side image are similarly obviated by top image  1910  and side image  1908 , respectively.  
         [0058]     Special characteristics  1912  of item record  1900  specifies any special characteristics of the type of item. For example, some items are crushable and/or fragile and those are recorded as special characteristics. Other special characteristics include a tendency to absorb odors and a tendency to emit odors. An example use of these latter special characteristics is that the trainee is discouraged from packing laundry detergent and meats in the same bag as the scent and/or taste of the detergent can be passed to and absorbed by the meat. Such discouragement is provided by scoring logic  1812  which detects placement of odor absorbing and odor emitting items in the same bag and provides a particularly low score in such instances.  
         [0059]     In this illustrative embodiment, special characteristics  1912  are represented as one of four (4) categories: crushable, non-crushable, glass, and cart items. Crushable items, such as eggs, light bulbs, and potato chips, should not be placed under other items. Glass items are not crushable and can therefore be placed under other items. However, glass items should be surrounded by non-crushable, non-glass items within a bag. Non-crushable items can be placed under other items and can be placed at lateral edges of the bags. Cart items should be placed directly in carts and not in bags.  FIG. 22  shows front images of a number of item types organized in respective categories in accordance with this illustrative embodiment.  
         [0060]     Randomizer  1810  and difficulty module  1908  can combine in any of a number of ways to produce many levels and variations of difficulty. For example, in easier levels, randomizer  1810  can select items in relatively close relation to an optimal order in which the items would be packed into bags while, in more difficult levels, the order of appearance of items can be far from optimal. Similarly, randomizer  1810  can select mostly non-crushable items in easier levels and mostly other types in more difficult levels. Randomizer  1810  can be configured to produce pseudo-random numbers according to a variety of random distributions. Difficulty module  1908  can control a number of factors of the behavior of the simulated bag packing environment of core logic  1802 , such as the time permitted to pack the bags, the number and categories of items to be packed in the bags, the order of appearance of items, etc.  
         [0061]     In this illustrative embodiment, there are three (3) levels of difficulty. In level one, twenty (20) items, one of which in a cart item, appear. The user has one minute to pack the items into bags. In each play of the simulated bag packing environment, the same items appear in the same order. In level two, thirty (30) items, two of which are cart items, must be packed in bags in the same one minute. In each play, the same items appear in a randomized order. In level three, forty (40) items, three of which are cart items, must be packed in bags in the same one minute. In each play, the same items appear in a randomized order. Scoring logic  1812  quantifies performance by the trainee in packing the bags in the manner described above with respect to  FIGS. 1-16 . Scoring logic  1812  can employ generally any of the scoring calculations used in regional and national “Best Bagger” competitions. Such scoring calculations are known and are not described herein.  
         [0062]     Such scoring generally includes sub-scores for the average number of items per bag, the placement of items within bags (commensurate with the categories described above), the average weight and weight variance of the bags, and the time taken to pack the bags. Performance tracker  2000  ( FIG. 17 ) is shown in greater detail in  FIG. 20 . Performance tracker  2000  includes a trainee database  2002  and an administrative user interface  2004 . Administrative user interface  2004  provides a user interface by which administrators can add, edit, and delete individual records for trainees. Such administrators can add new trainee records for new trainees, review performance of trainees in the simulated bag packing environment described above, and control access to use of trainer logic  1800 . It is preferred that administrative user interface  2004  includes authentication logic such that only specifically authorized administrators can manually modify records stored in trainee database  2002 . Trainee database  2002  includes a number of trainee records, of which trainee record  2100  ( FIG. 21 ) is representative. Trainee record  2100  includes a name field  2103  and an employee number field  2104  and generally any other data by which a particular trainee is identified and or distinguished from other trainees. The particular trainee represented by trainee record  2100  and identified by name field  2102  and employee number field  2104  is sometimes referred to as the subject trainee in the context of  FIG. 21 .  
         [0063]     Authentication data field  2106  represents data by which the subject trainee is authenticated prior to use of trainer logic  1800 . In this illustrative example, authentication data field  2106  stores a username and an associated password which are entered by the subject trainee prior to being granted access to trainer logic  1800 . Current level field  2108  specifies a current level of difficulty achieved by the subject trainee in prior use of trainer logic  1800 . Difficulty parameters  2110  specify in greater detail specific parameters influencing the difficulty of play of trainer logic  1800  in a most recent use of trainer logic  1800 . Accordingly, when the subject trainee returns for resumed training through trainer logic  1800 , play resumes at precisely the level of difficulty most recently achieved by the subject trainee.  
         [0064]     A number of dated scores  2112 ,  2114 , etc. track performance of the subject trainee over time. Such facilitates both tracking progress of the subject trainee in achieving proficiency in bag packing and measuring the efficacy of trainer logic  1800  in improving bag packing skills generally.  
         [0065]      FIG. 23  shows an illustrative example of a report of individual trainees&#39; performance in using the simulated bag packing environment of  FIGS. 1-16 . In this illustrative report, recent and best scores are reported for each trainee. In addition, scores are broken down into sub-scores such as the average number of items per bag, the placement of items within bags (commensurate with the categories described above), the average weight and weight variance of the bags, and the time taken to pack the bags. Administrative user interface  2004  can also provide fully detailed reports of all training activity of all trainees.  
         [0066]     The interactive training systems for merchandise bag packing and apparatus for same has been described with reference to particular embodiments. Other modifications and enhancements can be made without departing from the spirit and scope of the claims that follow.