Term Life and AD&D Insurance Product Overview Mutual of Omaha Form

Payoff.com is a social finance platform enabling communities to fulfill their individual and collective dreams. We launched public beta in January 2011 and have collected 1,000+ dreams, of which over 90% are related to money. Payoff helps people fund their dreams and signNow their goals, like saving for a house or vacation, adopting a child, paying off credit cards, and starting a business, in addition to connecting them with other people working towards the same things. The current product enables users to share their dreams, set up goals, link and track financial accounts, earn badges, and receive cash Sur-Prizes for progress. We provide tools from top-quality partners, as well as educational content to help move users to action and success. Ultimately, we provide a more intuitive way for users to understand how they are spending their life -- it’s not about the dollars, but it’s about the positive use of money, time, talent, and charity. We aim to own dreams and achievement on the web.  Payoff will create meaningful social connections and dialogue through dreams, goals, implicit communities based on personal transactions (the “real-life check-in”), and our partners.  In addition, our relevance and recommendation engine is guided by a Science Advisory Board, with leaders from Cal-Tech, USC, and Northwestern. We recognize that achievement and financial behavior, like most decisions, is driven by emotions, not budgets and lists, and we are signNowing people in this emotional space. One user told us, “I feel more encouragement from these badges than I think you will ever know.  I'm not the most emotional person but I have been so poor for most of my adult life trying to get through school that the day  [the] "STASH" badge was awarded to me I cried!” Payoff is founded by Scott Saunders (Walz Group, Inc 500) and Eden Warner (pre-revenue to profitability CFO at Fandango), along with folks from Yahoo! and SpotRunner. You can view a video about us at and contact us at scott@payoff.com. Also, check out what folks are saying: AOL WalletPop: http://www.walletpop.com/2011/01...Business Insider: http://www.businessinsider.com/p...U.S. News Money: http://money.usnews.com/money/bl...

In the 19th Century, great physicists like James Clerk Maxwell and George Gabriel Stokes laboured to put in place the physical principles and mathematics required to lay the foundations for classical field theories. But when it came time to relax, they did what any red-blooded Victorian gentleman would do: they threw cats out of the window.Here’s Maxwell explaining this activity to his wife (who had presumably heard stories and needed some reassurance that he wasn’t entirely mad):There is a tradition in Trinity that when I was here I discovered a method of throwing a cat so as not to light on its feet, and that I used to throw cats out of windows. I had to explain that the proper object of research was to find how quick the cat would turn round, and that the proper method was to let the cat drop on a table or bed from about two inches, and that even then the cat lights on her feet.(The Life of James Clerk Maxwell with extracts from his Correspondence, letter, 1870 p.599)Stokes’ daughter also wrote about it, though she made it sound rather less pleasant for the cat:He was much interested, as also was Prof. Clerk Maxwell about the same time, in cat-turning, a word invented to describe the way in which a cat manages to fall upon her feet if you hold her by the four feet and drop her, back downwards, close to the floor. The cat’s eyes were made use of, too, for examination by the ophthalmoscope, as well as those of my dog Pearl: but Pearl’s interest never equalled that of Professor Clerk Maxwell’s dog, who seemed positively to enjoy having his eyes examined by his master.(Memoir and Scientific Correspondence of the Late Sir George Gabriel Stokes, Humphrey, 1907)Stokes and Maxwell were intrigued by the same question as above: how does the cat manage to turn around without violating the conservation of angular momentum? The prevailing assumption in the 19th century was that the cat must be using some kind of “push off” from the dropper’s hand.However, pioneering high speed photography from Étienne-Jules Marey (1894) showed that this was not so: there is no initial rotation from a dropped cat (the photo sequence goes from top right to bottom left):(Nature, 1894)Marey’s photographs showed what was happening, but didn’t give much insight into how the physics worked. Several remarkably influential papers over the course of the 20th century went progressively deeper into the phenomenon:L. Lecornu, 1894: Suggested (basically correctly) how the rotation was possible while maintaining zero net angular momentumG. G. J. Rademaker and J. W. G. ter Braak 1935: Advanced on Lecornu’s solution with a simple two cylinder model that they matched qualitatively to photographsT.R. Kane and M. P. Scher, 1969: Gave a more detailed analysis and added computer analysis to overlay solutions on some beautiful photographs (see below)R. Montgomery, 1993, Gave more general solutions, showed that Kane and Scher’s solution is the most efficient, and nailed down some surprising links to gauge theories in physics.The physics is really very intricate. The basic answer that Lecornu described and then Radenaker, Braak, Kane and Scher filled out, is that the cat keeps its total angular momentum at zero at all times by bending its body sharply, and then twisting the each half on two axes that combine to cancel out the rotation of the whole.However, while this motion is straightforward enough to set up in differential equations, it is almost impossible to explain in words. One of the better non-technical ways of “getting it” is Wikipedia’s animated gif, but even clearer (in my mind) is Montgomery's hand-drawn cartoon.The reason Montgomery’s approach is so clear is that he chooses to examine an “extremified” twisting path that separates several stages of motion and shows them in isolation. This gives clarity at the expense of a realism — a common trade-off in physics. (Also, his cat appears to be wearing sunglasses, but this is not essential either).First stage: folding up — (zero angular momentum because both parts are moving in opposite directions):Second stage: rotate each half in opposite directions — (zero angular momentum because you have two equal halves rotating opposite to one another)Third stage: unfold — (zero angular momentum for the same reason as the first stage)(To repeat, this process is an extremised example which serves to show that rotation is possible while maintaining zero total angular momentum. It is not something a real cat could do: its back would break. A real cat combines the stages into one another, which circumvents the need for a full 180 degrees fold.)But if this isn’t confusing enough, Montgomery’s paper then ups the ante further by showing that the cat’s twisting has a deep connection to gauge theory.To do this, Montgomery reformulates the problem in terms of a “space” of shapes that the cat can adopt, relates this to the overall configuration space for the cat, and imposes a condition that constrains the total angular momentum to zero. He then shows that the signNowable states give him a gauge situation (with the anholonomy being the overall rotation of the cat in physical space) and then — apparently for fun — shows that the optimised solution for signNowing any given orientation is equivalent to the equations of motion for a charged particle travelling on the projective plane under the influence of an axially symmetric magnetic field and metric.Which is all quite a surprise. But it brings us back — via quite a diversion — to Maxwell and Stokes’ day jobs: for gauge theories built on their field theoretic foundations formed the basis of some the most successful and influential theoretic work of twentieth century physics.

Oh boy. I'll try to keep calm while answering, I promise.I just moved to my current home when I entered first grade. It makes me angry just thinking about what happened.I had this overweight, incredibly jolly lady teaching me named Mrs. W (not going to include full name). Mrs. W was on her second year of teaching first graders; she had taught fifth and sixth grade for years prior.Mrs. W was supposedly the fun teacher. She'd throw paper footballs for the kids, let them run around and joke with her, and overall encouraged imagination and playfulness.Except when it came to me.Perhaps she was frustrated with how disruptive I could be. Admittedly, I wasn't a perfect student, but it was because I was extremely naive. My family is Christian, and my parents were appalled at some of the things other kids said and did. But this teacher treated me like I was the devil incarnate.I have an entire list of incidents that I went through with this woman. I could fill up a whole book of short stories about this teacher. I'll choose three, and I'll try to keep them short.One day, we were having story time. She asked us to guess the ending of the book, and I raised my hand, gladly announcing the ending and added, "I know, because I read this before!"I thought I'd finally done something right. She fell totally silent, her smile gone. Instead of calmly explaining to me that I should not have "spoiled" the ending, she angrily boomed in a tone that was also somehow cold as ice: "Now you ruined it, since you told us the ending." If looks could kill... She flipped the page, read the ending in a dull tone, then set the book aside. I don't even remember what the book was about.I know this seems small when read at face value, but I had never felt more ashamed in my entire life. I don't know why I was so hurt, but I didn't speak for the rest of the day.But then, the next day, things escalated. She had previously been reading to us because we were going over to the other first grade room and were having a large group story time. It was right before lunch. The story went by without incident, and I believed that I could get out of there without causing any problems like yesterday, but I was wrong.To tell you what happened next, I first need to explain the "friend system." Mrs. W had systematically deprived me of all but one of my friends at that point, and he was in the other class. She trained the class to hate me because I was "weird and uncool."So, my unsuspecting school counselor made her create a system where she would choose my friends for me, and I was required to play with those specific kids during recess (or be reprimanded). The other kids hated me for this. They weren't allowed to play with their own friends if they were picked to be my "pals of the day", and I hated all of the games we were forced to select from.I was the only kid who was forced to do certain activities during recess. I and only I had to do this, but I was dragging other kids into it by existing. I essentially didn't have a recess anymore, and neither did those kids, who bullied me endlessly. I lost that one friend that actually did like me, so I was left completely alone in the next grade.Back to the incident, at end of story time, Mrs. W loudly announced who I was going to play with, who all audibly groaned. But then, another kid from the other class curiously asked what was happening. She explained to the entire grade how I couldn't make friends, and how she chose kids to forcibly be my friends for a day.I was so humiliated that I burst into tears right there. The other class all excitedly asked their teacher if they could do an activity like that for fun, but my peers, who knew the troubles they had with me, were all uncomfortably silent. I stayed in that class for the longest time after everyone left. I hugged my knees as I put my head down and rocked back and forth. I remember staring at the puzzle-piece foam mats, my face red-hot, and tears dripping everywhere. The other teacher had to come up to me and comfort me when she realized how distraught I was.The final, and worst incident, happened at lunch. To make it short, as this has already gotten long, another girl tricked me into holding up a middle finger and then tattled on me. I panicked and started crying as she went for the adults. With what happened next, I had every right to be afraid.Mrs. W took me to her room, locked me in, and railed on me for over an hour on how I would fill out a form which I would give to my parents about how I was a terrible, bad child. She boomed at me and screamed, switching between scarily calm and irate in an instant. It was like being interrogated by a corrupt police officer - all for one little signature. I told her time and time again that I didn't know what it meant, and my parents were shocked that other kids did when they read the paper.I just used over 5 paragraphs to describe how terribly this woman treated me. My parents didn't realize any of this had happened between her and me until I was at least in middle school. They didn't know about my meltdowns, or the bullying, or how she called me "MISS PORTNER" at the top of her lungs when addressing me. I still have to ask people to not call me by my last name.I tried to tell my parents once. At the end of the year, Mrs. W demanded that we would always hug her in the hallway if we ever saw her. I knew she was serious, because I remembered her chasing down an uncomfortable ex-student of hers to hug her in the hall.That night I crawled into bed with my mom and started sobbing. I don't know if it was because her relationship with my dad was struggling at the time or if she was stressed from her high-level business job, but she never questioned why I was so upset about it.I was so scared of this woman that I didn't want to touch her.I know it wasn't as bad as it could've been, but it really hurt me psychologically in the long-term.Please, please listen to your daughter. She might normally seem cheerful and happy, as I usually did at home, but something serious could be going on and she doesn't have the vocabulary/state of mind to tell you about it. I sure didn't when I was little, and now my parents regret not looking into what happened.

I married my best friend.My ex husband was and is a wonderful man. He and I met when I was 16 and he was 20. While I dated other guys for the next couple years, I could not get him out of my mind. He was older, much taller, and incredibly hot - a soccer god in my eyes - and all the other guys my age paled in comparison. He couldn’t get me out of his mind either - I was the puzzle he needed to solve. I was a confusing girl with a weird mix of confidence, maturity, intelligence, playfulness, and dark secrets. Over the next few years, we chatted on ICQ or AIM for hours most nights and spent our summers working together at a summer camp. We never ran out of things to talk about, and we always had a blast together.As things naturally tend to do when you spend tons of time with someone of the opposite sex, we moved from being friends to being friends with benefits. I was young and inexperienced, so all of those benefits were fun and exciting for me and allowed him the thrill of showing me the ropes. To our nights of chatting online, we added late night trips between our colleges to see each other, including such romantic cliches as throwing rocks at dorm windows to wake each other at 3am. It was fun, exciting, and perfect (except for the effect it had on my GPA).After college, things slowly grew more serious. We went from seeing each other a few times a month to seeing each other a few times a week. We explored the world around us, tried out new hobbies together, and met each others’ families. We admitted we had a relationship and said “I love you” to each other. We had sex. In short, we did everything you’re supposed to do when you’re young and in love.Like everyone else in love, we never once gave a thought to whether or not we were actually long term compatible. We never discussed our goals and aspirations, never explored our morals and values to see if they matched, never talked about how we viewed finances or spirituality. We had never heard of the love languages. We knew nothing of our needs and little of our true desires. We just…had fun.After 10 years together, we didn’t see any reason not to get married. Neither of us had been on a date with another person in over 8 years. We hadn’t even wanted to. We just assumed that this must be what love is supposed to be like…so down the aisle we walked. It was a wonderful day, followed by an extremely enjoyable honeymoon in the Bahamas.…and then we came home and tried living together for the first time. Things went downhill as we learned that we were incompatible in some very basic ways.He learned that all of that confidence, maturity, and drive that he had found so appealing were indicators of a very dominant alpha personality. He, unfortunately, was quite the opposite, and I proceeded to walk all over him. As I learned more about male psychology and needs, I tried to make changes to my behavior and interaction with him, but once a dynamic is in place, it is almost impossible to change, especially when the changes required me to act against my very nature. You see, if there’s a void of power, I will fill it or exist in a total state of panic and unease…but in having to fill it, I lost trust and respect in him. When there isn’t enough trust or respect in a relationship, it comes out in every interaction…and that’s something that really hits men hard.I learned that the distance he had wanted while we were dating was something he wanted even while married. He wanted to explore and play together, but when it came to most other things, he wanted to keep them separate. Possessions were either mine or his - they were only ours if we had explicitly purchased them together for joint use. Goals, aspirations, and dreams were either mine or his - he didn’t want to create them and plan together. Responsibilities were either mine or his - whether I worked or not and whether he worked or not, I was responsible for household chores and maintenance. We weren’t partners. We were each alone…and that’s something that really hits women hard.We slowly grew apart. Five years later, when he went back to college to get his masters degree, he was already realizing that this marriage wasn’t what he wanted. He met a lovely young girl there, got way too close to her, and fell in love.…and then I learned another set of differences between us. Our definitions of commitment differed, our morals and values with respect to our vows differed, and, most importantly, our willingness to fight for our marriage differed.He left, divorced me, moved away, and is now engaged to her. I honestly wish them the best. I think she is far better suited for him than I ever was, and I have found someone better suited to me as well.But I must say…I really miss our friendship. I wish we had not screwed it up with our stupidity and inexperience.

Departments of education and school districts always have to make decisions about what to include in their curriculum.  There are a lot of life skills that people need that aren't taught in school.  The question is should those skills be taught in schools?I teach high school, so I'll talk about that.  The typical high school curriculum is supposed to give students a broad-based education that prepares them to be citizens in a democracy and to be able to think critically.  For a democracy to work, we need educated, discerning citizens with the ability to make good decisions based on evidence and objective thought.  In theory, people who are well informed about history, culture, science, mathematics, etc., and are capable of critical, unbiased thinking, will have the tools to participate in a democracy and make good decisions for themselves and for society at large.  In addition to that, they should be learning how to be learners, how to do effective, basic research, and collaborate with other people.  If that happens, figuring out how to do procedural tasks in real life should not provide much of a challenge.  We can't possibly teach every necessary life skill people need, but we can help students become better at knowing how to acquire the skills they need.  Should we teach them how to change a tire when they can easily consult a book or search the internet to find step by step instructions for that?  Should we teach them how to balance a check book or teach them how to think mathematically and make sense of problems so that the simple task of balancing a check book (which requires simple arithmetic and the ability to enter numbers and words in columns and rows in obvious ways) is easy for them to figure out.  If we teach them to be good at critical thinking and have some problem solving skills they will be able to apply those overarching skills to all sorts of every day tasks that shouldn't be difficult for someone with decent cognitive ability  to figure out.  It's analogous to asking why a culinary school didn't teach its students the steps and ingredients to a specific recipe.  The school taught them about more general food preparation and food science skills so that they can figure out how to make a lot of specific recipes without much trouble.  They're also able to create their own recipes.So, do we want citizens with very specific skill sets that they need to get through day to day life or do we want citizens with critical thinking, problem solving, and other overarching cognitive skills that will allow them to easily acquire ANY simple, procedural skill they may come to need at any point in their lives?

Depends on the site and context but here are some ideas:Progress bar (such as LinkedIn)Reward with credits, which might can be used for something Show stats: "By adding your profile picture, your exposure will increase by ___%.""All the cool people are doing it."Aaron Munter  / Aaron Munter - I can't reply to your comment since you were so hurt by my suggestion and decided to block. It's not lacking people skill. It's people who act like they know better than the other person. If you're gonna suggest a better way to "motivate" people, then you need to give examples. It is much easier to state comments such as, "give  intrinsic motivation" without giving specific reasons and examples.  If you're gonna act like a cognitive psychologist by using these terms, please consider what I stated. I hope my words didn't hurt you so much. Life gets much much harder :-)

I don’t think it is although certain jobs for example might require it in context to the work. Commons sense in all things usually serves one well.