GAME FOR TEACHING FINANCIAL LITERACY AND INDEPENDENCE

Abstract

A board game for teaching financial literacy and independence, constituted of: a game board exhibiting a plurality of sets of game indications printed on the game board, each game indication indicating one of a plurality of financially related actions to be taken; and a plurality of sets of cards, wherein each of the plurality of sets of game indications represents a respective time period, the time periods sequentially advancing through the plurality of sets of game indications, wherein each set of game indications comprises a different set of financially related actions, wherein each of the plurality of sets of cards is associated with one of the plurality of financially related actions.

Claims

1. A board game for teaching financial literacy and independence, comprising: a game board exhibiting a plurality of sets of game indications printed on the game board, each game indication indicating one of a plurality of financially related actions to be taken; and a plurality of sets of cards, wherein each of the plurality of sets of game indications represents a respective time period, the time periods sequentially advancing through the plurality of sets of game indications, wherein each set of game indications comprises a different set of financially related actions, wherein each of the plurality of sets of cards is associated with one of the plurality of financially related actions.

2. The board game of claim 1, wherein each set of game indications comprises a different order of financially related actions.

3. The board game of claim 1, wherein each set of game indications comprises a respective combination of financially related actions, different form the combinations of each of the other sets of game indications.

4. The board game of claim 1, wherein when a player arrives at the end of each of the plurality of set of game indications, representing the end of the respective time period, the player performs one or more respective financial actions.

5. The board game of claim 4, wherein the respective one or more actions for the end of the time period comprises: collecting a respective predefined amount of money as annual savings; collecting a respective predefined amount of passive income from each investment made; and paying a respective predefined amount of annual interest on any loans taken.

6. The board game of claim 4, wherein the respective one or more actions for the end of the time period comprises: collecting a respective predefined amount of passive income from each investment made; and paying a respective predefined amount as annual expenses.

7. The board game of claim 4, wherein the respective one or more actions for the end of the time period comprises: collecting a respective predefined amount of passive income from each investment made; and collecting a respective predefined amount of money as annual savings.

8. The board game of claim 1, wherein when a player arrives at the end of the plurality of set of game indications, representing the end of the plurality of time periods, the player performs one or more respective financial actions.

9. The board game of claim 8, wherein the respective one or more actions for the end of the plurality of time periods comprises selling investments made and paying loans taken.

10. The board game of claim 9, wherein the game is won when a player reaches a predefined net worth and/or a predefined net annual passive income.

11. The board game of claim 8, wherein the respective one or more actions for the end of the plurality of time periods comprises selling one or more properties.

12. The board game of claim 11, wherein the game is won when a player: reaches a predefined net annual passive income; fulfills a life goal selected from one of a plurality of life goals, which is valued at a respective predefined amount; accumulates a respective predefined amount in cash reserves for unexpected expenses; and/or donates a respective predefined amount to a charitable cause.

13. The board game of claim 1, wherein each player selects at the beginning of the game one a plurality of goals, and wherein the game is won when a player earns a predefined amount of money and achieves the selected goal.

14. The board game of claim 1, wherein the plurality of sets of game indications comprises a first group of sets of game indications representing the sequentially advancing time periods and a second group of sets of game indications representing the sequentially advancing time periods, wherein the second group is different than the first group, and wherein each player selects through which of the first group and second group to advance.

15. The board game of claim 1, further comprising a computerized system, the game board being displayed on a user display of the computerized system and game play along the game board being played on the computerized system.

16. A card game for teaching financial literacy and independence, comprising: a plurality of decks of financial cards, each of the plurality of decks being of a different type of financially related action; and a deck of time period cards, each time period card indicating the passage of a respective time period, wherein upon selection of each time period card, each player selects one of the financial cards, each of the financial cards indicating a financially related action to take.

17. The card game of claim 16, wherein after the passage of a first sum of time periods each player performs one or more first respective actions.

18. The card game of claim 17, wherein after the passage of a second sum of time periods each player performs one or more second respective actions, different that the one or more first respective actions.

19. The card game of claim 18, wherein the one or more first respective actions comprise: receiving passive income for any investments made; and paying interest on any loans taken, and wherein the one or more second respective actions comprise: collecting a predefined amount as savings; selling one or more invested assets; and/or repaying one or more loans taken.

20. The card game of claim 16, further comprising a computerized system, the card game being displayed on a user display of the computerized system and game play with the card game being played on the computerized system.

Description

BRIEF DESCRIPTION OF DRAWINGS

[0013] For a better understanding of the invention and to show how the same may be carried into effect, reference will now be made, purely by way of example, to the accompanying drawings in which like numerals designate corresponding sections or elements throughout.

[0014] With specific reference now to the drawings in detail, it is stressed that the particulars shown are by way of example and for purposes of illustrative discussion of the preferred embodiments of the present invention only and are presented in the cause of providing what is believed to be the most useful and readily understood description of the principles and conceptual aspects of the invention. In this regard, no attempt is made to show structural details of the invention in more detail than is necessary for a fundamental understanding of the invention, the description taken with the drawings making apparent to those skilled in the art how several forms of the invention may be embodied in practice. In the accompanying drawings:

[0015] FIG. 1 shows a high-level illustration of a first example of a board game for teaching financial literacy and independence;

[0016] FIG. 2 shows a high-level illustration of a second example of a board game for teaching financial literacy and independence;

[0017] FIG. 3 shows a high-level illustration of a third example of a board game for teaching financial literacy and independence;

[0018] FIG. 4 shows a high-level illustration of a card game for teaching financial literacy and independence; and

[0019] FIG. 5 illustrates a high-level block diagram of a computerized system for playing a game for teaching financial literacy and independence.

DETAILED DESCRIPTION OF CERTAIN EXAMPLES

[0020] In the following description, various aspects of the disclosure will be described. For the purpose of explanation, specific configurations and details are set forth in order to provide a thorough understanding of the different aspects of the disclosure. However, it will also be apparent to one skilled in the art that the disclosure may be practiced without specific details being presented herein. Furthermore, well-known features may be omitted or simplified in order not to obscure the disclosure. In the figures, like reference numerals refer to like parts throughout. In order to avoid undue clutter from having too many reference numbers and lead lines on a particular drawing, some components will be introduced via one or more drawings and not explicitly identified in every subsequent drawing that contains that component.

[0021] In some examples, the games described below provide one or more of the following advantages:

[0022] Time-dependent financial decisions: Unlike traditional games, the presently described games utilize time as a central factor. Particularly, the game-play advances through a certain length of time which is split into sub-units, such as several years, and the players make financial decisions throughout this time period. This provides a realistic aspect to the game since financial decisions in the real world are made in real-time. For example, having a game with a 5-year cycle for financial decisions allows the opportunity for making investments and profiting from them which corresponds to a realistic time period in real life for making these profits. This feature is not found in existing games.

[0023] Furthermore, the presently described games provide different financial decisions for each sub-unit of time (e.g., each year or half-year). This similarly provides a more realistic framework for making financial decisions that are relevant for real life. This feature is not found in existing games. Thus, these games serve as a useful educational tool, teaching players about financial literacy and economic principles, and teaching them how to achieve financial independence.

[0024] Moreover, the presently described games provide realistic simulations of financial management and investment strategies in the context of business transactions, for example relating to real estate. Additionally, the presently described games offer a deep strategic experience, where players have to make thoughtful decisions based on their financial goals and current circumstances.

[0025] These games address a wide audience, including educational institutions, families, and individuals interested in learning about financial management in an interactive and enjoyable format, and is designed and intended to be an essential tool in teaching financial literacy and investment strategies.

[0026] Additionally, there are several advanced strategies that can be taught by these games:

[0027] Diversification: The game encourages players to diversify their investment portfolio to mitigate risk, for example by allowing selection of investments from many realistic and popular types of investments, such as real-estate, financial markets, businesses, crypto, etc.

[0028] Risk Assessment: Understanding the risk and potential return of each investment is a key part of the game's strategy, for example by having the loss-percentage during crisis on each investment card.

[0029] Competition and Cooperation: These games include elements of both competition and cooperation, mirroring real-life business and finance scenarios.

[0030] Above all, the concept of financial freedom is preferably emphasized throughout the game, encouraging players to think strategically about wealth accumulation and management, setting realistic financial goals, saving money for investments and not wasting on immediate pleasures.

[0031] Thus, these games aim to simulate real-life financial situations and decisions, offering a practical learning experience, and further provide educational value. By emphasizing financial literacy, the games are designed to teach players about investment, risk management, and economic principles.

[0032] FIG. 1 shows a high-level illustration of a board game 10 for teaching financial literacy and independence. Board game 10 comprises: a board 20; and a plurality of sets 30 of game indications printed on board 20, illustrated herein as sets 30A, 30B, 30C, 30D and 30E. Each set 30 of game indications comprises a respective plurality of game indications 40. Each game indication 40 indicates to a player a respective financially related action to be taken from a plurality of options of financially related actions.

[0033] In some examples, the plurality of options of financially related actions comprise any combination of: taking a loan; answering a question related to investments, finance and/or business; paying an amount representing a non-essential expense in life; selecting and making an investment; paying an amount representing a financially beneficial expense in life (e.g., paying a predefined amount for a tax advisor); and/or paying an amount due to a financial crisis. It is particularly noted that these examples are not meant to be limiting in any way, and other financially related actions can be provided in the game, without exceeding the scope of the disclosure. Although six financially related actions are described herein, this is not meant to be limiting in any way, and any number of financially related actions can be provided in the game, without exceeding the scope of the disclosure. In some examples, one or more game indications 40 indicates to a player a game specific action to be taken, such as waiting a turn.

[0034] In some examples, one or more of the financially related actions are optional, and the player can choose whether or not to perform the action. In some examples, when a player lands on a respective game indication 40, they select a card from a respective set 45 of cards associated with the financially related action of the respective game indication 40.

[0035] In some examples, taking a loan may only be done if the player has sufficient capital for the loan, as indicated on the respective card. In some examples, upon correctly answering an investment related question the player receives a predefined amount of money. In some examples, when performing a financially beneficial expense, the player may receive a bonus (e.g, keeping the respective card to be used to avoid forfeiting a turn when landing on wait a turn space. For expense actions, the player pays the amount indicated on a respective card, or indicated on the respective game indication 40.

[0036] In some examples, making an investment can be separated into several categories which the player can choose from. In some examples, the investment categories can be: small investments, e.g., $50,000-$150,000; medium investments, e.g., $200,000-$400,000; and large investments, e.g., $450,000-$800,000. In some examples, if the player chooses to invest, and they have sufficient funds, they pay an amount specified on the respective card and keep the card. In some examples, the player can broker the investment to other players for a predefined brokerage percentage.

[0037] In some examples, paying an amount due to a financial crisis comprises paying an amount specified on the respective card, or indicated on the respective game indication 40. In some examples, where the player does not have the amount specified on the respective crisis card, or other expense-type card, the player sells one or more of their investments. In some examples, investments are sold at its original purchase price and start-up investments are sold at half their original cost (which teaches that they are a risky investment).

[0038] Each set 30A, 30B, 30C, 30D and 30E represents a respective time period, the time periods sequentially advancing through sets 30A, 30B, 30C, 30D and 30E. In other words, each player advancing along sets 30A, 30B, 30C, 30D and 30E, with each time period passing as the respective set is passed. In one illustrated example, each time period is 1 year, thus 1 year has passed for a player when completing set 30A, 2 years have passed for the player when completing set 30B, 3 years have passed for the player when completing set 30C, 4 years have passed for the player when completing set 30D, and 5 years have passed for the player when completing set 30E. In some examples, advancing through sets 30A, 30B, 30C, 30D and 30E is determined by a die roll, i.e., the player advances according to the number indicated on the rolled die.

[0039] Preferably, each set 30A, 30B, 30C, 30D and 30E comprises a different plurality of financially related actions. In some examples, each set comprises a different order of financially related actions. In some examples, each set comprises a respective combination of financially related actions, different from the combination of each of the other sets. The following example is for clarifying purposes only, and not intended to be limiting, and shows each set with the order of financially related actions in the respective set: [0040] Set 30A: Loan; Question; Question; Investment; Loan; Investment; Loan; Investment. [0041] Set 30B: Question; Question; Investment; Loan; Investment; Investment; Beneficial Expense; Loan. [0042] Set 30C: Loan; Investment; Loan; Investment; Crisis; Investment; Non-essential Expense; Question. [0043] Set 30D: Loan; Question; Investment; Beneficial Expense; Investment; Wait a Turn; Loan; Investment. [0044] Set 30E: Investment; Loan; Non-essential Expense; Investment; Crisis; Investment; Question; Investment.

[0045] While the above example is not meant to be limiting, it illustrates the point that each time period (e.g., each year) has different actions, as is the case in real life.

[0046] At the end of each time period (e.g., at the end of each year), a plurality of actions are taken by the respective player arriving at the end of the time period. In some examples, the plurality of actions comprise: collecting a predefined amount from the bank as annual savings; and receiving passive income from any investments made and paying annual interest on any loans taken. In some examples, instructions for completing each action is on the respective card. Advantageously, having end of time period actions (e.g., end of year actions) simulate real life financial management where many financial management actions are yearly, such as reviewing yearly profits, yearly loan payments, etc.

[0047] In some examples, after all time periods have passed (e.g., after five years), or after a different predefined number of time periods, investments can be sold and loans can be paid off. Advantageously, having a full cycle of time periods (e.g., several consecutive years), further simulate real life financial management where the success of financial investments and businesses are analyzed over a multi-year period, particularly as a multi-year period allows for cashing in on such investments, such as selling real-estate or businesses.

[0048] In some examples, the game is won when a player reaches a predefined net worth (e.g, $2.5M) and/or a predefined net annual passive income (e.g., $120K). Alternatively, there may be a collective goal to be reached by all players in order to win. In some examples, if a player completes all the time periods, and has not yet reached the predefined goal, they continue again through the different time periods along the board.

[0049] In some examples, the game further comprises game pieces for each player, dice and game domain money notes in various denominations. In some examples, each player starts the game with a predefined amount (e.g., $100K) and may place their game piece on the start indication

[0050] In some examples, as illustrated, sets 30A, 30B, 30C, 30D and 30E form a pentagon shape, however this is not meant to be limiting in any way, and any shape can be formed by the different sets 30. For example, FIG. 2 shows a high-level illustration of a board game 100 for teaching financial literacy and independence. Board game 100 comprises: a board 120; and a plurality of sets 130 of game indications printed on board 120, illustrated herein as sets 130A, 130B, 130C and 130D. As shown, sets 130A, 130B, 130C and 130D form a square shape, however this is not meant to be limiting in any way, as described above. As described above in relation to board game 10 of FIG. 1, each set 130 of game indications comprises a respective plurality of game indications 140. Each game indication 140 indicates to a player a respective financially related action to be taken from a plurality of options of financially related actions. In some examples, when a player lands on a respective game indication 140, they select a card from a respective set 145 of cards associated with the financially related action of the respective game indication 140.

[0051] In some examples, the plurality of options of financially related actions comprise any combination of: investment deals; starting a hobby-based business, optionally only after achieving one or more predefined goals; a life-skill related question; a contingency related payment; a payment due to a financial crisis; and a payment due to a financial calamity. The payment due to a financial calamity is greater than the payment due to a financial crisis. In some examples, if the player does not have sufficient funds for a payment due to a financial crisis, or financial calamity, the player must sell investments in order to pay the amount. As described above, in some examples, when selecting an investment the player may optionally offer the investment to other players for a price.

[0052] It is particularly noted that these examples are not meant to be limiting in any way, and other financially related actions can be provided in the game, without exceeding the scope of the disclosure. Although six financially related actions are described herein, this is not meant to be limiting in any way, and any number of financially related actions can be provided in the game, without exceeding the scope of the disclosure. In some examples, one or more game indications 140 indicates to a player a game specific action to be taken, such as waiting a turn.

[0053] This can promote accumulation of financial knowledge, which brings success, wealth and happiness. For example, when a player answers a correct question the card can protect them from a financial crisis, which teaches player that knowledge saves them from losing money in real life.

[0054] As described above, each set 130A, 130B, 130C and 130D represents a respective time period, the time periods sequentially advancing through sets 130A, 130B, 130C and 130D. In some examples, as described above, advancing through sets 130A, 130B, 130C and 130D is determined by a die roll.

[0055] Preferably, as described above, each set 130A, 130B, 130C and 130D comprises a different set of financially related actions. In some examples, each set comprises a different order of financially related actions. In some examples, each set comprises a respective combination of financially related actions, different from the combination of each of the other sets.

[0056] At the end of each time period (e.g., at the end of each year), a plurality of actions are taken by the respective player arriving at the end of the time period. In some examples, the plurality of actions comprise: collecting a predefined amount as passive income from each investment made; and paying the bank a predefined amount as annual expenses. In some examples, instructions for completing each action is on the respective card.

[0057] In some examples, after all time periods have passed (e.g., after four years), or after a different predefined number of time periods, one or more properties can be sold. In some examples, the game is won when a player: reaches a predefined net annual passive income (e.g., $120K); fulfills a Life Goal selected from one of a plurality of Life Goals, which is valued at a predefined amount (e.g., $300K); accumulates a predefined amount (e.g., $120K) in cash reserves for unexpected expenses; and donates a predefined amount (e.g., $1M) to a charitable cause. It is noted that these are not meant to be limiting, and the game can be won by a subset of the above goals, or by different goals. Alternatively, there may be a collective goal to be reached by all players in order to win. In some examples, if a player completes all the time periods, and has not yet reached the predefined goals, they continue again through the different time periods along the board. Thus, the above game can teach players what to do with money that they have earned, by saving capital correctly and building income in accordance with a correct strategy.

[0058] FIG. 3 shows a high-level illustration of a board game 200 for teaching financial literacy and independence. In some examples, board game 200 is aimed at teaching financial literacy and independence to children. Board game 200 comprises: a board 220; and a plurality of sets 230 of game indications printed on board 220, illustrated herein as: sets 230A1, 230B1 and 230C1; and sets 230A2, 230B2 and 230C2. As shown, sets 230A1, 230B1 and 230C1 form a triangle shape. Similarly, sets 230A2, 230B2 and 230C2 form a triangle shape. However, this is not meant to be limiting in any way, as described above. As described above in relation to board game 10 of FIG. 1, each set 230 of game indications comprises a respective plurality of game indications 240. Each game indication 240 indicates to a player a respective financially related action to be taken from a plurality of options of financially related actions. In some examples, a player can decide whether to progress through sets 230A1, 230B1 and 230C1, or through sets 230A2, 230B2 and 230C2.

[0059] In some examples, when a player lands on a respective game indication 240, they select a card from a respective set 245 of cards associated with the financially related action of the respective game indication 240.

[0060] In some examples, the plurality of options of financially related actions comprise any combination of: work at a job, whose description can be on a respective card or written on the board; deposit an amount to the bank to earn interest; make an investment, assuming the player has enough money for the investment; paying an amount representing a non-essential expense in life; paying an amount representing a productive expense; and/or paying an amount due to a financial crisis, the amount optionally being a predefined amount for each investment owned by the player. As described above, in some examples, when selecting an investment the player may optionally broker the investment to other players for a predefined brokerage percentage.

[0061] It is particularly noted that these examples are not meant to be limiting in any way, and other financially related actions can be provided in the game, without exceeding the scope of the disclosure. Although six financially related actions are described herein, this is not meant to be limiting in any way, and any number of financially related actions can be provided in the game, without exceeding the scope of the disclosure. In some examples, one or more game indications 240 indicates to a player a game specific action to be taken, such as waiting a turn.

[0062] As described above, each set 230A1, 230B1 and 230C1 represents a respective time period, the time periods sequentially advancing through sets 230A1, 230B1 and 230C1. In some examples, as described above, advancing through sets 230A1, 230B1 and 230C1 is determined by a die roll. Similarly, each set 230A2, 230B2 and 230C2 represents a respective time period, the time periods sequentially advancing through sets 230A2, 230B2 and 230C2. In some examples, as described above, advancing through sets 230A2, 230B2 and 230C2 is determined by a die roll.

[0063] Preferably, as described above, each set 230A1, 230B1 and 230C1 comprises a different plurality of financially related actions. In some examples, each set comprises a different order of financially related actions. In some examples, each set comprises a respective combination of financially related actions, different from the combination of each of the other sets. Similarly, each set 230A2, 230B2 and 230C2 comprises a different plurality of financially related actions. In some examples, each set comprises a different order of financially related actions. In some examples, each set comprises a respective combination of financially related actions, different from the combination of each of the other sets.

[0064] At the end of each time period (e.g., at the end of each year), a plurality of actions are taken by the respective player arriving at the end of the time period. In some examples, the plurality of actions comprise: collecting a predefined amount as passive income from each investment made; and receiving a predefined amount from the bank as annual savings.

[0065] In some examples, the game is won when a player fulfils a goal from a card selected at the beginning of the game. In some examples, if a player completes all the time periods, and has not yet reached the predefined goal, they continue again through the different time periods along the board.

[0066] Advantageously, the above game, aimed at children, provides a framework for teaching children how to use money (which they can get from working, and perhaps partly from their parents) for investments. This can both bring parents and children together, and this is a unique game which allows children to select a strategy from the start for how they want to achieve a financial target. For example, they can select options such as: maximizing spending today; or planning for the future by placing aside money and investing. This is thus a unique game that allows selecting one strategy from the start and following that strategy, and then selecting another strategy and see which one is better, thereby learning how to think correctly from a financial standpoint.

[0067] Since the above games aim to teach players about investment, risk management, and economic principles, and to provide a practical learning experience in financial literacy, certain squares on the gameboard can provide financial tips or insights to players along the game simulating advisors and mentors who can assist on a person's journey to financial independence.

[0068] FIG. 4 shows high-level illustration of a card game 300 for teaching financial literacy and independence. Card game 300 comprises: a plurality of decks 310 of cards, each deck 310 being of a different type of financially related action; a deck of time period cards 320; and money 330 of various denominations. In some examples, two decks 310 are provided, a deck 310A of loan cards and a deck 310B of investment cards. However, this is not meant to be limiting in any way, and any number of decks 310 can be provided, with different financially related action types. In some examples, there are five time period cards 320, each in increments of half a year (e.g., 0 year card, 0.5 year card, 1 year card, 1.5 year card and 2 year card).

[0069] In some examples, play starts by placing the first time period card. Then, each player decides from which deck 310 to choose, for example whether to take a loan or make an investment. After selecting the respective card, the player performs the action stated on the card (e.g., taking a respective loan or making a respective investment). For investment cards, the player can invest if they have the amount of money stated on the card. As described above, in some examples, when selecting an investment the player may optionally broker the investment to other players for a predefined brokerage percentage.

[0070] After all players play their turn, the next time period card 320 is placed. In some examples, at the end of a first predetermined time period (e.g., a year), each player performs a plurality of actions. In some examples, the plurality of actions comprise: receiving passive income for any investments made; and paying interest on any loans taken. In some examples, at the end of a second predetermined time period (e.g., 2 years), each player performs a different set of actions. In some examples the set of actions comprise: collect a predefined amount from the bank as savings; and optionally sell one or more assets from investments and repay one or more loans. Following the second time period, i.e., when the time period cards 320 are finished, the first time period card 320 is again played until one or more players win. In some examples, a player wins by reaching a predefined amount of money (e.g., $1M).

[0071] FIG. 5 illustrates a high-level block diagram of a computerized system 400 for playing a game for teaching financial independence. System 400 comprises: a processing unit 410; and a memory 420. In some examples, processing unit 410 may be implemented as a processor of a computer or smartphone. In some examples, memory 420 comprises a portion of the memory of a computer or smartphone. In some examples, memory 420 has stored therein a plurality of instructions, that when read by processing unit 410 causes processing unit 410 to present a user with a game for teaching financial independence. In some examples, the game can be any one of the above described games, presented to the player on a user display 430.

[0072] Thus, the above described games provide a plurality of game elements representing financial resources, investment opportunities, loans, and defined time intervals. These enable players to progress through structured financial scenarios by making strategic decisions about investments, loans, savings, and expenditures.

[0073] These games incorporating a timeline-based progression mechanism where players experience financial outcomes, including passive income, loan repayments, and asset appreciation, at predefined intervals. The predefined intervals simulate real-life financial planning, such as half-year, annual, or multi-year cycles. Furthermore, the objectives include achieving financial milestones, such as wealth accumulation, financial freedom, or the fulfillment of life goals.

[0074] Passive income generation is tied to investments, with periodic loan repayments and facilitating asset appreciation over time. Decision-making dynamics are influenced by limited resources, player goals, and the timing of available opportunities.

[0075] These games provide strategic trade-offs between short-term enjoyment and long-term planning, encouraging players to weigh immediate gratification against future financial security. Goal-oriented gameplay focuses on achieving predefined milestones, such as net worth targets, income sustainability, or life goal fulfillment.

[0076] It is appreciated that certain features of the invention, which are, for clarity, described in the context of separate embodiments, may also be provided in combination in a single embodiment. Conversely, various features of the invention which are, for brevity, described in the context of a single embodiment, may also be provided separately or in any suitable subcombination.

[0077] Unless otherwise defined, all technical and scientific terms used herein have the same meanings as are commonly understood by one of ordinary skill in the art to which this invention belongs. Although methods similar or equivalent to those described herein can be used in the practice or testing of the present invention, suitable methods are described herein.

[0078] All publications, patent applications, patents, and other references mentioned herein are incorporated by reference in their entirety. In case of conflict, the patent specification, including definitions, will prevail. In addition, the materials, methods, and examples are illustrative only and not intended to be limiting.

[0079] It will be appreciated by persons skilled in the art that the present invention is not limited to what has been particularly shown and described hereinabove. Rather the scope of the present invention is defined by the appended claims and includes both combinations and subcombinations of the various features described hereinabove as well as variations and modifications thereof which would occur to persons skilled in the art upon reading the foregoing description.