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A training resource for schools
Improving governance A training resource for schools Course leaders should be aware that notes are provided on some slides in the notes section. Some slide use animations to 'reveal' answers or further questions. Discussion points/tasks are generally provided in red. Set a tone of 'what is said in this room, stays in this room' – encourage people to be objective but not judgemental. IT is necessary to reflect on the past, but only as far as planning how to improve. The pack is intended to last about 90 minutes as a training session. April 2013
What is our track record?
Senior leaders Governing body Longer term: Short term: This is an opening session, intended to get small groups to reflect on their successes. It is important to identify what strengths can be built on – but you should also keep a note of what people say and then come back to it at the end when looking at strengths of effective GBs. Keep discussion brisk and to the point – if they can't think of these within two minutes, then they cannot be particular strengths. Consider the impact that the senior professional leadership of the school have had, and also the governing body. Working as small groups, identify significant improvements that they have led, managed or inspired. By 'short term' we mean within the last six months, by 'long term' we mean within the last two or three years.
Now, list at least four things you think the school
perhaps ought to have done, but hasn't yet completed (or even started): What should we have done? Why haven't we done it? The task on what has not been done is done first – then press a key to reveal the other box: why haven't these things happened. Identifying and understanding what the barriers are is absolutely vital. Encourage governors to be objective, honest and direct, without being personal and judgemental. Now think about the barriers. Why haven't you done the things that you now think you should have?
When Ofsted judged them separately, 'Leadership and management' was consistently judged more favourably than governance The two questions here are optional. This is an opportunity to discuss WHY this might be, but also how important it is that governors play a full part. The issue of the correct role of governors is something we return to at the end. What stops governors from playing the leading role in the school? What should their role be?
Since September 2012, Ofsted has significantly increased the focus on school governance
Use this slide to focus governors' thoughts on their importance to the school. Why do they think Ofsted has increased its focus on governance? Also, without effective governance schools will be stuck at RI – and this carries risks in future inspections. Every school needs good governance, and planning for this must start now.
What did Ofsted say about our school governing body?
Since September 2012, Ofsted has significantly increased the focus on school governance What did Ofsted say about our school governing body? On the next slide, we will see what points Ofsted raised about governing bodies from a sample of its reports. In your groups, make a list of the key points Trainers could prepare for this by preparing an additional slide with the Ofsted paragraph on it (as well as any areas for improvement, as appropriate). This would enable consideration of how far governors have taken on board what the report actually said. A key element here is what governors are aware of – have governors really taken the report on board? Do governors understand why Ofsted reached that position?
Inspection is providing significant challenge to governing bodies about monitoring and performance management Note the number linked to achievement, teaching and targets. Discuss the proper extent of governors' involvement in such matters. You can compare this to the previous slide, then emphasise that this shows the sort of things inspectors are looking for – is your school improving in these areas? Colours indicate types of work: green to reflect communication, blue key management processes, orange interaction with senior leaders, red is about the GB itself.
More detailed report recommendations provide an agenda for improving a governing body:
The analysis of recommendations suggest that national priorities for improving governance should focus on: techniques for governors to use in knowing their school independently of the headteacher, for example, when visiting aspects of the school's work how to use data to get to their own independent view of achievement, including of specific groups how to work with the headteacher on the performance management of staff and teaching in particular how to plan and deliver performance management of the headteacher including setting targets helping governors to work with their headteachers to promote mutual accountability. You can use this slide to run a very quick skills audit: how many governors identified which areas as weaknesses? Does this align with your existing training plans for governors? You can do this by getting governors to agree on the three point scale together – or get them to state views individually. These are the short term issues: later we will come back to the question of the longer term, strategic questions. For now, judge yourself as strong/solid/weak on each of the five areas. Now compare with others.
Governors fail to provide enough challenge to headteacher
A model of what goes wrong in declining schools: problems start when processes to ensure accountability or drive change start to falter Factors influencing accountability: lack data skills and training excessive trust or too friendly lack of external evidence, eg SIP headteacher provides unbalanced information lack of own monitoring and information misplaced loyalty Factors restricting capacity, eg: Chair of Governors in post a long time and 'world has moved on' governors not strategic or evaluative in thinking diverted by building plans, falling rolls, academisation, etc. internal 'turbulence'. Ask governors to review this – tailoring the approach to suit the audience. You might start with the question at the bottom: do governors feel they have provided enough support or not? If not, ask them to consider why not. If they feel they have, where are they at risk of failing to do so in the future? From this, consider the two orange boxes. Then perhaps ask governors in groups to look at whether any of the bullets in the grey/white boxes might apply. Over-reliant on headteacher for knowledge of the school Lack of urgency due to complacency or distractions Governors fail to provide enough challenge to headteacher
Governors fail to provide enough challenge to the headteacher
The consequences of a failure to challenge undermine the running of the school Governors fail to provide enough challenge to the headteacher Improvement planning does not address the real priorities or is not rapid enough Governors do not know what is needed to probe more closely and gather further insight Performance management of the headteacher is weak because it cannot be based on any meaningful analysis Governors do not know if their actions are having any impact or how good the school really is This slide is in the pack to demonstrate how the failure to challenge at GB level can lead to a decline into special measures. This is possible if the four orange boxes apply in your context. Split the GB into four small groups and allow them a minute to consider each of the four orange boxes: Do they know if improvement planning is addressing the real priorities? Do they know what to look at more closely for further information? And how to do this? Do governors know what impact their decisions have, or how good the school is in key areas? For example, do they know how good the school is in maths or the arts? Do governors know the range of their skills and what skills they need to strengthen? What training plans do they have, and do they have a clear picture of the skills set for potential new governors? Governors do not know what training they need or what additional governors to appoint Performance management of teachers is ineffective, as it is not linked to achievement The school is incapable of stopping its own decline
What are the problems here? Can you identify four?
Governors fail to engage in effective activities This HMI comment illustrates some 'classic' problems with governors: 'The governors were too reliant on the SIP reports and those from the headteacher about better outcomes in KS2 and were unable to challenge the school sufficiently about the lack of improvement over a number of years at Key Stage 1 as they were not aware of the situation.' What are the problems here? Can you identify four? Pressing the key again shows the answers. Ask the delegates to read the comment then briefly agree what problems have contributed to this situation. Feed back. Governors relied on the headteacher for selecting the information they should see and were too accepting of what they were told. The SIP was unable to provide genuine challenge. Governors lacked the skills to know what to ask for. Governors had no means of identifying problems. Problems were not discussed for years.
Identify the three main weaknesses of the governing body.
Governors fail to engage in effective activities This HMI comment illustrates some 'classic' problems with governors: 'The governing body was too trusting. They accepted what the headteacher told them without questioning it. So, when the headteacher told them that results were good, they simply accepted this, when in fact they were very low. Performance management of the headteacher by the governing body was also very poor, with targets such as "appoint a SENCO" rather than related to the school's performance. They accepted excuses, such as high mobility (it wasn't high) without question.' Encourage colleagues to point to the weaknesses. Please note that answers come up after a key is pressed again. Identify the three main weaknesses of the governing body. These governors were unable to provide effective challenge because: they had a poor grasp of target setting and performance management they did not see challenging the headteacher as a key part of their role they had no independent understanding of data.
A correctly balanced relationship between the governing body and the headteacher is crucial, however good a school is, and vital to maintain excellence Excessive trust, often based on years of working together: 'Too accepting of the headteacher's reports and judgements about teaching.' 'Under the first headteacher, the governing body thought all was well at the school and students were achieving as well as they could.' Friends rather than business partners: 'Some governors made an effort but the longstanding chair was a great friend of the headteacher.' Course leaders should ask delegates how sure they are that these issues could not arise in their own schools. Too subservient: 'They did as they were told.' Having appointed the headteacher, reluctant to accept that 'we made a mistake.' 'Very supportive of the head, who they appointed.'
A correctly balanced relationship between the governing body and the headteacher is crucial, however good a school is, and vital to maintain excellence Do you think the governing body has played a significant role in school improvement? 'The governing body are very supportive. I wouldn't change them but not sure that they are instrumental in raising standards – that is my job and the job of my staff. Governors help with setting vision and ethos; clerk is excellent. They have been very helpful in getting out 'all the dreaded policies.' Again, answers will be displayed by pressing a key. This headteacher had overseen the improvement of her school to be outstanding – but are there any warning signs in this relationship? HT denies governors have a role in raising standards Sees governors as about setting vision and managing policies, not education There is a risk governors will not be able to provide sufficient challenge in future
Identify the good practice here
Is that sort of practice happening at your school? Do you think the governing body has played a significant role in the improvement? 'Yes. I have empowered the governing body to be proactive and challenging to me as a leader. We have used Governor strengths analysis to ensure they sit on the right committees to utilise their expertise.' If so, how have effective governors been recruited? Ask delegates to reflect here what the good practice is. Are these practices are typical of your own schools? 'Governors are recruited because the school promotes the importance of a strong governing body and the positive impact it has on children's learning. All governors recruited are made aware of the importance of training to make them effective in this role. All governors are assigned a governor buddy.'
Now think back to the first discussion you had.
Reflection Now think back to the first discussion you had. In small groups, discuss what you now think are the strengths of the current governing body? This slide should provoke table discussions amongst colleagues.
Analysis of the most effective schools shows there is robust challenge to senior leaders by governors who know the school well, but who also have a secure grasp of their basic duties Have a brief discussion about how far these issues align with what has been said in the discussion on the previous slide. You could ask for quick 'votes' on whether THIS school has the strengths listed here. This analysis is based on what inspectors chose to comment on as particular strengths.
In the best schools inspectors found governors were very well informed
'Regular meetings with the headteacher and presentations from staff inform governors' understanding of the school and its work.' 'The governing body seeks the views of parents, carers and pupils and uses the information obtained to inform the school's self-evaluation and the school development plan.' 'Governors have a good awareness of the school and a clear view of the strategic direction of the school through regular visits, including to lessons and focus groups.' 'Governors carry out their own monitoring of the school's plans and use this to evaluate how well all aspects are doing. They clearly understand how well pupils are progressing, making it their business to probe the school about any concerns, should they arise.' 'Outstanding quality of work undertaken by the governing body could clearly be seen in an audit of the impact on pupils' learning of recent disruptions caused by inclement weather. As a result of the audit, staff have now agreed a plan to make up any future lost learning time.' 'Governors are closely involved in self-evaluation procedures, ask penetrating questions and expect and receive regular reports and presentations from staff to inform their strategic decision making.' Show this slide and allow colleagues a couple of minutes to absorb it. If you have time, you could ask governors how far they believe each of these statements could have been made about their own schools.
Governors in these schools know how to challenge and have the right skills
'The governors receive regular and comprehensive reports from the head teacher and have also requested that heads of subject areas attend meetings of the governing body where they are challenged to explain any remaining gaps in attainment for different groups of students.' 'The members of the governing body are extremely well informed and possess a range of skills and expertise to challenge leaders and managers about the performance of the school - there are many established members who are critical friends of the school's leaders and have effectively challenged many aspects of the school's performance including the new curriculum developments.' 'The governing body has the knowledge and skills to ask the necessary questions, so that governors can effectively hold the school to account.' 'The Chair of the Governing body is capable and astute. He has used his wealth of business experience to support the school in challenging underperformance.' 'Governors have an excellent understanding of the link between performance management and the salary structure.' You can repeat that same task here – but do this in a fairly pacey way at this stage.
The characteristics of strong governing bodies demonstrated in recent reports
They understand their role and how it complements that of the headteacher. They have a range of skills that brings something extra to the school and to develop a strategic vision. Technical knowledge – of education, data, statutory responsibilities and performance management in particular. They want to see and hear from middle and senior leaders about their work - and challenge them on it. They have the skills and time to be a visible presence in the school. They set challenging targets for performance at all levels, including in achievement, teaching and senior management work. They can form their own analysis of the school's performance without relying on the headteacher. Because of all these they are 'exceptionally well informed' about their school. Ask individuals: does this describe how you perform as a governor? Ask people to vote 'yes', so you can gather a sense of the overall weaknesses. Make a note of these, and check to see if they are in the training plans. Task: identify one priority from this list and draw up a plan as to how you will achieve it within six months.
Approaches to performance management of staff:
The National Governors' Association says: Governing bodies, with their over-arching responsibility for performance management, should ensure that they not only receive reports about whether performance management has been carried out, but also an assessment of the impact it has made and the correlation between the performance management statements and pay. Task: Consider whether your governing body does all the activities indicated here Which of the following groups do you make such checks with? Headteacher; senior managers'; middle managers; teachers; classroom support assistants; non-teaching staff….. Do you know of staff are supported and challenged to improve? Is good performance rewarded and under-performance tackled? Of course governors are responsible for all the PM arrangements in the school, and especially for the headteacher.
Effective governance is a vital component in maintaining excellence
One headteacher whose school improved to outstanding started by working with another school on restructuring the governing body. Governors were permitted to attend any meetings, but there were also raised expectations of governor accountability and competence. Do you think the governing body has played a significant role in the improvement? 'Yes, their focus on monitoring, asking "critical friend" questions and support for us all has made them a visible and effective part of the team.' This slide emphasises key points that should already be emerging. If so, how have effective governors been recruited? 'Through governor competency procedures, annual governor questionnaires about their role and then deciding on the weakest links within the governing body and finding articulate people who would fulfil the roles.'
Very few school governing bodies use their websites to engage with stakeholders such as parents about what they are doing On Wednesday 21 November I was in school twice. Firstly to see my mentee for half an hour. This always proves to be very worthwhile and I thoroughly enjoy the time spent with her. The afternoon saw me back in school for the Performance and Standards meeting. I was delighted to be asked to Chair this panel again. Two hours were very well spent ensuring students' progress is well monitored. The attendance, punctuality and exclusion figures scrutinised by Governors were all showing very positive trends. Friday 30 November was spent meeting all the Senior Leadership Group with a small group of governors reviewing their performance and remuneration. We also were given a very good lunch! 15 October 2012: I attended two 'learning walks' with Ann Rickard and two visitors from a School in Birmingham on Monday. I was particularly impressed with the assessment and marking standards as evidenced in the randomly selected exercise books seen by me. The teacher's comments were constructive and pointed the student towards achievable targets; in all instances the students had responded with the additional information required. Governors' visits to the school are described in posts on the school website. This material is provided as a prompt for discussion. We are looking to see how open GBs are, and what they do to promote parental understanding of their role. Here is an example. What do they think about it? (Note that this material is provided from a public website and has no connection with Ofsted's own evaluation of the school). Is this a good way of engaging with your stakeholders?
Even outstanding schools do not openly provide information about their governors and what they do in the school What does YOUR school website say about the work of the governing body? What more SHOULD it say? A very small number of schools provide detailed information about the governors, including biographies; the headteacher's termly reports to them; and lists of which faculties each is attached to. Governor biographies are more common for independent schools.
Governors have a key role in 'engaging with stakeholders':
WHO are your stakeholders? Agree four groups who you see as key stakeholders in your school Consider whether you think you engage with these groups Very well Quite well Not well If you said 'Not well' to any of them – what actions will you take to improve the situation? Key groups include: Pupils Staff Parents/carers Other education partners Local residents Local employers etc.
Governors have a key role in 'engaging with stakeholders':
The headteacher has proposed to your governing body that there should be a new approach to setting homework. Rather than being set on a daily or weekly basis by subject, there would be a plan of longer 'learning projects' for pupils to work on over the term. What stakeholder engagement issues does this proposal pose? Two letters in your local paper appear to criticise your school – one from a shopkeeper complaining about children smoking in town 'in school uniform' and another from an employer, complaining about standards of numeracy. Does this have anything to do with governors? These items are adapted from the Ofsted good practice guide, paras 32-8.
Governors tend to underplay their long-term, strategic role:
This is an extract from the 2012 report on a school judged to be inadequate, and to have serious weaknesses. The inspection commented on the strengths of the governors: The governance of the school: ensures that safeguarding and child protection procedures are fully in place supports vulnerable students by helping parents to support their children monitors the performance of all staff, including the headteacher, before they agree increases in pay has carried out routine monitoring of teaching in order to understand how well pupils are doing. This is so they can support the school as well as hold school leaders to account for the progress made by students. Governors are doing many things right – but they have failed in the long term to establish a strong and successful school. The key question for groups here is: How are you ensuring that your school develops well in the long term? Answers need to pick up issues such as: Succession planning – how do we manage the change of senior staff, including the HT? Long term strategic plans – do we check back that we have achieved what we set out to do, or do we just focus on the day to day? Do we have a clear vision of what school we want to be – and what targets we need to be 'good'? Previous inspection results: 2003 – satisfactory; 2007 – Notice to improve/inadequate; 2008 – satisfactory; 2010 – satisfactory; 2012 – Serious weaknesses/inadequate. What do you think the governors SHOULD have done in this situation?
Governors have a strategic role to plan the future, but they must also monitor the present:
What should the governing body be doing about pupil premium? Identify which of the following you SHOULD be doing: Ensuring that all eligible pupils are supported with teaching assistants Monitoring the progress of children who have English as an additional language Publish on the school website a report on their spending of pupil premium funding The ones that schools are not obliged to do include the second and seventh orange boxes - both might well be good practice, but there is no requirement connected with Pupil Premium in respect of those activities. Monitor the progress of children who are from Service families Hold the headteacher to account for whether spending is overcoming barriers to learning for the eligible pupils Monitoring the progress of children eligible for free school meals and who are looked after Providing out of school classes to all FSM pupils
Being strategic does not mean you lose the focus on day to day responsibilities:
Which of these do governors have a responsibility for? Agreeing the policy for sex education Ensuring equal opportunities for pupils Ensuring there is no discrimination in the appointment or treatment of staff Checking the performance of pupils with special educational needs Governors are not responsible for school transport and they are not expected to make health and safety checks themselves, though they should make arrangements for checks to take place. Promoting community cohesion Monitoring the extent of bullying, including homophobic bullying Ensuring school transport is safe for the pupils Making health and safety checks Promoting high standards
All of the governing body's work should be informed by the principles of 'Best Value':
The 'Best Value' name often makes people think it is just about finance, but it is really about creating a culture of continuous improvement including high standards – the best value from everything. Challenge - why, how and by whom an activity is carried out; Compare - performance against other schools and between parts of each school; Consult - involving stakeholders, especially pupils and parents; and Compete - as a means of securing efficient and effective services. There are FOUR Best Value principles, all beginning with 'C': Do you know what they are?
All Party Parliamentary Group on Education Governance and Leadership
We have simplified the twenty 'self-evaluation' questions from the Parliamentary group: 1. Have we completed a skills audit? 2. Do we find and appoint people on the basis of their skills? 3. Do we understand roles and responsibilities? 4. Do we have professional clerking? 5. Is their budgeted training for governor needs? 6. Do we know national concepts of good practice? 7. Is our committee structure effective? 8. Does everyone contribute and do we review effectiveness? 9. Do we have clear planning with monitoring? 10. Does strategic planning drive our activities? 11. Do we understand performance data? 12. How effectively do we performance manage the headteacher? 13. Do we ensure value for money? 14. Do we listen to pupils, parents and staff? 15. Do we report to parents and community? 16. Do we gain from collaborations? 17. Do we review the chair's performance? 18. Do we plan for succession? 19. Are chairs re-elected annually? 20. How much have we contributed to school improvement in last three years? These questions offer a helpful check list for GBs to consider.
All Party Parliamentary Group on Education Governance and Leadership
Ofsted's report on Getting to Good includes a section on governance, explaining what improvements schools who improved to 'good' made in their governance. There are four actions spelt out in the report: Headteachers, supported by local authorities ensured that all governors were fully committed to the role. In some cases this led to individual governors deciding to resign. Governors embarked on structured training programmes, often provided by the local authority, to strengthen their role. Partnerships between governing bodies from different schools were established to share good practice. Governing bodies worked alongside headteachers on school improvement. Usually they were allocated specific aspects of school improvement to check and report on. Consider how far your governing body is ready to become leaders of a good school by comparing yourselves with the actions of these schools.
Speech by HMCI, 2012; Good practice survey, 2011; Role of the governing body: School Data Dashboard:
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If you have wandered your way onto this site, then allow me to extend my salutations, fellow travelers. There is no 'About' page on this blog, so I will make this brief.
My name is Peter Dawes and I am an urban fantasy writer. Well, most of the time, I am. Other times, I dabble in historical fantasy and on occasion, I succumb to the urge to pen paranormal romance and erotica. If you wish to know more about me as an individual, then navigate over to my personal blog and read the 'About Me' page there. The important part to know as far as this blog is concerned is as such…
I revel in sharing the bits and pieces of my works in progress. While some people are accomplished bloggers, I am a storyteller and convey my viewpoints on the world through the confines of prose. Every now and then, a topic gets me incensed enough to spit out a tirade, but more often than not, I am content to keep my commentary between my partner and me, and our close circle of friends. My personal blog is for those rare indulgences when the writer wishes to speak directly. This is a story blog for everything else.
Now, the stories here are largely unedited. Anything I post here is purely for public consumption and enjoyment and while there might come a day a story disappears (when it is ready for formal editing and publication), I do this simply because I enjoy the experience of sharing my work. All writers are, in some part, narcissists, and I suffer from the handicap of writing stories and getting discouraged at how long it will take for me to share them. So, consider this my private playground.
(In other words, this should be a lively place during NaNoWriMo. 😉 )
As such, the only thing I ask is to be respectful. I appreciate feedback and criticisms, but keep them constructive. I shall update the works here as time and publishing schedule permits, but if I am slow to update something you have become attached to, let me know. It will light a fire under my feet to continue.
Some of the works on here contain spoilers if you read The Vampire Flynn Series. I will mark their project page accordingly to warn you, as well as the individual posts for those of you who sign up for email updates. If you have wandered onto this blog and are unfamiliar with my published work, click the link for the Flynn series and it shall take you to the series portal page.
Thank you for visiting,
Peter W. Dawes
Picture Credits:
This work by Peter Dawes is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.


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Subclass of:
053 - Package making
Patent class list (only not empty are listed)
Deeper subclasses:
|Class / Patent application number
|Number of patent applications / Date published
|CONTINUOUS SEALING DEVICE AND STORING AND FEEDING TABLE THEREOF - A continuous sealing device includes: a first roller, having a first circumference, where the first circumference includes a first heat sealing segment; a first heating member, located at the first heat sealing segment, where when the first roller rotates, the first heating member bonds film sheets in a heat sealing manner to form a first bonding segment; a second roller, having a second circumference, the second circumference includes a second heat sealing segment; and a second heating member, located at the second heat sealing segment, where when the second roller rotates, the second heating member bonds the film sheets in a heat sealing manner to form a second bonding segment, and the first bonding segment and the second bonding segment are connected to form an uninterrupted heat sealing wire on the film sheets.
|STRIP PACK DEVICE - A strip pack device is adapted to manufacture a strip-pack product having an article attached to a strip. The strip pack device includes a conveying part, a drawing-in part, a moving part and an attachment part. The drawing-in part is configured and arranged to draw a front end of the article conveyed by the conveying part to a predetermined position. The front end is located frontward in a conveying direction. The moving part is configured and arranged to receive the article at the predetermined position in the drawing-in part, to move the article from the predetermined position in a generally opposite direction of a draw-in direction of the drawing-in part, and to move the article to an attaching position. The attachment part is configured and arranged to attach the front end of the article to the strip after the article has been moved to the attaching position.
|CONTINUOUS BAND FOR MANUFACTURING BAGS FOR HORTICULTURAL PRODUCTS AND SUCH LIKE - The invention relates to a continuous band for producing bags for fruit and vegetable products, formed from a continuous plastic sheet (
|INSTALLATION FOR INDIVIDUALLY TAILORED FILLING OF BLISTER PACKS WITH MEDICATION ACCORDING TO PREDETERMINED PRESCRIPTION DATA - The invention relates to an installation for the individually tailored filling of blister packs (
|PAPER SHEET BUNDLING APPARATUS - A paper sheet bundling apparatus includes a bundling unit
|PACKAGING MACHINE FOR PRODUCING PACKAGING COMPRISING A TRANSPONDER - The invention relates to a packaging machine for packing food products in a plastic packaging, said machine comprising a device for applying a transponder to the plastic packaging, and a system for data exchange between the transponder and a computer unit and/or a regulating unit, by which means data can be transmitted to the transponder or called therefrom.
|By printing
|MEDICINE PACKAGING APPARATUS - A distance from a printing section to a heat sealing section of a medicine packaging apparatus is shortened without generating wrinkles on a package sheet. A unfolding guide
|AUTOMATED DISPENSING SYSTEM - An automated dispensing system includes a container dispensing module for storing and discharging a plurality of small object containers, a printer applicator for printing selected information on a label and positioned to apply the label to a container as it is discharged from the dispensing module, a plurality of product dispensing modules for storing and dispensing a selected number of small objects into a labeled container, a container transport unit, a conveyor assembly for transporting filled containers away, and a control unit for coordinating and controlling operation for the dispensing system. A container transport unit picks a labeled container from the container dispensing module, transports it along a track to a selected product dispensing cell, and travels back along the track to the container dispensing module while the product dispensing module fills and ejects the filled container onto an adjacent conveyor.
|MEDICINE PACKAGING APPARATUS - In a medicine packaging apparatus, a distance from a printing section to a heat sealing section is reduced without generating wrinkles on a package sheet. An unfolding guide
|FOOD PRODUCT SCALE AND RELATED IN-STORE RANDOM WEIGHT ITEM TRANSACTION SYSTEM WITH RFID - A random weight item transaction system include a scale with label RFID tag functionality, service person RFID tag functionality and customer RFID tag functionality. A slicer in proximity to the scale may include service person and bulk food product RFID functionalities. The scale may make weigh transaction data available to a computerized checkout system via a communications link or via writing the information to the label RFID tag.
|MEDICINE DISPENSING SYSTEM AND MEDICINE DISPENSING DEVICE - There is provided a medicine dispensing system configured such that a medicine dispensing device includes a sub unit having a function to dispense medicine that is connected to a medicine dispensing device that includes a main unit having a function of packing medicines. There is also provided a medicine dispensing device that can be appropriately integrated with such a medicine dispensing system. The medicine dispensing system includes, in some embodiments a main unit, a sub unit and a transfer device connecting the main unit and the sub unit. The medicine dispensing system transfers the medicine dispensed in the sub unit to the main unit by means of a transfer device and dispenses the medicine at a medicine packing part together with the medicine dispensed from a main storage part in the main unit.
|MEDICINE SUPPLY APPARATUS - A medicine supply apparatus which comprises, in a case accommodating section
|PACKAGING MACHINE - An improved packaging machine is described, composed of a supporting and containing structure comprising at least one decompression chamber for a vacuum packaging of a product, the chamber being composed of at least one tank covered by at least one basculating bell suitable for welding through perimeter welding bars with which the bell is equipped, such machine being further equipped with communication means connected to processing means and to printing means, the communication means being adapted to transfer operating packaging data of the machine to the processing means and to the printing means.
|METHOD AND APPARATUS FOR ATTACHING ARTICLE TO A CONTAINER - The present invention comprises a method and apparatus for attaching an article, preferably comprising communication media, to a container. The container may be, inter alia, any form of container or receptacle. For example and without limitation, the container may be a gift bag or gift box. The container may comprise paper and/or cardboard or other material. One embodiment of the present invention may comprise a barbed protrusion or flexible biasing elements for securing attachment to the container. The attached article may comprise, inter alia, greeting cards, CD's, DVD's and the like. The apparatus may further comprise opposing grippable surfaces to grasp and securingly hold the article while the apparatus is secured on container.
|On cover having separate closure or on such a separate closure
|Mobile unit for bottling wine - A mobile wine bottling unit includes, among its main parts, a partially closed roll-off case with a compartment, inside which there is bottling equipment: a feeding system for the product to be bottled, a hydraulic connection to a water system, an electric connection to the company's electricity network, a collecting system for bottles to be filled in succession and for conveying them, a station for washing the inside of a bottle, a filling station, a corking/capping station, a capsuling station, a bottle drying station, and a labeling machine.
|SYSTEMS AND METHODS FOR PERFORMING QUALITY ASSURANCE OF BRANDING OF PHARMACEUTICAL/MEDICAL CONTAINERS AND COMPUTER ASSISTED SYSTEMS AND METHODS FOR BRANDING PHARMACEUTICAL/MEDICAL CONTAINERS - In some embodiments, quality assurance systems for verifying branding of at least one medication container associated with at least one of a prescription and medication order are provided. The systems including: a transport system that transports at least one first container branded with a particular branding among a plurality of bran dings to and from a pharmaceutical and/or medical product dispensing system, and transports the at least one first container to the pharmaceutical and/or medical product dispensing system after correcting the particular branding when correction is performed; a scanning system including at least one scanner for scanning identification information associated with the at least one first container; a display that displays order information associated with the identification information received from the scanning system including information indicating a correct branding for the at least one first container; and a pharmacist station for determining whether the correct branding matches the particular branding and correcting the particular branding if the correct branding does not match the particular branding.
|Before or during packaging
|MEDICINE FEEDING DEVICE - There is provided a medicine feeding device which can apply uniform tension to wrapping paper wound in a roll state to wrap a medicine. The medicine feeding device comprises a tablet case which stores a medicine, and the wrapping paper wound in the roll state, wraps a medicine discharged from the tablet case in wrapping paper
|DEBRIS SWEEP AND DRY ASSIST DEVICE FOR STRAP PRINTING - A debris sweep and dry assist device is for use with a strapping machine. The debris sweep and dry assist device is positioned between the strapping machine and an associated strap supply. The device includes a body having a strap inlet and a strap outlet and defining a strap path therethrough. The body has a first wall at about the strap inlet and a second wall at about the strap outlet. The body has a first manifold and a plurality of first branches extending between the first manifold and the first wall to provide a plurality of flow paths from the first manifold to the environs through the first branches. A compressed is gas directed into the first manifold and flows out of the first branches, and is directed onto strap material at a location at about the strap inlet.
|Pill Packaging Machine - A system for packaging unit doses of medication. One pill packaging system comprises a feeding assembly, a pill packaging assembly, and a pill guide. The pill guide may be positioned between the feeding assembly and packaging assembly and comprise a body having inlet and outlet apertures, whereby a pill traveling through the pill guide exits the outlet aperture oriented such that a leading edge of the pill points toward one side of the pill package and the trailing edge of the pill is inclined toward an opposite side of the pill package. Another pill packaging system comprises a pill feeding assembly comprising a pill disk with circumferentially positioned pill slots, a pill packaging assembly, and a sensor, such as a camera, to determine whether more than one pill is positioned in a pill slot on the pill disk.
|PACKAGING ASSEMBLY, IN PARTICULAR CARTONING ASSEMBLY - The invention relates to a packaging assembly comprising a device for transporting a packaging means (
|EMBOSSING DEVICE AND PACKAGING MACHINE COMPRISING THE DEVICE - An embossing device comprises a first embossing roller and a second embossing roller forming a passage for a web of wrapping material to be embossed, which has a main line of extension and a direction of feed; the first embossing roller comprises on its outer surface toothings to make an imprint on the web; a first toothing having a first impression to imprint on said web a first segment of a reference for identifying a section of the web and a second toothing to imprint a decorative pattern on the web; the second toothing comprises a zone without teeth for defining on the web a second, unembossed segment of the reference; the first toothing and the zone without teeth are offset from each other along a directrix of the first roller.
|MEDICINE PACKAGING APPARATUS AND METHOD OF PACKAGING MEDICINE - There is provided a medicine packaging apparatus, which is capable of rapidly coping with errors occurring during processes. The medicine packaging apparatus includes: a medicine supply unit
|On continuous web
|Printer with Split Platen for Printing Web Material and Method - A printer assembly for a form fill and seal machine prints indicia on the top web. The indicia are spaced apart on the top web.
|MEDICINE PACKAGING DEVICE, INK RIBBON RUNNING CONTROL METHOD, INK RIBBON ROLL AND INK RIBBON CASSETTE - Provided is a medicine packaging device. The medicine packaging device includes: a reader-writer that reads information from an IC tag installed at a supply core of an ink ribbon roll detachably installed to an ink ribbon cassette as well as writes information to the IC tag; a motor control unit that controls a winding motor for rotating a winding core, based on a used length of the ink ribbon which is information read from the IC tag, so that the ink ribbon of the ink ribbon roll runs in a winding direction at a higher speed than a feeding speed of a continuous sheet for packaging; and a written information output unit that outputs information showing the used length of the ink ribbon which has been changed due to use of the ink ribbon, to the reader/writer as information written on the IC tag.
|INCISION UNIT TO MANUFACTURE A SINGLE-DOSE BREAK-OPEN PACKAGE - A unit for the incision of a strip made of a plastic material to cut two distinct incisions into two opposite surfaces of the strip; the incision unit has: a conveying device, which feeds the strip along a conveying direction; two support plates, which are arranged on opposite sides of the strip, so that each support plate faces a corresponding surface of the strip; and at least two incision devices, each of which cuts an incision into a corresponding surface of the strip and has a cutting element, which is supported by a support plate, and a contrast element, which is supported by the other support plate.
|Adjunct comprising provision to allow access to contents, e.g., spout, straw, drain, opening, etc.
|STRAW APPLICATOR - An apparatus for applying drinking straws on prefabricated packaging containers includes a drive device for continuous belts of drinking straws wrapped in protective sleeves or envelopes, a conveyor for moving packaging containers past the drinking straw applicator, a separator for separating drinking straws from the belt, as well as an applicator for applying the drinking straw on a side wall of the packaging container. The drinking straw applicator include at least one excenter which is excentrically disposed on a shaft mounted adjacent the drive device. During rotation of the shaft, the excenter is moved from an inner position to an outer position, a drinking straw is picked up at the inner position and is applied on a packaging container at the outer position.
|MODULAR UNIT FOR APPLYING OPENING DEVICES TO PACKAGES OF POURABLE FOOD PRODUCTS - A modular unit for applying opening devices to packages of pourable food products includes a first conveyor for feeding the opening devices successively along a first path, a second conveyor for feeding the packages successively along a second path, a transfer mechanism for transferring the opening devices along a third path from a pickup station located along the first path, to an application station for applying the opening devices to respective packages and located along the second path, and a processing device for performing specific operations on the opening devices prior to application of the opening devices to the respective packages. The transfer mechanism defines a base module of the unit, and the processing device includes different types of processing devices forming part of different auxiliary modules selectively connectable to the base module to define different units for applying the opening devices to respective packages.
|METHOD AND DEVICE FOR FORMING PRE-MADE POUCHES - An apparatus and method for forming cavities in pouches. The packages are used for packaging sterile medical products. The apparatus has a frame and a tongue plate member. A pouch is placed onto the tongue plate member to form a cavity into at least one side of the pouch.
|Unit for Applying Opening Devices to Packages of Pourable Food Products
|Fitment to dispense flowable contents, e.g., spout
|FITMENT DELIVERY SYSTEM - A fitment delivery system for delivering a fitment to an open pouch is provided. The fitment delivery system includes a conveyor disposed along a loop. A plurality of carriers are mounted to the conveyor. A fitment deliverer includes a chute configured to accumulate a predetermined number of fitments in a line and to individually drop the fitments into one of the plurality of carriers. A fitment heater is disposed downstream the fitment deliverer and is configured to heat the fitment to a predetermined temperature. A fitment inserter is disposed downstream the fitment heater. The fitment inserter includes an arm support and a pair of fitment grippers mounted on opposite ends of the arm support. The fitment inserter positioned with respect to the conveyor so as to both pick up and insert the fitment into the pouch at the same time.
|SPOUT MOUNTING METHOD AND SPOUT - A spout mounting method and a spout that enable smooth and high-speed mounting of the spout onto a pouch. The method includes an insertion step of inserting the spout (S) into the pouch (P) so that a mounting portion (IP) of the spout (S) is held between not-yet-sealed opening edges, a temporary fixation step of temporarily fixing the spout (S), inserted in the pouch (P), to the pouch (P), and a sealing step of fixing the mounting portion (IP) of the spout (S), temporarily fixed to the pouch (P), to the opening edges of the pouch (P) by heat-sealing. In the temporary fixation step, the opening edges of the pouch (P) are fixed together by spot-sealing near edges on both sides of the mounting portion (IP) of the spout (S) so that the spout (S) is held by the opening edges of the pouch (P).
|ANVIL DEVICE FOR A FITMENT APPLICATOR - An anvil device (
|SPOUT APPLICATOR - An apparatus for attaching a spout having a flange to a preformed hole in an open-ended container. The apparatus comprises of an applicator system and a mandrel. The applicator system is able to translate a linear motion to an arc motion. The mandrel is attached to the applicator system. The mandrel is adapted to releasably engage the spout.
|Adjunct comprising provision to open package
|Modular Unit for Applying Opening Devices to Packages of Pourable Food Products - A modular unit for applying opening devices to packages of pourable food products includes a first conveyor for feeding the opening devices successively along a first path, a second conveyor for feeding the packages successively along a second path, a transfer mechanism for transferring the opening devices along a third path from a pickup station located along the first path, to an application station for applying the opening devices to respective packages and located along the second path, and a processing device for performing specific operations on the opening devices prior to application of the opening devices to the respective packages. The transfer mechanism defines a base module of the unit, and the processing device includes different types of processing devices forming part of different auxiliary modules selectively connectable to the base module to define different units for applying the opening devices to respective packages.
|Sequencing Unit for Opening Devices for Gluing to Sealed Packages of Pourable Food Products - A sequencing unit operating along a feed path of a number of opening devices for attachment to respective sealed packages of pourable food products includes a conveyor for conveying the opening devices arranged in at least one line, and a releasable stop mechanism interacting with the opening devices downstream from the conveyor along the path. The stop mechanisms are normally set to a first configuration, in which they arrest the opening devices along the path, and are movable into a second configuration allowing travel of the opening devices. The unit also has a push mechanism traveling at predetermined intervals past the stop mechanism to move the stop mechanism from the first configuration to the second configuration, so that the opening devices are fed in sequence and at a predetermined rate through the stop mechanism.
|Dual drum configuration for transverse direction application of zippers - A drum configuration uses first and second rotary drums to apply alternate zipper segments in a transverse direction to a sheet of moving web or film. This allows the web to maintain a constant speed without the intermittent pausing while the zipper segments are sealed to the web.
|Tear string or tape under cover
|Cover weakened for tearing
|Vertical Packager with a Laser Marking Mechanism for Marking Crossway Placed Tear or Pre Cut Lines on Said Packages - This vertical packager comprises a packing sheet (
|Cover weakened for tearing, e.g., having integral tear strip
|Medicine Dispensing and Packing Apparatus - Provided is a medicine dispensing and packing apparatus including a sheet feeding apparatus, a medicine putting unit, a sealing apparatus, and a control unit. The control unit controls the sheet feeding apparatus and the sealing apparatus to pack medicine. A plurality of packets formed by the sheet feeding apparatus and the sealing apparatus include a plurality of medicine-containing packets and a plurality of empty packets in which the medicine is not packed. The control unit controls the sheet feeding apparatus and the sealing apparatus to: form the plurality of empty packets upstream of the plurality of medicine-containing packets in the feeding direction; and form at least one empty packet of the plurality of empty packets such that the lengthwise size thereof is smaller than that of each of the plurality of medicine-containing packets.
|Adjunct comprising nonencircling strip, e.g., stamp, label or gap filler
|Packaging Machine - A packaging apparatus wherein each product is packaged by enveloping the product in flexible packaging material. A programmed microprocessor calculates the length of flexible packaging material needed to package the product based on the physical dimensions of the product, calculates the weight of the flexible packaging material needed, and calculates a total package weight as the sum of the weight of the product and the calculated weight of the flexible packaging material. A printer prints information specific to the product that is being packaged onto a label that is then affixed to the flexible packaging material prior to the product being packaged. The information can be a function of the package weight, and the calculated total package weight can be communicated from the microprocessor to the printer. Finally, the product is packaged in the flexible packaging material having the label already affixed thereto.
|METHOD OF TAGGING SQUARE BALES - A method and apparatus for inserting a tag into a bale of agricultural material is disclosed. The tag is inserted into the bale material, during bale production, such that the tag is within the bale material, but within reading distance of an outer surface of the final bale. In square bales, the tag is placed in either the first or last slice of the bale. In round bales, the tag is place in the outer circumferential layer of the bale as it is formed. The tag may be gravity fed or forcibly fed into the stream of crop material as it passes from the baling apparatus pick-up to the baling chamber. A system for identifying and tracking an individual bale is also disclosed.
|Applied to package
|MEDICINE DISPENSING APPARATUS - A medicine dispensing apparatus fills a vial having a polygonal cross-sectional shape with medicines to dispense the medicines. The apparatus contains a stocker, a first vial transporting unit, a vial orienting unit, a labeling unit, a second vial transporting unit, a medicine filling unit, and a vial discharging window. The stocker stores the vial. The first vial transporting unit transports the vial from the stocker to the labeling unit. The vial orienting unit adjusts an orientation of the vial. The labeling unit labels the vial. The second vial transporting unit transports the vial from the labeling unit to the medicine filling unit. The medicine filling unit fills the vial with the medicines. The second vial transporting unit further transports the vial from the medicine filling unit to the vial discharging window, where the vial is discharged through the vial discharging window.
|STRIP-PACK MANUFACTURING APPARATUS - A strip-pack manufacturing apparatus for attaching an end part (Z) of a bag (X) to a strip comprises holding means for holding the bag (X) and transporting the same to a predetermined attaching position; a pair of rollers (
|STRIP- PACK MANUFACTURING APPARATUS - A strip-pack manufacturing apparatus is adapted to manufacture a strip-pack in which at least first and second articles are attached to a strip. The strip-pack manufacturing apparatus includes an attachment part and an orientation control part. The attachment part is configured and arranged to attach an end portion of each of the first and second articles to the strip. The orientation control part is disposed downstream of the attachment part, and configured and arranged to control the orientation of the first article attached to the strip prior to the second article while the attachment part attaches the second article to the strip.
|DEVICE AND METHOD FOR EVAPORATING WATER FROM A COMPRESSOR - A system for evaporating excess water from a source includes a housing having: an air inlet, the air inlet directing air in a first direction; an air outlet; a plurality of channels arranged generally perpendicular to the first direction, the channels having undulations; and a water reservoir that feeds water into the channels. In some embodiments, baffles are created with walls that depend from the ceiling of the housing and that are interdigitated with dividers that separate the channels. This configuration can remove water generated by the source (such as an external compressor unit) in a quick and efficient manner.
|STRIP-PACK APPARATUS - A strip-pack apparatus is positioned between an upstream mechanism and a downstream mechanism and adapted to process products and to manufacture a strip pack. The strip-pack apparatus includes a moving mechanism, an affixing mechanism, an operating mode selecting unit and a control unit. The moving mechanism is configured and arranged to selectively move the products to an affixing position or the downstream mechanism. The operating mode selecting unit is configured and arranged to receive a selection input for an operating mode between a strip pack manufacturing mode in which the moving mechanism moves the products to the affixing position and a product passing mode in which the moving mechanism moves the products to the downstream mechanism without moving the products to the affixing position. The control unit is configured to control operations of the moving mechanism and the affixing mechanism according to the operating mode that has been selected.
|To seal package
|STRUCTURE OF A TAPE APPLYING DEVICE OF A BOX SEALING MACHINE - A tape applying device includes a plate, front and rear swinging arms pivoted on the plate, a pressing wheel pivoted on each of the swinging arms to make an adhesive tape stick on a box, a connecting rod pivoted to both the front and the rear swing arms, a cutting mechanism interposed between the front and the rear swinging arms to sever the adhesive tape, a first restoring extension spring joined to the connecting rod, and a second restoring extension spring joined to the rear swinging arm; the front swinging arm is co-movable with the rear swinging arm and the connecting rod, and it has no extension spring directly connected thereto therefore the front pressing wheel won't produce such a reacting force as to cause a box to cave in when the box is moved rapidly onto the front pressing wheel for the adhesive tape to stick thereon.
|Case Sealing Apparatus with Multiple Operational Modes - A case sealing apparatus includes a frame structure including a case conveyance path extending from a case infeed station to a case outfeed station. First and second side conveying units extend between the infeed station and the outfeed station. The first and second side conveying units are moveable toward and away from the conveyance path for engaging opposite sides of cases to move cases of various widths from the infeed station toward the outfeed station. A lower tape head assembly is positioned along the conveyance path to apply tape to case bottoms. The lower tape head assembly is movable between a lowered position for taping and a raised position for changing tape. An upper tape head assembly is positioned along the conveyance path to apply tape to case tops. The upper tape head assembly is vertically movable to accommodate cases of various heights. A control system controls movement of the first and second side conveying unit, the upper tape head assembly and the lower tape head assembly. The control system includes one or more of a multi-size case mode, a case size lock mode and a tape change mode.
|Adjunct comprising package encircling sealing strip
|APPARATUS FOR PROCESSING BALES, FOR AGRICULTURAL MACHINES - An apparatus for processing bales, for agricultural machines provided with a chamber for forming a substantially cylindrical bale. The apparatus includes at least one structure for supporting a reel of banded material, of the type of a net, a polymeric film, and the like, designed to wrap the bale. The apparatus includes means of movement of a device for the transfer and delivery of an end flap of the reel to the forming chamber; such device is provided with an end blade which can move along a work path, from a first limit position, in which the blade is proximate to the reel supported by the structure, for the withdrawal of the end flap, to a second limit position, in which the blade is facing toward the chamber, for the delivery of the flap to the chamber, and vice versa, such limit positions having substantially the same height from the ground.
|Opening device for outer wrapping and method for forming - Provided is a tamper proof outer wrapping with a reinforced tear zone. The reinforced tear zone includes a tear tape affixed between two layers of the wrapping material. A perforated line runs parallel to the reinforced tear zone on each of the reinforced tear zone. A tab is formed at one end of the reinforced tear zone. The tab is pulled to separate the reinforced tear zone from the remaining wrapping material and open remove the outer wrapping. The wrapping can be used on packages containing smoking articles such as cigarettes or orally consumed products such as candy or pouched tobacco products.
|Adjunct comprising provision to secure cover
|Clamp Device and Packaging Box Assembly Incorporating Said Clamp Device - A clamp device clamps together two panels having aligned receiving holes, and includes a tubular wall adapted to be inserted into the aligned receiving holes and having a through hole, first and second abutment plates connected hingedly and oppositely to the tubular wall within the through hole, first and second clamping plates projecting transversely and respectively from the first and second abutment plates, two resilient arms projecting from the second abutment plate and respectively having engaging ends, and a locker having two groove sidewalls formed on the first abutment plate and confining a groove therebetween. The clamping plates move away from each other to a clamping position when the abutment plates abut against the tubular wall. The groove receives and locks the engaging ends when the abutment plates abut against the tubular wall, thereby locking the clamping plates in the clamping position.
|Plant for applying protective membranes on beverage cans - A rotating plant for the application of protective membranes of a stretchable plastic polymer on the upper rim of beverage cans includes equal operating devices movable along radial trajectories of a turntable that provide for the circular movement, the radial movement and the vertical movement required and sufficient for applying the membranes.
|PROCESS AND APPARATUS FOR PRODUCING TOBACCO BAGS - In order to produce tobacco bags from sheet material having a pocket and a fold-over flap and a tape as closure means, the tape is applied (as are possibly further applications) to a continuous sheet-material web (
|Staple or clip
|PACKAGING SYSTEMS WITH CLIP BLOW OFF AND RELATED CLIPPER ASSEMBLIES, METHODS AND COMPUTER PROGRAM PRODUCTS - Embodiments of the invention provide clip blow-off pulses of pressurized gas to clip dies using pressurized gas diverted from an onboard knife, gate and/or punch cylinder/valve during a reset or idle period of a clipping cycle and may be particularly suitable for rotating platform systems with circumferentially spaced apart respective clipper stations. Packaging systems include at least one clipper assembly with at least one pulse valve in communication with a pressurized gas (e.g., air) supply configured to generate a respective clip blow-off pulse of pressurized gas across a clip die.
|PACKAGING MACHINE FOR PACKING ROLLS OF PAPER AND THE LIKE - A packaging machine including an insertion station for inserting the rolls in wrapping sheets; a feed path of the rolls; a conveyor for feeding the rolls along the feed path; and a folding station adapted to be equipped alternatively with different types of folding members, as a function of the type of pack to produce.
|FACTORY LAYOUTS OF PACKAGING APPARATUS WITH CLIPPERS - Factory layouts of packaging apparatus modules include a frame with a base adapted to reside on a support floor, the frame having opposing right and left hand frame sides and at least one lateral beam that extends therebetween, the right and left hand frame sides comprising respective upwardly extending frame portions which are configured to reside on opposing sides of a longitudinal product travel path having an axially extending centerline; and a clipper mechanism configured to selectively attach to either one of the right and left hand frame sides in a manner that positions the clipper mechanism at a substantially common operative full-clip location in the product travel path when mounted to either the right or left hand frame sides to thereby allow build options with selectable mounting orientations.
|CRIMP CONTROL APPARATUS - A crimp control apparatus includes a threaded connection between a dipper and a punch to adjust the distance between the die and the bottom of the cylinder. In one aspect, the apparatus includes a cylinder, a connector, and a cylinder mount bracket, the cylinder mount bracket bore having threads engagable to threads of the connector, and a lock in the cylinder mount bracket to restrict movement of the connector through the cylinder mount bracket bore. In another aspect, the apparatus includes a cylinder, a piston within the cylinder and having a piston shaft, a stud extending from the piston shaft and having threads, a punch holder having threads engagable to the threads of the stud, a lock to lock the position of the stud and the punch holder, and an adjustment device in the piston shaft.
|ROTATING MULTI-CLIPPER PACKAGING SYSTEMS - Apparatus, systems, devices, methods and computer program products configured to provide one or more of the following: improved rotary table or platform packaging systems, improved adhesive (glue) based film seal systems, and/or easier loading or releasing mounting systems of horns, forming collars and/or sprockets.
|CLIPPER MECHANISMS AND RELATED DEVICES - Pivotable clipper assemblies for attaching closure clips to a product held in casing and/or netting include a retractable clipper mechanism having a clipper body configured to deliver clips to a clip window and attach the clips to the casing and/or netting; and a pair of clipper gathering plates attached to the clipper body so that the clipper gathering plates retract with the clipper mechanism, wherein, in operation, the clipper gathering plates gather casing and/or netting upstream of a product held therein prior to attachment of clips to the gathered casing and/or netting by the clipper mechanism.
|ROTATING MULTI-CLIPPER PLATFORM SYSTEMS WITH COOPERATING ADHESIVE SEAL MODULES, ADHESIVE SEAL SYSTEMS AND ASSOCIATED DEVICES AND RELATED METHODS - Apparatus, systems, devices, methods and computer program products configured to provide one or more of the following: improved rotary table or platform packaging systems, improved adhesive (glue) based film seal systems, and/or easier loading or releasing mounting systems of horns, forming collars and/or sprockets.
|Bag closing
|Deformed staple or clip
|AUTOMATED CLIPPERS - Pivotable clipper assemblies for attaching at least one closure clip to a product held in netting include a pivotable clipper mechanism having a clipper body configured to deliver clips to a clip window and attach the clips to netting and a first cutting cartridge mounted to the pivotable clipper mechanism. The first cutting cartridge includes: (a) a knife; (b) an actuation cylinder with a rod in communication with the knife that advances and retracts the knife; and (c) an anti-rotation block attached to a rear of the knife intermediate the knife and rod to inhibit the knife and rod from rotating, wherein, in operation, the first cutting cartridge pivots with the clipper mechanism.
|AUTOMATED PUSHER MECHANISMS FOR PACKAGING SYSTEMS - Automated pusher mechanisms with pusher heads that reciprocally travel in a product chute. The pusher head has a laterally extending planar forward portion and semi-circular side portions.
|AUTOMATED PUSHER MECHANISMS FOR PACKAGING SYSTEMS - Automated pusher mechanisms with pusher heads that reciprocally travel in a product chute. The pusher head has a laterally extending planar forward portion and semi-circular side portions.
|CLOSURE CLIP AND DIE FOR CLOSING SAID CLIP - The invention relates to a closure clip for closing tubular or bag-shaped packing casing for packing loosely goods or foodstuff. The closure clip includes two arms extending at least substantially in a plane and at least substantially parallel to each other, having first and second ends and inner and outer surfaces. The closure clip further includes a bottom portion arranged in the plane defined by the arms, having an inner and an outer surface and connecting the arms by their first ends, thereby forming a substantially U-shaped closure clip. The closure clip further includes at least one arbor having a first end and a second end that extends from the inner surface of the bottom portion, to which the arbor is coupled by its first end between the arms and parallel thereto. The closure clip further comprises a die for closing the closure clip. The closure clip further comprises two guide channels for guiding the second ends of the closure clip, which are separated from each other by a land.
|PACKAGING SYSTEMS WITH CLIP SPOOL CRADLES - Apparatus, systems, devices, methods and computer program products configured to provide one or more of the following: clip spool cradles, improved rotary table or platform packaging systems, improved adhesive (glue) based film seal systems, and/or easier loading or releasing mounting systems of horns, forming collars and/or sprockets.
|Closing Clip for a Packaging Tube and Device for Treating Said Closing Clip - The invention relates to a device and method involving closing clips designed for closing a flexible packaging tube, comprising two clip limbs (
|BREECH LOADER PACKAGING SYSTEMS AND ASSOCIATED COMPUTER PROGRAM PRODUCTS - Systems for enclosing at least one target product in a covering material, include an elongate product chute having an outer surface and opposing receiving and discharge end portions with an interior cavity extending therethrough and an elongate breech loading chute alignably positioned generally above the product chute, the elongate loading chute configured to direct at least one target product into the product chute.
|CLOSING TOOL ASSEMBLY - A closing tool assembly for a clip machine, in particular for a sausage clipping machine, containing: at least one first and at least one second tool holder, which can be moved to positions opposite each other and reversibly towards each other, and each of which supports at least one first and at least one second closing tool, wherein the first and second closing tool are each replaceably held on the first and the second tool holder by means of a fixing device. A linear guide contour is further provided on at least one of the two tool holders, and a linear guide counter-contour complementary thereto is further provided on the associated closing tool.
|AUTOMATED CLIPPERS - Pivotable clipper assemblies for attaching at least one closure clip to a product held in netting include a pivotable clipper mechanism having a clipper body configured to deliver clips to a clip window and attach the clips to netting and a first cutting cartridge mounted to the pivotable clipper mechanism. The first cutting cartridge includes: (a) a knife; (b) an actuation cylinder with a rod in communication with the knife that advances and retracts the knife; and (c) an anti-rotation block attached to a rear of the knife intermediate the knife and rod to inhibit the knife and rod from rotating, wherein, in operation, the first cutting cartridge pivots with the clipper mechanism.
|Tie string or wire
|Bag closing
|CLIPPING DEVICE - The present invention relates to a clipping device for closing at least one closure means, like a closure clip, in a packaging machine, for closing tubular or bag-shaped packaging casings as well as a method for controlling a clipping device. The clipping device comprises a first closing tool and a second closing tool, wherein at least the first closing tool is reversibly movable towards the second closing tool, between an opened position and a closed position, for closing the at least one closure means and a drive means for reversibly moving at least the first closing tool towards the second closing tool in a closing direction. In the inventive clipping device, a monitoring device is provided in the region of the second closing tool for monitoring the second closing tool being prepared for the next clipping cycle.
|Packaging - A method and apparatus for applying a tie around the gathered open end or neck of a bag to close the bag. A feed device (
|Twisting of string or wire
|BAG TYING APPARATUS HAVING OVER-TRAVEL COMPENSATION ASSEMBLY FOR HOLDER-SHEAR DRIVE ASSEMBLY - A bag tying apparatus for tying a ribbon about a gathered neck is provided. A holder-shear drive assembly moves a holder-shear assembly from side to side to grip and cut the ribbon. An over-travel compensation assembly compensates for over-travel of the holder-shear drive assembly relative to the travel of the holder-shear assembly.
|Adjunct comprising string or wire
|DEVICE FOR INSERTING DISTANCING CORDS - In order to insert at least two zick-zack-extending cords (
|Packaging for Electrical Equipment - Packaging for electrical equipment is disclosed in which metal electrically conductive staples are stapled—in contrast to tacked—through the packaging to provide an electrical path between the inside and the outside of the packaging. On the inside of the packaging, each staple clutches and is electrically connected to a wire that is connected to a jack on the electrical equipment. This provides an electrical path between the outside of the packaging and the electrical equipment. When the electrical equipment is to be tested or configured, the testing tool is connected to the staples on the outside of the packaging with spring-load clips. This provides as many electrical paths between the testing tool and the electrical equipment as necessary or desirable and for very little cost.
|Adjunct comprising means to protect contents, e.g., padding or spacer
|ARTICLE DISPENSING - An apparatus for dispensing sorbent canisters into containers includes a first wheel and a second wheel, disposed to rotate with each other. A first plate is disposed between the first and second wheels and a second plate is disposed on a side of the second wheel opposite the first wheel.
|To protect contents from binder
|DEVICE AND SYSTEM FOR APPLYING EDGE PROTECTORS ON A STRAPPED PACKAGE - A device arranges an edge protector on a package. The device includes a drive wheel for moving the device along a guiding rail from a point of departure to the package and from the package to the point of departure. A motor is carried by the device and drives the drive wheel. A clamp mount includes a movable clamping jaw and a counter bearing for taking up the edge protector in an open position of the clamping jaw and to hold it in a closed position of the clamping jaw. The motor drives the drive wheel and acts on a power transmission assembly to induce opening and closing of the clamping jaw. A device for strapping packages having the edge protector applicator includes a frame carrying a press plate above a vertically movable packing table. The press plate has running rails on which the edge protector applicator is movably mounted. The applicator device is mounted below the press plate.
|Stack-Top Dunnage - The stack-top dunnage can have a sheet having two opposite end sections and a center section therebetween; each end section being successively folded thus forming a thicker ledge portion. The stack-top protector can be placed on top of a stack and the ledges thence receive tie bands that tie the stack to a pallet for shipping.
Patent applications in all subclasses WITH COVER-ADJUNCT APPLICATION OR FORMATION


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