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Academic service-learning is a relatively new pedagogy that uses service activities to support traditional teaching methods, giving students a better understanding and ability to remember and carry out functions/skills taught in class. Although its use in human resource development courses has rarely been reported in the literature, preliminary research appears to suggest that academic service-learning would be an ideal teaching method for instilling in students the skills and/or traits necessary to be successful in human resource development (e.g., intellectual versatility, adult learning insight, and industry understanding).
Academic Service-Learning in the Human Resource Development Curriculum
According to the National Service Learning Clearinghouse (NSLC, 2001), academic service-learning (academic SL), or service learning, has roots dating back to 1903 and the Cooperative Education Movement founded at the University of Cincinnati. Then, about 1905, William James and John Dewey began developing intellectual foundations to service-based learning (NSLC, 2001). Dewey, who believed experience is always the starting point of an educational process—never the result (Knowles, Holton, & Swanson, 1998), saw experience as superior to traditional teaching methods. In fact, Carver (1997) explained Dewey's beliefs thus:
The educational value of an experience is derived from the way the experience contributes
to the students'
development (principle of continuity) as well as the immediate nature of students' relationships with their
environment (principle of interaction). It takes into consideration not only the explicit curriculum but also
the lessons people acquire by participating in activities… (p. 145).
Despite Dewey's (1938) vision and his many writings on the future of formal education, the pedagogy has
Key words and Concepts: Service-Learning, HRD Competencies, and Adult Learning
not taken hold to the extent he had envisioned. One
way it has been implemented, however, is through
the academic SL movement that has grown across the U.S. throughout the 1990's and into the twenty-first century. Initially, the pedagogy was implemented in a very small number of fields (e.g., nursing), but gradually educators have begun to recognize the value of combining service assignments with other methods of teaching course content in a large variety of disciplines including human resources. The implications of the growth of academic SL in both field and scope appear to be an increase in student learning, understanding, and ability to synthesize and duplicate the knowledge in real-world situations.
Research (e.g., Kenworthy-U'Ren, 2000 & Rama, Ravenscroft, Walcott, Zlotkowski, 2000), has been done to examine the efficacy of using academic SL in a variety of courses and disciplines with positive results, but this article is among the first to report how the pedagogy might be used to improve student learning in human resource development (HRD) courses. This profession, as described by Richard Swanson and Elwood Holton III, is "a process for developing and unleashing human expertise through organization development and personnel training and development for the purpose of improving performance" (2001, p. 4). Necessarily, the course is very theoretical, and that is why it is an especially good candidate for the academic SL technique. Once theory and models are taught, SL can help students understand the practicality of implementing the various models. The authors argue, therefore, that educators should consider integrating academic SL projects into courses throughout the HRD curriculum.
Theoretical Framework
Even though academic SL is said to be a relatively new pedagogy, some claim it has been used on a limited and informal basis for years. Academic SL is a form of experiential learning. It adds reflection to a learning experience to prepare students to think critically and understand career-related concepts when they enter the workforce after graduation. It also provides participants a hands-on, course-based, credit bearing opportunity to learn course content and other valuable and practical skills in a variety of disciplines.
The addition of the word academic to the term service-learning appears to be an important way to dispel myths about the practice. When educators first began using the term SL in 1966-1967, it was in reference to class projects such as picking up garbage along a highway. The practice has evolved, however, into an actual pedagogy that must reinforce course content. Institutions, faculty, students, and communities that still foster the former notion about SL may actually be more inclined to implement a pedagogy known as academic SL.
Educators are sometimes confused between SL and other forms of experiential learning (e.g., internships, co-opts) and general volunteerism efforts. Although the definitions of academic SL vary throughout the literature, understanding what it is can help in distinguishing it from other forms. One often cited definition by Rice (as cited in Bush-Bacelis, 1998) is that:
Academic service-learning is a method by which students learn and develop through
active participation
in thoughtfully organized experiences that meet actual community needs and are coordinated with the
academic and local communities (Perkins, 1994)…[academic SL] requires the infusion of the classroom
content into the community service experience. The students and professor work together to connect
content with the students' active involvement in the community. Effective learning modules include three
main criteria: meaningful service, connection to course content, and active reflection on the service-related
learning. (p. 20)
This is a useful explanation of service learning in three ways. First, it reveals
that, although students can direct their own projects, the educator's role is to help
students make appropriate connections (theory and knowledge to practice) through reflective
activities. Second, it stresses the fact that the projects are designed around a specific
community need. So, the service is mutually beneficial to the students and the community.
The students are filling a genuine need within the community with projects that are
directly related to course concepts. Third, (similar to the first two) it illustrates
the idea that the service should be meaningful, and the projects should be infused
into classroom content. In other words, service-learning projects should be academically
combined with traditional teaching methods to heighten learning. The term traditional
teaching methods refers to the long-established practice of educating via textbook,
secondary research assignments, and lecture, yet this form gives little attention
to students' need to experience the systems and processes that are discussed. Academic
SL combines these methods with hands-on experience to cement the learning.
In understanding the pedagogy, it is also important to understand the term community partners. This term refers to the hosting organization for service projects. These organizations are often (but not always) non-profit, small, and understaffed and therefore have great need for the service provided by the students. This creates a mutually beneficial relationship between the students and the community partners. Bush-Bacelis (1998) explained that the community partner "becomes the context in which students apply [course] principles. Their thinking goes beyond the textbook and classroom as soon as they become involved with the organization. They think more globally and they apply principles" (p. 25).
Much of the theoretical framework for this article comes from the works of David Kolb (1984) who is recognized by a majority of SL researchers (e.g., Carver, 1997; McGoldrick, Battle, & Gallagher, 2000) as a leading theorist in the dialogue. Kolb defined learning, as "the process whereby knowledge is created through transformation of experience" (p. 38). He also noted that, because learning is a continuous process that is grounded in experience, all learning could be seen as relearning. His theory started with a model for experiential learning. The model has four steps which, according to Swanson and Holton (2001), included (1) concrete experience—being fully involved in here-and-now experiences; (2) observations and reflection—reflecting on and observing their experiences from many perspectives; (3) formation of abstract concepts and generalization—creating concepts that integrate their observations into logically sound theories; and (4) testing implications of new concepts in new situations—using these theories to make decisions and solve problems (pp. 167-168). The model has had widespread use and has also provided the general framework for a large number of studies. However, Swanson and Holton explained that the reason few have tested this theory is because of innate problems with Kolb's instrument.
Gagne (1972) also provided a practical framework for guiding the implementation of an academic SL component into the classroom (Knowles, Holton, & Swanson, 1998, pp. 15-16). He identified five domains of the learning process, which we have used to illustrate the different components of effective academic SL design.
1. Motor skills: developed through practice (SL fosters these skills in the learners).
2. Verbal skills: presentation within an organized, meaningful context (skills are learned during the in-class lecture portion and are developed through practice with the project).
3. Intellectual skills: prior learning of prerequisite skills (SL increases these skills, which students use in future experiences, Dewey's principle of continuity).
4. Cognitive strategy: learning requires challenges to thinking (this is the portion missing from Kolb's model; it is, however, present in service-learning through reflection).
5. Attitudes: learned most effectively through human models and vicarious reinforcement (attitudes toward learning can change when a student understands how the subjects are relevant, which understanding is certain when the student participates in activities in which the knowledge is applied).
Although Gagne did not envision experiential learning per se when he developed his theory, it fits nicely with the elements practiced in properly designed academic SL. And, when used in conjunction with the Kolb model, Gagne's framework illuminates the fundamentals of SL.
Purpose and Research Questions
The purpose of this paper was to investigate the applicability of using academic SL within HRD courses. It examines how this pedagogy could help students at all levels of higher education learn and retain HRD-related knowledge and skills. The study explicitly examined the following questions in relation to HRD and academic SL: First, what learning and other benefits do students experience or gain from participating in academic SL projects and programs? Second, what initial framework can describe the connection between academic SL and HRD education? Finally, what are some ideas and guidelines to assist faculty in adding academic SL projects to their course curriculum?
Research Methods
This exploratory research project was primarily based on a textual analysis of the literature previously published on academic SL. In addition, some qualitative data gathered from interviewing students for a larger study will be reported in this article as well. Finally, the primary contribution of this project is to propose, through analyzing the results of the textual analysis and interview data, an integrated framework for SL in HRD.
Because of the exploratory nature of this study, these qualitative methods (textual analysis and interviewing) were selected. As is important in exploratory research, these qualitative methods provided authors opportunities to probe and investigate, at a deeper level, questions that arose throughout the data collection and analysis phases of this study. This was imperative in the compilation and creation of the proposed framework presented later in this paper. It is important to note, however, that these qualitative methods do limit the generalizability of the findings. Nevertheless, they do provide a foundation for future empirical studies in this area.
First, academic SL scholarly articles in the business and educational arenas were
located by searching a variety of scholarly indexes, and approximately 80 of the most
relevant articles were selected for initial review and use. In addition, ten related
books were reviewed. Each piece of literature was read thoroughly, underlined, and
annotated by both authors. Then all of the highlighted text and notes were typed word-for-word
into a word processing document. Next, each author re-read the keyed portions of the
articles and categorized or nodded all of the text into carefully selected service-learning
themes (e.g., definition, pedagogical differences, reflection, citizenship, examples,
theoretical frameworks, student learning, and need). The information was transferred
and entered into the computer program NVivo, which allows easy coding and recalling
of themes.
Second, researchers interviewed ten students who had completed an academic SL project in a human resource undergraduate course during the spring of 2003. As previously stated, a full report of this study is the basis for another article. However, a few selected statements from these interviews do assist readers in understanding student perspectives of SL projects in a related field. One or both investigators interviewed each student who participated in the course. Importantly, the interviews took place about two weeks after the semester had ended and after the grades were posted. This was done for two reasons: 1) to allow students to be as open and honest as possible, and 2) to allow students time to step back from the stress of the project's completion.
Through the interviews, students were asked probing, open-ended questions which were meant to get them to discuss several specific aspects of their experience. Each of the interviews were transcribed and then reviewed by both authors. The key points were pulled out and nodded into common themes that were selected after the interviews. At that point, the names and identifying information of each participating student were concealed and the nodded interviews were entered into the computer research program titled NVivo. Relevant responses to this article are those that address the first research question: What learning and other benefits do students experience or gain from participating in academic SL projects and programs? These responses were separated from the larger study to be used in this article.
Finally, as previously explained, data gathered from the literature and the qualitative student interviews were critically analyzed. The similarities and differences between the student's responses and the existing literature were explored. Keep in mind, however, that specific academic SL HRD-related literature was not available. Hence, competency-based HRD literature was explored to investigate the similarities between HRD competencies and other business-related competencies. McLagan's (1989) model of competencies and skills required for success in an HRD profession was foundational in this process. This work resulted in the creation of an integrated framework for the consideration and possible benefits of SL in the HRD curriculum.
Results and Discussion
This section will focus on reporting findings based on each of the three research questions. First, the benefits to students who participate in academic SL in HRD curricula will be discussed. Second, a theoretical framework will be presented that takes an initial look at the possible interaction between academic SL and HRD education. Third, suggestions for implementing service learning into HRD and related areas will be communicated.
Benefits for Students
McCarthy and Tucker (2002) believed that the need for academic SL has developed because of increasing focus at institutions of higher learning on extrinsic, reward-based outcomes of education (e.g. for students to leave college with a degree in-hand). This, McCarthy and Tucker said, ignores the intrinsic need to further academic understanding and ability to carry out the functions of a job. In other words, McCarthy said: "Increasingly, the campus is being viewed as a place where students get credentialed and faculty get tenured, while the overall work of the academy does not seem particularly relevant to the nation's most pressing civic, social, economic and moral problems" (p. 629). Academic SL has evolved since the early 1990's to address each of these problems and has been adapted to a variety of subjects, which makes it more effective. The primary focus of this study was on the text from literature related to business courses and academic SL. Easterling (1997) for example, took a broad view of how the pedagogy has been implemented into a variety of business curricula at various institutions across the country. He explained:
Service-learning may be successfully pursued in a variety of business courses. For
example, at Bentley
College, a) accounting students have redesigned billing procedures for a large multi-service city hospital,
b) business communications students have created outreach materials for an agency…c) finance students
have designed and presented workshops on establishing credit and managing personal finances to clients
in a transitional homeless program, and d) operations management students have developed an effective
clothing distribution system for clients at the largest women's shelter in the Boston area. (p. 60)
In the textual analysis, a number of findings were discovered related to topics such
as pedagogical differences, self-confidence, motivation, teamwork, challenges, benefits,
and more. In the following section, the reported pedagogical differences between academic
SL and traditional teaching methods, the motivations for teaching or learning in advanced
education, and the collateral and course content student learning that is expected
to take place in each well designed academic SL project will be discussed.
Discovering the pedagogical differences between teaching methods was the express purpose for one empirical study reported by Rama et al. (2000). Two sections of the same course taught during the same semester were compared, one using service learning, and the other applying only traditional teaching methods. According to their findings, "S-L students self-reported an enhanced ability to apply course principles to new situations and an increased ability to solve real problems in the course area […and an] increase in their interest in the subject matter" (p. 670). Even though Rama et al. found "no statistically significant difference in final course grades between SL and control students," findings did show that SL students "scored significantly better on the essay portion of the final exam, and attended class more regularly" (p. 667).
The results of the essay portion of the test seem to indicate that the academic SL students gained a deeper understanding of core concepts than students in the control group. The control students could regurgitate facts and figures for the exam, but the academic SL students could formulate coherent answers to questions that required thought and understanding. According to Kenworthy-U'ren (2000), even tests, case studies, and research papers did not match the learning of an academic SL experience:
Service-learning provides students with a nontraditional, service-oriented social
context for management
education. It challenges them to confront, sort through, and excel in the dynamic, chaotic, nonlinear
environment of a community-based organization. Real-world learning takes place as they simultaneously
assume the role of professional consultants producing "goods" that will, in fact, be used. (p. 58)
This statement has important implications to HRD. For example, through academic SL
participation, students gain experience in the profession of their choice. Therefore,
it can be presumed, when academic SL is implemented in an HRD course, students would
increase their knowledge of and experience in traditional HRD competencies (e.g. technical,
business and interpersonal) (McLagan, 1989). Furthermore, service-learners obtain
a diversified understanding of the types of companies in which they will be working,
gain general understanding of business culture, and come to realize their prospective
roles as an HRD professional in implementing interventions.
To further explore SL student benefits, the interview responses of undergraduate students were analyzed. The subjects in this study were 10 human resources students who had recently completed a compensation and benefits project. Although the following student statements may reflect competencies needed for these functions, they provide insight into the learning benefits an academic SL can have in other human resource courses including HRD, organization development, and training and development.
In addition, students perceived other non-learning-based benefits for having participated
in the academic SL experience. In the interviews, one student explained: "I can sit
in a class and learn but if I'm not doing something it is not going to stick and benefit
me long term… like at work people can tell me what to do and I'm just dumbfounded.
And then they show me once and I think, oh, ok. Now I can actually do it." Interestingly,
at least three of the students stated that, although the class was an elective in
a subject about which they previously had no interest, they were now interested in
working in the human resources field. One student interviewed explained, "I learn
a lot better hands-on than going to class and through reading the chapters" while
another said that he would take another service-learning class if he actually cared
about learning the course material. It appears that many students who had experienced
both academic SL and traditionally taught courses recognized that they learned and
remembered more with the academic SL pedagogy.
Other student's statements are listed in Figure 1.
Figure 1
Perceptions of Learning from SL Experience
Student Phrases – Statements about learning from SL experiences
• "I learned a great deal about the difficult nature of an organization or business
to balance the value of their employees and what they could afford to pay."
• "I learned how to figure out how to compensate people – when I need to know that for a job I'll be able to use these skills."
• "I understand compensation because of this project and have more competence in the concepts."
• "I just got an internship and I told him how I did write job descriptions and task inventories in this experience and he wants me to do it for them."
• "I learned the value of job descriptions and how that is important for training."
• "I learned a lot about the role of HR and how it fits into an organization. I had
no idea before the class."
• "I learned that HR is a lot more than just compensation, benefits, and monthly statements."
• "I learned how to do a job analysis and would feel comfortable going about doing it again."
• "It helps you to be able to understand what it takes to work in HR."
• "You can actually see how it really works – actually do the things – it really enhanced the learning experience."
• "Just talking to people at the site was a learning experience – I've never done
that and tried to act professional and be confident and organized" (helpful especially
for consultants).
• "I learned to deal with people, different personalities and how to relate them or something."
• "The best part is actually now – I would honestly feel comfortable going into an organization and doing something like that."
• "I felt like we were able to put together a quality report, based on the learning we had in class and actually being able to practice it – that's how I learn better."
• "I feel a lot more confident in my knowledge of compensation and benefits (and the other service learning classes) when compared to my other coursework."
• "The best part was the application of the course content – I think that is pretty
much the point."
• "I definitely felt like the project helped me understand the application of course material better than any other."
• "When you are actually doing it, involved with it – it is different because you understand it."
• "When I can remember the information I can use it even after school is over."
• "I can't believe that I learned as much as I did – Yeah I liked it.
• "Sometimes I sit in a classroom and think I could learn the same thing from a book
– I didn't get that from this."
• "It was learning – it actually surprised me – I ended up learning more than I actually thought I would."
It is interesting to note that behaviorists balk at the idea that learners can have an accurate perception of their own learning. On the other hand, one of the elements of humanistic psychology is "evaluation by the learner" and self-reports of student learning and benefits are supported by much of the literature. In addition, one of the authors taught the academic SL course of the students interviewed; hence, instructor perceptions also confirm findings and statements by the students.
The findings from this research on the use of academic SL in teaching HRD are consistent with those of Dewey (1938), Kenworthy-U'Ren (2000), Rama et al. (2000) and others in their respective fields. Student responses regarding the active learning experience combined with traditional teaching methods and focused reflection—all part of academic SL—very positively echo the reporting of other researchers. As one student interviewee said, speaking of his or her experience consulting a local non-profit organization (community partner): "You can actually see how it really works – actually do the things – it really enhanced the learning experience." Just as Rama et al. (2000) found that students did not necessarily get higher overall grades in the class, but they did do better on certain telling aspects of the course, the current study found that students self reported feeling more knowledgeable and confident in their own abilities, although significant changes in test scores were not observed.
Proposed Framework
The literature on academic SL discussed student learning in two primary categories: course content—technical knowledge and skills, and collateral learning—other skills and competencies important for successful employment. First, academic SL projects should not be designed and offered unless they substantiate learning related to actual course objectives. Second, academic SL researchers (e.g., Arnold, 2003; Brown, 2000; Rama et al., 2000) agreed that collateral competencies gained in any well organized, student directed academic SL project could include the following: conflict resolution, ability to function in a diverse labor force, effective communication, interpersonal skills, leadership, teamwork, problem solving and reasoning, ethics, ability to define problems and establish project mission and objectives, resource allocation, client relations, budgeting, and industry/sector perspective. Though few have reported the attempt to implement academic SL into HRD coursework, the research on collateral learning suggests that students would gain useful periphery skills (collateral learning), as well as an ability to employ the models processes (course content) taught in the course. More directly, competencies expected from HRD are those related to course content, and those gained from experience in carrying out the functions of HRD. Interestingly, Zlotkowski (1996) wrote, referring to the types of competencies mentioned above, "such skills, all components of effective critical thinking, cannot be acquired in an abstract fashion. Content and process cannot be separated" (pp. 7-8).
The course content and learning for an academic SL HRD course is projected based on course content in a traditionally taught HRD course. According to primary and secondary research for this study, a student's understanding of concepts and processes taught in a given course are enhanced by the academic SL experience. Well-designed academic SL projects have been found to facilitate student learning in both the technical skills areas (course/textbook) and in the collateral learning area. This term comes from Dewey who taught that teachers should be involved in developing the "whole" person.
The technical competencies that are basic to HRD (McLagan, 1989), include (among others): adult learning and understanding, which relates to knowing how adults acquire and use knowledge skills and attitudes; career-development theories and techniques understanding, which relates to knowing the techniques and methods used in career development and understanding their appropriate uses; and facilities skill, which is planning and coordinating logistics in an efficient and cost effective manner.
Through the experience, the students also gain business competencies such as industry
understanding and organization-behavior understanding, and interpersonal competencies
like negotiation skills, and group-process skill, and questioning skills that prepare
them to succeed in the field (p. 56).
In HRD, collateral skills or traits may not be specifically addressed in a textbook but are still essential for successful HRD job performance. Academic SL has been shown to provide learning for students in both of these areas (see Figure 2). In this figure the competencies that the literature (in non-HRD fields) has already shown to be increased in students who have participated in SL experiences are listed. An illustration of how these competencies (both collateral and course content) are also important to success in HRD is also included. Hence, although specific HRD-related SL perceptions and experiences have not been studied, there is strong evidence that this type of pedagogy will be successful in enhancing student learning in HRD-related courses.
Figure 2
Academic SL-HRD Course and
Traits/Characteristics for Successful HRD Work
*Note: The competencies listed in the chart come
from McLagan (1989).
Importantly, academic SL allows students an opportunity to develop (to some degree) and practice—among other things—teamwork, time management, computer competence, written and oral communication, industry understanding, problem diagnostic capability, and research skills—all of which may be helpful to new graduates beginning a career in HRD (actual skills and levels of development may vary depending on the project design and level of student autonomy involved).
Suggestions for Implementation
To assist HRD faculty in adding effective and sustained academic SL projects to course curriculum there are a number of principles or guidelines that have been recommended (Godfrey, 1999). SL needs to be designed to
1. engage people in responsible and challenging actions for the common good;
2. provide structured opportunities for people to reflect on their service experience;
3. articulate clear service and learning goals for everyone involved;
4. allow for those with needs to define those needs;
5. clarify the responsibilities of each person and organization involved;
6. match service providers and service needs through a process that recognizes changing circumstances;
7. [expect] genuine, active, and sustained organizational commitment;
8. [include] training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals;
9. ensure that the time commitment for service and learning is flexible, appropriate, and in the best interest of all involved; and
10. be committed to program participation by and with diverse populations. (The Wingspread Principles, Godfrey, 1999, p. 366).
Generally speaking, Godfrey (1999) stated, "The theme running throughout is that service-learning
pedagogies do not merely append community service onto the curriculum, but that they
integrate community service within the curriculum" (p. 365).
Some of the most useful literature written on the subject of developing good academic SL courses has been written by many of the authors listed in the references. Additionally, those wishing to learn more about SL can access Campus Compact, a nationwide organization devoted to helping institutions implement this pedagogy into their curriculum. Campus Compact has meetings and literature to support new and existing SL infrastructures (http://www.compact.org/).
For those who choose to apply the principles of academic SL, it is important to be aware that often, even if the course is designed correctly, the students may initially resist. It is different from anything most students have experienced and requires more self-directed activity than most of them desire. But, Bush-Bacelis (1998) said: "The best advantage for students is that in spite of initial resistance, they are able to connect the readings, class discussions, and other assignments with the real world, full of real people, with real problems that the students try to help solve" (p. 27).
Recommendations and Conclusions
Academic SL is a valid and useful pedagogy in a variety of disciplines and deserves more consideration in HR-related and other business fields. It is a way of improving the whole person through course content and collateral learning. Beltram (1999) explained, "teaching such basic concepts as appropriate time management and pride in a finished product is more easily accomplished when the students know their work is actually being utilized rather than graded and filed away"(p. 19). Clark (1997) clarified the importance of employing these classroom methods when he explained that students come to see the relevance of education and the practicality of committing to learning the classroom lessons when they experience the link through experience in the "real-world laboratory of the community" (p. 166). Through SL, students can gain a deeper understanding of the core concepts taught and a greater appreciation for the realities of work than they can in a strictly classroom setting.
There are many types of academic SL projects that could be designed for HRD courses. For example, Clark (2000) lists seven project ideas that could be used in various human resource-related courses including one particularly relevant to training and development: "Developing a training program (including demonstration video and illustrated handbook) for new student employees in the university media center (which has very high, unpreventable turnover and must bring new employees up to speed quickly)" (p. 137). Kenworthy (1996) gives an example that is more oriented toward organizational behavior. She explained, "Students in an organizational behavior course were responsible for funding, recruiting, developing, promoting and leading a project of interest at an area human services agency. The criteria of the project were 1) that the students create and take ownership for the project, and 2) that the agency receive substantial assistance from the project" (p. 130). SL projects for an organization development course could include assisting firms and agencies in analysis, design, development, implementation, and/or evaluation of any type of change need and intervention.
Generally, business practitioners (profit and non-profit) should be aware of academic SL and provide opportunities for students to do course-related SL projects. Also, as more business professionals understand SL, they will begin to value (e.g., in the hiring process) the experiences and preparedness of the students who have completed such rigorous projects. In addition, more faculty members in colleges and universities should design and implement academic SL for a number of reasons.
First, SL has been shown to be an effective method of teaching a wide range of skills and concepts. Second, more research is needed (both qualitative and quantitative) on this pedagogy specifically in HRD-related courses. In fact, quantitative research in all areas of human resources, management, and business areas is needed. At the current time there are only a few studies that have even attempted to utilize an experimental design with a control group. This type of pedagogical research is essential as SL continues to expand into many business-related disciplines.
As previously noted, literature that addresses academic SL in any course remotely related to HRD is limited. Finally, a faculty member can use academic SL in tenure and promotion and post-tenure documentation. Academic SL is well known for being a pedagogy that involves innovative and engaging techniques for teaching and learning; therefore a faculty member can conduct and publish research findings on a variety of related research questions and hypotheses.
Lastly, because the faculty member spends time interacting with community partners
and facilitating community service from students, it also becomes a "service" activity
for the faculty members. Academic SL is one of the few teaching methods that incorporate
all three primary responsibilities and duties (teaching, scholarship, service) of
faculty members into one.
Clark, Croddy, Hayes, and Philips (2001) employed an analogy of a coach who uses traditional classroom teaching methods to teach a student to swim. "[The student]," they explained, "will drown the first time he jumps into the water if his coach never takes him out of the lecture hall, gets him wet, and gives him feedback on his performance" (p. 60). The same is figuratively true for a student who enters the workforce with no real experience or understanding of how the systems and processes work in the real world.
Because book learning and lecture do not translate well to understanding of day-to-day functions and broad responsibilities of an HRD professional, it has become important to look at other methods of education. Although generalization at this early stage would be inappropriate, preliminary findings seem to indicate that students who have SL experiences are more confident in their own abilities, as are the educators who work with them. It also appears that other advanced level courses, including HRD, could benefit from the hands-on style of training that occurs in academic SL. For example, because of the broad nature of HRD and other business-related areas, and the difficulty of preparing students for specific experiences or challenges they may encounter in their careers, the authors argue that by allowing students to actually perform the required duties for real organizations, the students would concretely learn and be able to use professional development skills vital to success.
It seems ideal for business, not only because it instills in students a real perspective
of course content, but also because "as a form of experiential education, service-learning
develops student' abilities as change agents, gives them a sense of belonging, and
fosters the development of competence" (Carver, 1997, p. 149). This research supports
the premise that well-designed academic SL is one of the most effective tools faculty
can use to foster and enhance student learning, competence, and success. Since this
should be the goal of all instructors, its use in the HRD curriculum, as well as other
courses throughout business and education schools and colleges, is strongly recommended.
*Dr. Susan R. Madsen is an Assistant Professor in the Business Management Department, School of Business, at Utah Valley University. Ms. Ovilla Turnbull is a researcher and Graduate Study Associate.
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Brown, K. A. (2000). Developing project management skills: A service learning approach. Project Management Journal, 31(4), 53-59.
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text:
In the New York Times article "One Hundred Years of Staying Put," Benjamin Weiser and Noah Rosenberg tell the tale of Lillian Jacobs, a woman who has lived on the same Upper East Side block for over 100 years. The story cites Social Explorer's Andrew Beveridge on the topics of demographics and longtime locals:
Ms. Jacobs is already a demographic rarity: she was one of 2,126 city residents 100 and over recorded in the 2010 census. But even though very few New Yorkers can claim a century spent in essentially one place, the notion of maintaining roots on a street is not entirely uncommon, said Andrew A. Beveridge, a Queens College sociologist.
A decade ago, Professor Beveridge recalled, one of his students interviewed a man of about 100 who had lived his entire life in the same house in Richmond Hill, Queens.

subset: commoncrawl


text:
Scotsman ADS-APRC Replacement Filter for ADS-AP1 Water Filtration System 1 PACK (DISCONTINUED ITEM - Several Remaining IN STOCK)
Free Shipping if purchased with Ice Maker Head
Ships in 2 to 3 Days
Out of stock
Scotsman ADS-APRC Product Details
The Scotsman ADS-APRC Replacement Water Filter has been DISCONTINUED. It has been replaced by the Scotsman APRC1-P (Available Here). However, we have several of the discontinued item remaining in stock and YOU MAY PURCHASE this item.
The Scotsman ADS-APRC is a replacement filter for the Scotsman ADS-AP1 AquaPatrol Water Filtration System. This filter has a 10 micron filtration medium, which prevents most particulate matter from infiltrating the ice machine's water system and contaminating your ice. AquaPatrol greatly reduces the amount of dirt and rust particles to help reduce scale buildup to make your machine easier to own and maintain. The Scotsman ADS-APRC package includes one replacement filter.
Scotsman ADS-APRC Features
- Replacement water filter
- Compatible with Scotsman ADS-AP1 AquaPatrol Water Filtration System
- Filters out particles as small as 10 microns
- Filters out rust and dirt particles for reduced scale buildup
- Package of 1 filter


text:
|Número de publicación
|Tipo de publicación
|Número de solicitud
|Fecha de publicación
|22 Dic 1998
|Fecha de presentación
|20 Sep 1996
|Fecha de prioridad
|30 Sep 1994
|Número de publicación
|Thomas H. Hayes
|Cesionario original
|Anchor Hocking Packaging Company
|Exportar cita
|BiBTeX, EndNote, RefMan
|Citas de patentes (40), Otras citas (2), Citada por (29), Clasificaciones (31), Eventos legales (14)
|Enlaces externos: USPTO, Cesión de USPTO, Espacenet
This application is a continuation of application Ser. No. 08/448,797, filed May 24, 1995, now abandoned, which is a division of application Ser. No. 08/316,524, filed Sep. 30, 1994, now abandoned.
The invention relates to a package comprising a container and a twist-off closure that is flexible, easy to grip, and easy to remove.
Twist-off type (including threaded) closures account for roughly about 90% of all closures used on an annual basis; the number of such closures used is easily in the billions per year. The application of twist-off or threaded closures to containers requires twisting or screw threading the closure thereon, which necessitates proper initial engagement of threads or lugs, and relative rotation between the container and the closure. Twist-off closures are generally one of several varieties, including the most common, continuous thread (CT), multi-start CT with several starts on the same helical angle, or the "lug-type" closure with ramp thread segments in the form of lugs. It is not uncommon with respect to the above types of closures that users may have difficulty removing the closure by overcoming the high removal torques and in tightly resealing the closure because of the unyielding "pinch" force required. Typically, threaded or twist-off closures require knurling on the grip surface to provide enough grip to overcome the torque removal and reseal forces. Such knurling in plastic closures is oftentimes sharp and uncomfortable to the user, and it would be desirable if it could be avoided.
Thus, what has been needed is a twist-off type closure which can be easily and comfortably removed and resealed.
The subject matter of this application is related to that of my simultaneously filed applications Ser. No. 08/315,881, entitled "Press-On, Pry-Off Closure With Soft Skirt;" and Ser. No. 08/316,517, entitled "Squeeze Open Package."
In accordance with this invention, a twist-off closure is provided which is readily removed simply by gripping the closure in the hand, squeezing inwardly on a part of it and twisting the closure off the container. Because the "gripping and squeezing" action is the natural manipulation of a closure prior to opening, one's natural or mindless inclination is to grip and squeeze the closure of the invention. The unique squeezable structure of the closure of the present invention facilitates easy removal and resealing since the closure deforms to softly form fit the hand and facilitate a grip on the closure during twisting of the closure to remove it or reseal it.
In a preferred embodiment, the closure includes a plastic shell having an outer flexible skirt and an inner threaded skirt. The closure may be of the well-known composite type, thus including a plastic shell and a separately formed insert disk, or it may be of unitary, single-piece construction. The inner skirt has threads or lugs which engage a threaded container finish. In this regard, the closure may be of the CT (continuous thread), multi-start, or "lug"-type ramp thread variety. Any of these known threaded or twist-off configurations are suitable in connection with the present invention. The outer skirt is sufficiently pliable and radially flexible that it inwardly deforms when opposing grip forces (i.e., when squeezed between the thumb and fingers) are applied to form fit the hand and provide a readily grippable closure which facilitates twist-off removal of said closure and resealing thereof. The outer skirt extends generally outwardly and downwardly around the inner skirt and preferably extends below the lower end of the inner skirt. In one embodiment, the outer skirt is preferably about twice as long (measured vertically downwardly from the rim or mouth of the container) as the inner skirt.
The pliability of the outer skirt provides a user-friendly comfortable grip on the closure which enables the user to easily grip and twist the closure off the container and enables the user to easily reseal the container. This is particularly true as compared to typical twist-off closures which have much more rigid outer walls (rigid thin metal or rigid thick plastic) that are often knurled in an effort to provide sufficient grip to overcome high removal torques, and which are substantially unyielding in terms of flexibility and thereby make tightly resealing difficult and/or uncomfortable. This is a particularly important aspect of the present invention and is valuable for the "mindless" mass of consumers that simply grip and twist a closure to remove it. Furthermore, the elderly, arthritic or otherwise encumbered may have difficulty getting a sufficiently good grip on a typical threaded or twist-off closure to remove and/or reseal it. The closures of the present invention solve these problems.
It will be appreciated that the flexible, pliable-skirt closure may take a variety of forms, including a form suitable for use on wide mouth containers. However, the relative proportions of the closure (for example, the diameter to height ratio) is not critical and the closure of the invention may be suitable for use on extra tall containers with long, relatively narrow diameter necks such as on liquor bottles, mouthwash packages, etc. It will be further appreciated that the closure of the present invention may be of a single skirt construction rather than a dual skirt construction. In this alternative, the single skirt is pliable and flexible in a radial direction and also includes internal threads adjacent its upper end so that the closure may be threaded onto a container. The lower portion of the threaded skirt provides the pliable, grippable portion.
In yet another embodiment, the invention is adapted to provide an improvement to "push-pull" type dispensing closures. In this embodiment, the dispensing orifice of the closure is unsealed by simply gripping and squeezing the outer flexible skirt which rides on a cam shoulder of the container to provide the upward force required to unseal the dispensing orifice. The closure is simply pushed down to reseal. This type of closure is generally threaded onto the container finish by means of an internal threaded member; alternatively, the closure may be in press-fit engagement with the container mouth. In this embodiment, the squeezing action provides the upward cam force that "pops" open or unseals the dispenser orifice. The outer skirt acts as a long lever and when squeezed into cammed engagement with the container shoulder applies a leveraged lifting force to unseal the central dispensing orifice. Advantageously, the outer skirt may be of uniform thickness around its circumference, so that the dispensing orifice may be unsealed by squeezing inwardly at any point around it; or the skirt may have distinct separate regions where the squeezing force must be applied in order to effectuate unsealing of the dispensing orifice.
In all embodiments of the invention, the outer skirt of the closure can be, and preferably is, sized to have substantially the same outer diameter as the sidewall of the container, below the tapered shoulder. The package thereby presents an exceptionally neat and uniform appearance in which the closure forms a visual extension of the sidewall of the container, rather than being oversized and projecting outwardly as in many twist-off type closures.
Tamper-evidencing means can be incorporated into the invention. In one embodiment, a frangible paper or shrink-on label having a line of weakness can be placed around the package, preferably covering portions of both the closure outer skirt and the container sidewall. Preferably, the line of weakness is centered over the gap between the lower edge of the closure's outer skirt and the container sidewall. Squeezing in on the closure sidewall breaks the label along the line of weakness, thereby providing readily visible evidence of opening. Furthermore, the package configuration enables use of a larger label, which facilitates compliance with new food labeling laws that effectively require large labels. In fact, using a label that extends up onto the closure, as in the present invention, may increase the available label area by 100%, for some types of packages. Thus, when the closure is gripped, but prior to twisting, the tamper evidencing provided by the frangible label provides visible evidence of opening, or attempted opening of the package.
In embodiments wherein the closure is of the composite type, the insert disk may be held on the sealed container by a vacuum force. Additionally or alternatively, the disk may be secured by an adhesive. It is preferred that the disk be able to "float" in the axial direction within the closure shell. Such float relative to the closure shell enables the shell to be moved upwardly relative to the container and disk to begin unthreading or twisting the closure off the container without lifting the disk to break the vacuum or adhesive seal at the same time. Once the closure has been partially twisted off, continued squeezing and twisting brings the threads or bead(s) above the threads on the inner skirt upwardly against the outer edge of the disk and then lifts the disk so as to break the vacuum seal.
This float between the disk and closure shell can help reduce food spoilage on store shelves if someone partially opens the package to sniff or taste the contents. The reason for this is that the perforated label is broken by initial squeezing and/or twisting of the closure, but the container seal itself is not immediately broken. Many "sniffers and tasters" will be deterred from further efforts once they see that the label has been broken, and will return the package to the shelf where it may sit for some time. Because the package seal has not been broken, the shelf life of the product is not diminished by this type of partial opening.
The invention can best be further described by reference to the accompanying drawings, in which:
FIG. 1 is a perspective view showing the package in accordance with a preferred embodiment of the invention, being opened by squeezing and twisting the closure;
FIG. 2 is an enlarged partial axial section of a sealed package in accordance with a preferred embodiment of the invention, prior to squeezing and twisting the closure to remove it;
FIG. 3 is a sectional view similar to FIG. 2 but with the closure shown in a squeezed position;
FIG. 4 is an enlarged partial axial section of a sealed package in accordance with a second embodiment of the invention;
FIG. 5A is an enlarged partial axial section of a sealed package in accordance with a third embodiment of the invention, prior to squeezing the closure to unseal a dispensing orifice;
FIG. 5B is a sectional view similar to FIG. 5A but with the closure shown in a squeezed position with the dispensing orifice unsealed; and
FIG. 6 is a sectional view similar to FIG. 5B showing an alternative closure structure in a squeezed position with an unsealed dispensing orifice.
A first embodiment of the invention, shown in FIGS. 1-3, comprises a package 10 which includes a container 11 and a easy-to-grip, flexible squeeze closure 12 threaded on container 11. In principle, container 11 can be glass or plastic or even a metal container like a "tin" can, and can take a wide variety of configurations other than the cylindrical configuration shown.
In a preferred form, container 11 has a circular, right cylindrical sidewall portion 14 which leads upwardly to an inwardly slanting shoulder 16. Shoulder 16 is preferably a frustoconical surface, as shown in FIGS. 2 and 3, or it may curve upwardly with progressively increasing steepness. Above shoulder 16, container finish 18 includes threads 20 around container mouth 22. Although shown with common continuous threads (CT), it will be appreciated that multi-start threading or lug-type ramp threads can be utilized and that the invention is not limited to the specific type of thread structure on the container. As will be described, closure 12 has a threaded, downwardly-depending skirt 24 with internal threads 26 which engage threads 20 on container finish 18. Thus, closure 12 is a true twist-off or threaded closure.
Closure 12 is preferably a composite-type closure comprising a plastic shell 23 which houses a separately formed, non-integral disk 32. However, it should be understood that the invention is not to be construed as limited to composite-type closures. Although not explicitly shown, an alternative embodiment contemplates a closure similar in all respects to that shown in FIGS. 2 and 3, except that the disk portion 32 is integral with and forms a part of a single-piece closure.
In the embodiment shown in FIGS. 1-3, closure shell 23 is double-walled; i.e., it has an inner threaded skirt 24 which houses the insert disk 32, and a larger diameter and longer outer skirt 34. The outer skirt 34 meets and joins inner skirt 24 at the top 35 of the closure, and surrounds and extends downwardly beyond the top. Inner skirt 24 is preferably relatively short; it extends downwardly from the top, and includes threads 26 for threaded engagement with threads 20 on container finish 18. Preferably, outer skirt 34 extends downwardly substantially beyond the plane of the lower terminal end 25 of inner skirt 24. The longer length of the outer skirt provides an advantageous function, which is to capture or retain steam in the head space 39 during the closure application process. This is believed to result in more efficient steam sweeping, which in turn may result in higher vacuum seal of the container and longer shelf life.
It is further preferable that outer skirt 34 join inner skirt 24 above the plane of insert disk 32. This reduces the possibility of abuse from warehouse stack load, facilitates nesting of containers for shelf stacking, and saves material. Alternatively, however, it is contemplated that the outer skirt can join the inner skirt below the disk, although the resulting package is not so visually unique and may not be as effective.
Outer skirt 34 is of thin-wall construction such that it is sufficiently pliable to the extent that the opposing grip forces between the thumb and fingers of a user causes it to deform inwardly around these pinch points and softly, form fit the hand to enhance the user's grip on the closure and ease closure removal and resealing. With this construction, there is no need for the typical knurling that is used on many twist-off closures to overcome high removal torques or the forces necessary to effectuate resealing.
In the embodiment shown in FIGS. 1-3, the insert disk 32 is a top loaded disk; i.e., it is inserted into shell 23 from the top, into the inner skirt past the disk retaining lip 40. Bottom load disks can also be used in connection with the closures of the present invention. The disk 32 may be made of metal, cellulosic material, or plastic. Usually it will have a gasket or sealant material 48 in a peripheral groove, which forms a top and/or side seal with the inner and outer sides and/or top of the container rim 38. The disk 32 may be held on the container rim 38 by a vacuum, i.e., greater outside pressure force than the inside pressure force, and/or by an adhesive (not shown) on the rim 38. The disk 32 shown is of the preferred, floating disk type; i.e., is axially movable within shell 23. Disk 32 is retained by, and is movable between thread 26 and lip 40 at the top of the inner skirt 24. As will be seen, this disk "float" is highly desirable because it enables the disk lifting, vacuum breaking step of the closure removal operation to occur separately from and subsequent to the unthreading step and/or the breaking of tamper evidencing connectors.
Shell 23 is elastically deformable and pliable and is preferably molded of a polyolefin such as polypropylene. The outer skirt 34 is also preferably thinner and more flexible than the inner skirt 24. In this embodiment, as shown in FIGS. 1-3, the outer skirt must be sufficiently flexible that it can be squeezed between the thumb and fingers of the hand (FIG. 1), to press it inwardly (FIG. 3). When the outer skirt is squeezed, it deforms and form fits the hand to provide excellent gripping of the closure which facilitates easier twist-off action and removal of the closure. Preferably, outer skirt 34 is relatively thin so as to reduce material costs and to reduce the resistance to squeezing. It has been found that suitable outer wall thicknesses in the range of 0.012" to 0.045" depending on diameter and height ratios provide sufficient pliability to achieve the advantageous results of the present invention. However, this thin wall structure is susceptible to distortion during various stages of packaging and processing, such as retorting. This deformation can be corrected when the package label is applied, as described below, by restoring the circular integrity of the skirt.
In use, outer skirt 34 is inwardly deformed by a squeezing action and the container is readily unthreaded or twisted off container finish 18 due to the improved grip on the closure. As closure shell 23 travels in an upward direction due to the unthreading, it will subsequently engage and lift disk 32 off of the container mouth 22, thus breaking the seal and opening the package. As shown in FIG. 2, the lower edge 42 of outer skirt 34 is preferably spaced slightly upwardly, for example about 1/16", from container shoulder 16 (measured perpendicularly from the container shoulder). This gap or spacing allows spray washing and drainage of food residue after filling and retorting the package 10.
This invention is adaptable for use with tamper evidencing means. FIGS. 2 and 3 show a tamper evidencing means in the form of a paper band or plastic shrink band 56, which tightly encircles the package 10, extending downwardly beyond the lower edge 42 of the outer skirt and onto the container sidewall. The outside configuration or diameter of the outer skirt 34 preferably substantially matches the outside diameter of the container sidewall below the shoulder 16. As seen in FIGS. 1 and 2, the closure outer skirt then appears to be an extension of the line of the container sidewall, in contrast to many twist-off closures in which the closure is often larger in diameter than the container sidewall.
The shrink band or paper label 56 has a line of weakness 58 that forms a series of straight or undulating perforations which break readily when the outer skirt 34 is squeezed (see FIG. 3). These perforations are preferably centered over the gap between the skirt and shoulder. Squeezing the outer skirt at opposite points breaks the perforations at those points; at right angles to the squeeze points, "ovalizing" of the closure breaks the band by outward movement of the closure. The opening or attempted opening of the package is thereby readily displayed. It is particularly advantageous if the line of weakness is in the form of a vertically offset line, as shown in FIG. 2. Then, the natural tendency to twist the closure causes the peaks and valleys of the offsets to rub against one another, thereby deforming them and making the opening or attempted opening even more readily visible.
As mentioned above, because outer skirt 34 is relatively thin and flexible, it may not be perfectly symmetrical around its circumference and may initially be somewhat oval rather than circular in section. An advantage of providing a label which overlaps both the outer skirt and the container sidewall is that, if applied tautly (under slight tension), it tends to "circularize" an outer skirt which is not already circular and brings it into a much more nearly circular configuration. This provides a cleaner, more regular appearance to the package.
Alternatively, other tamper evidencing means (not shown) can be used such as a tear band with integral bridges. The band may lock beneath a container rib; it may drop and remain on the container or a tear tab may be discarded.
Whereas a preferred embodiment of the invention as described hereinabove includes a composite closure having a double-skirted shell in combination with a relatively wide-mouthed jar or container, the invention can also be used in a single-skirt embodiment as shown in FIG. 4. This embodiment may be particularly useful with containers having taller necks or neck finishes of relatively narrow diameter, such as are commonly found in liquor bottles, mouthwash containers, etc.
In the embodiment shown in FIG. 4, the container 11 has a relatively tall, small diameter neck 70 with threads 72 at its upper extremity adjacent mouth opening 74. Closure 76 has a top wall section 78 and a downwardly depending skirt 80 which is relatively thick at its upper end 81 adjacent closure top 78. As shown, upper skirt section 81 has internal threads 83 which engage external threads 72 on container finish 70. Skirt 80 is of thin-wall construction below the threaded upper section 81 so that it is pliable and readily squeezed by a user to provide the form-fit gripping action described hereinabove with respect to the closure of FIGS. 1-3. It will be appreciated that closure 76 is preferably configured to provide a sleek profile that forms a visual extension of container 11 sidewall 89 or 91 (phantom).
Also, as described hereinabove, a tamper evidencing paper label or plastic band 86 may be applied about the closure and extends downwardly beyond the lower edge of flexible skirt 80 and onto container sidewall 89.
It will be appreciated that in connection with either of the above embodiments, a separate foil or other freshness seal, beneath the top and adhered directly to the container rim, may be used to seal the container mouth; the top or disk of the closure need not necessarily provide the seal.
Yet another feature which may be incorporated in the closures of the present invention are "child-proof" structures. A variety of suitable childproof structures are known in the art and can be utilized in connection with the present invention.
FIGS. 5A, 5B and 6 show another application of the closure of the present invention in connection with a "push-pull"-type dispenser closure. Generally in this type of dispenser closure an outer or upper portion of the closure is pulled upwardly to unseal a central dispensing orifice and is then pushed downwardly to reseal the orifice. Utilizing a flexible outer skirt 102 of closure 100, the upward force required to unseal central dispensing orifice 104 in the present invention is provided by the cam lifting action generated as flexible skirt 102 is squeezed inwardly and rides up on angled container shoulder 116. In other words, as the user grips and squeezes inwardly on the skirt 102, the lower edge 103 thereof bears against and is cammed upwardly on container shoulder 116. The cam engagement of lower edge 103 of outer skirt 102 with shoulder 116 exerts an upward force transmitted through the outer skirt 102 to lift the closure top 106 (through which dispensing orifice 104 passes), so as to unseal the orifice 104 relative to orifice plug member 108, to provide a flow path for the contents of the container as shown in FIGS. 5A and 5B. With this embodiment, the container can be opened using only one hand since the squeezing action provides the unsealing action and the user need not grip the container to hold it in place while the closure is lifted.
In the construction shown in FIGS. 5A and 5B, the dispensing orifice plug member 108 is integral with a threaded member 110 that is threaded on the container finish and is exemplary of a construction well known in the art. In that configuration, an intermediate skirt 112 is provided which frictionally engages threaded member 110 so as to facilitate application of the entire closure onto the container finish by thread-on action. An inner skirt 114 is provided which surrounds dispensing orifice 104. This inner skirt 114 engages upstanding section 115 of threaded member 110; these two components have limited relative movement due to the presence of respective beads 117, 119 (or lugs) which prevent complete disengagement of the closure top 106 and the threaded plug member 110. As shown, inner skirt 114 has a length L and outer skirt's lower edge 103 is spaced downwardly a distance D below the inner skirt's lower edge. The distance D is greater than the length L. The interengagement between intermediate skirt 112 and the threaded member 110 facilitates removal of the entire closure 100 (including threaded member 110) by threading it off of the container, so the container can be refilled.
In the alternative structure shown in FIG. 6, the plug member is integral with a press fit member 120 that is press fit on the inside of the container finish. This construction obviates the need for an intermediate skirt. In all other respects, this structure operates in the same manner as that described and shown in FIGS. 5A and 5B; i.e., inward squeezing of the flexible outer skirt 102 provides a cam lifting action force which unseals the dispensing orifice 104. Also, as described above, length L of the inner skirt is less than the distance D, which is the distance the outer skirt's lower edge is spaced downwardly below the inner skirt's lower edge.
An alternative structure (not explicitly shown) that is related to those shown in FIGS. 5A, 5B and 6 is also contemplated. In this alternative, the container is biaxially asymetrical in cross-section; i.e., one axis is longer than a perpendicular axis, such as an oval for example. The closure would also be non-symmetrical such that as a twisting and squeezing force is applied, the closure would ride or cam up on the container shoulder, thus providing the requisite lift required to unseal the dispensing orifice.
It will be appreciated that the invention is not to be limited to the specific details and example embodiments described herein. Various changes and modifications to the structure of the present invention will become apparent to persons skilled in the art, and thus the scope of the invention is defined by the appended claims.
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|26 Ene 2016
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|Container, in particular a drink container
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|Luker C. Edward
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|Emanuel Shenkar
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|Clasificación de EE.UU.
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|Clasificación internacional
|Clasificación cooperativa
|Clasificación europea
|11 Abr 2001
Owner name: CHASE MANHATTAN BANK, AS COLLATERAL AGENT, THE, NE
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Effective date: 20010302
|9 Jul 2002
|Maintenance fee reminder mailed
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Year of fee payment: 8
|26 Jul 2010
|Maintenance fee reminder mailed
|22 Dic 2010
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|8 Feb 2011
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ROB ZOMBIE will be appearing on Much Music USA's "IMX" show this coming Wednesday, Feb. 26. Much Music is opening their New York studio audience to fans — on a first come, first served basis — to be there with Zombie. Audience members will need to be available from 4:30 p.m. until 7:15 p.m. this Wednesday.Fans who are interested should e-mail: [email protected] or they can call (212) 324-3461 for more information.
ROB ZOMBIE To Appear On MUCH MUSIC's 'IMX'
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CAMP PENDLETON ---- At least one person was injured in a multi-vehicle crash that closed several lanes of traffic on southbound Interstate 5 near Las Pulgas Road on Wednesday night.
Details of the crash first reported at 9:36 p.m. were sketchy. Several 911 callers made various reports, one saying that someone had been ejected from a vehicle and another that a woman was lying in a freeway lane, according to a California Highway Patrol dispatcher. All lanes of traffic were blocked immediately following the crash, the CHP said.
Initial indications were that three vehicles were involved, the dispatcher said. A traffic alert was issued for the area. Several lanes had reopened by 10:15 p.m.


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Donald Sterling Says Jealousy Spurred Racist Convo With V. Stiviano
Yet another tape featuring disgraced L.A. Clippers owner Donald Sterling has surfaced, hurrah. In this one, he admits that he really just wanted to sleep with V. Stiviano. And when you're trying to reel in a woman, you'll say anything, amirite?


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This is my first Lori Armstrong book. Jennifer Van Dyck did a good job narrating the story. Mercy is a army women sniper who was wounded and has retur..Show More »
This is an interesting series about a women army sniper who is discharged after 20 + years of service and returns to the family ranch in South Dakota...Show More »


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Arab Israelis Head to Turkey and Sinai for the Id al-Adha Festival
Charter flights to Turkey up from eight to over 20 a day; most land crossing closed on Tuesday.
The most popular vacation destinations for Arab Israelis celebrating the Id al-Adha...
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text:
If you were in his presence, visiting with him, hearing one of his lectures on health and nutrition, or joining him for a brisk mile or two walk, you would think he's a man of about 77. You would be off by 30 years.
At 107, Bernardo LaPallo (pictured) is a vibrant, articulate, inspirational centenarian and the author of "Age Less/Live More: Achieving Health and Vitality at 107 and Beyond." In this slim volume, he passes on the wisdom he learned from his father, a physician, who set him on his course in life that has lead to both longevity and a very high quality of good health. And while it's true that both of his parents lived long, Bernardo cautions against complacency – "Good genes can only take you so far," he says confidently. "You also have to take good care of your health; that's your responsibility."
Born in Brazil, he grew up in New York City, has traveled widely, and lives independently with his wife of 50 years. He is working on his second book, which will be much larger, he explains, and will detail the nutrition plan he has followed from childhood, which obviously has served him well.
To post a comment, click on the "Comments" link, which follows, or send an email to firstname.lastname@example.com.
Welcome Bloggers to Live to 100 and Beyond
We invite you to celebrate your favorite centenarian by submitting photos and short stories or bios. Please email to firstname.lastname@example.com.
Scroll down to read blog posts.
"People have been fascinated by longevity ever since learning of Ponce de Leon's search in Florida, five centuries ago, for the fountain of youth. In the twentieth century, the search for longevity, and the good health that makes it possible, had been enhanced by discoveries such as antibiotics and other lifesaving drugs, heroic medical interventions, which included organ transplants, heart pacemakers and other life-prolonging devices, the emergence of preventive medicine, and a new focus on wellness. On an individual level, people were realizing that, to an ever-increasing extent, they were able to influence life-style factors that could lead to a healthier and longer life—perhaps even a life of 100 years or more." (Opening paragraph from "Centenarians, The Bonus Years," by Lynn Peters Adler, Health Press, Santa Fe, NM, 1995)
Longevity itself is one of the greatest advances of the 20th century, adding approximately 30 years to the average life span. Now, in the 21st century, with the advent of even greater medical advances and the promise shown by stem cell and genetic breakthroughs, the chances for an even greater increase in longevity seems possible.
Active centenarians are our role models. They are helping to redefine aging in new and inspirational ways.
Friday, March 13, 2009
Good Health and Aging
If you were in his presence, visiting with him, hearing one of his lectures on health and nutrition, or joining him for a brisk mile or two walk, you would think he's a man of about 77. You would be off by 30 years.
3 comments:
I saw a video of Bernardo on paulnison.com and was so impressed with this man, I often refer to him. His skin, his steady gait and hands, his mind, everything about him appears youthful & full of vitality! What a testimony of health, good attitude, & peaceful heart.ReplyDelete
Wow! 107? Wow! I hope I live to a hundred also. I will try and get a copy of his book. Thanks for the post it is really inspirational!ReplyDelete
- AnonymousDecember 15, 2012 at 8:16 AM
I would love to meet this fella. I honor the fact that he has demonstrated, this is the way you do it. Leave the junk food alone. The body is more capable than we ever can imagine!ReplyDelete


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Champions League: Ronaldo to start for Real Madrid against Spurs
As Harry Redknapp suspected when he first heard Jose Mourinho ruling him out, Cristiano Ronaldo will play for Real Madrid tonight but he will do so not having started a game for 18 days and not having finished one for more than a month.
Gonzalo Higuain could well be in line for his first start for more than three months after surgery to repair a slipped disc, and leading the line will be Emmanuel Adebayor, who is still playing catch-up after sitting out the first half of the season at Manchester City. Kaka too is included in the squad.
It is not the ideal situation for Mourinho but with Karim Benzema and Angel Di Maria both missing training yesterday and the in-form Frenchman definitely ruled out by the Real Madrid coach there are few options as he plots a way of unpicking Tottenham Hotspur's sometimes fragile defence.
On top of the injuries Real have Ronaldo, Pepe, Ricardo Carvalho, Di Maria, Sergio Ramos and Raul Albiol all one booking away from missing the second leg while Tottenham have a clean slate.
Higuain's recovery has been nothing short of extraordinary after he went under the knife in January. "People said I would be out until the end of the season," he said after making his return at the weekend, "but I knew I would be back before then and that belief is the reason why I have made such a quick recovery."
Asked if he felt he would be ready to start tonight's Champions League quarter-final first leg the Argentine, who scored 10 goals before injury struck last December, said: "If I am called upon then I will be ready. I thought after so long out I would be more breathless and feel more pain in my first game back but there was no reaction so I'm fine to start if that is what the manager decides."
Mourinho could yet use Higuain, with Ronaldo and Mesut Ozil behind Adebayor in attack if Di Maria does not recover in time. The Argentine is still carrying a knock picked up in the defeat to Sporting Gijon at the weekend and did not train with his team-mates yesterday.
He joined Benzema on the sidelines – the Frenchman was inspired in the last round of Champions League matches, scoring both home and away in the victory over his former club Lyons. His form since the turn of the year has seen him go through the 20-goal barrier in all competitions and start to look like the player for whom Real Madrid paid £30m at the start of last season.
"He may not even be fit for the second leg," said Mourinho as Benzema continues to nurse a left thigh muscle problem picked up playing for France. One man who was involved in the final session before tonight's first leg was Kaka but the Brazilian is another whose fragile physical state has meant he has spent more time out of the team than in it since he returned from a knee injury in January.
With Kaka, Benzema, Di Maria, Ronaldo and Higuain all at different stages of injury or recovery Ozil – as drained as he looked at the weekend after the international break and suffering in the defeat to Sporting – is at least showing a clean bill of health.
Tonight's match will see him go head-to-head with the player whose move away from the club he rubber-stamped in the summer. "I like Rafael van der Vaart, but I like to see players happy," said Mourinho last night, "and I believe he is now very happy because he is playing. Here with Ozil he was not going to be as happy. He is a good player and so is Ozil. For me it would have been good to have them both but it would not have been good for Rafa."
Ozil was signed for just £13m last summer and that meant Tottenham could sign Van der Vaart – Spanish presidents do not like to see remnants of previous regimes and, bought before Florentino Perez regained office, Van der Vaart was always a player they would look to sell.
Van der Vaart's form for Tottenham could have made that decision look foolish had Ozil not been so impressive. He had a superb World Cup for Germany and has thrived under Mourinho: with nine goals and 14 assists he is a candidate for player of the season at Real Madrid.
"This club has a fantastic player for the next 10 years," Mourinho has said of the 22-year-old. And German national team coach Joachim Löw said last week: "Ozil has always been an excellent player with the ball. Under Mourinho he has become a very good one without it, too."
But despite an excellent first season Ozil cannot be expected to lead the side. His Spanish is still poor and he looked lost on Saturday without Xabi Alonso, who was suspended and will be fit to start in midfield alongside either Sami Khedira or Lassana Diarra.
It was Alonso who was chosen to front a campaign to encourage fans to get behind the team tonight. "Bernabeu don't fail us" was also promoted by Alvaro Arbeloa, Carvalho and Mourinho. All four know the power of big English crowds on European nights from their experiences at Liverpool and Chelsea.
Mourinho said ahead of the Lyons second leg at the Bernabeu: "If people want to come along and watch then that is fine but if they actually want to play the game with us then that will be even better."
Things have gone against the Real Madrid coach since the draw was made. Playing away second was the first setback and the injuries have piled up since. The only plus side has been the way each blow has reduced the euphoria of supporters who believed that, in finally reaching the quarter-finals for the first time in six years, the hard work had been done and that Tottenham would be a pushover for a team who, as Mourinho pointed out yesterday, have won nine more European Cups than their opponents.
With so many injury problems Real Madrid have almost been turned into the underdogs. The walking wounded are relying on last-minute fitness tests and miraculously quick recuperations. Redknapp will not be falling for that one anymore than he was the idea that Ronaldo would miss out on tonight's showdown.
Belfast Telegraph


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a VirtualTourist member from Madison
where in this town can we go 4 wheeling? We atver's pay the same amount to register 4 wheelers as do the snowmobiles. then we try to use them on the trails, only to have an over zealous police give tickets and outragous fines. is this town just completly atv unfriendly. my riding friends and i have removed downed trees and branches filled mud holes and helped with making the trails we use better. is this small community forgetting we can all share the land and are we getting away from the small town be friendly to other neighbors with respect for one anothers I've meet two officers in the past two years that have seam to come out of marine boot camp that though my prospective, would rather or think they allready do, work in the bronks or some other crime ridden inner city. bring back LIVE FREE OR DIE. BY the way this was written by A middle age (maybe a little more than middle aged ) man. late 40's and agreed with in discussion with by the other guys I ride with thru our disscussions who are talking about going eithr farther north or Maine where life is a little more laid back. Which I thought what the great outdoors was about
Return to Madison travel answers


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Well Being
How To Avoid Getting Sick When Everyone You Know Is Sick
I'm sick, everyone I know is sick–you're probably sick too. A number of people I know were sick, then they got better and then got sick again within days. Whatever is going around is a plague of coughing, fatigue and that scratchy feeling of the throat. It's a combination of the flu and the common cold and strep throat and chest infections et fucking cetera. It's like a perfect storm of different sicknesses. This virulent epidemic is out of control.
If by some stroke of luck or wizardry, you have managed to avoid catching one of the numerous illnesses afflicting everyone else, you need to keep doing what you're doing. Whether you've been deliberately hyper-vigilant to keep yourself healthy or you've just been lucky, the tim is now to become obsessively germ-averse.
Under normal circumstances, I would recommend regular hand-washing and vitamins and all the usual tricks to curb infection, but these circumstances call for extra prudence. Also, everybody knows the typical protocol. I want to take self-preservation against illness up a notch or a million.
Here are some real tips to help you avoid getting sick, no namby pamby "drink lots of water" nonsense:
Wear A Surgical Mask- If you're only slightly committed, get a flimsy surgical mask and wear it whenever you are exposed to open air or other people. If you give more than the slightest fuck about your health, I recommend using a full Darth Vader helmet.
Suit Up In A Hazmat Suit- How else can you protect every inch of your body from hazardous materials?
Stay In A Sterile Panic Room- Go in there and do not leave until Spring comes and this wave of illness has totally passed. Don't worry about getting lonely. Superman didn't get lonely in his fortress of solitude. Maybe bring some comic books and movies into your isolation chamber.
The Bubble Boy Method- Sure it's expensive to get a custom made bubble, but it's also expensive to have the sniffles so hard that you need to stay home from work. You have to spend money to make money.
The Mariah Carey Method- Sleep for 14 hours a day and fill your boudoir with what idiots would consider and excessive number of humidifiers.
The GOOP Method- We're talking about Gwyneth Paltrow in real life, not secret-smoker Margot Tenenbaum or her characters in Contagion (2011) or Se7en (1995). From here on out, you will read GOOP every day and treat yourself the way Gwyneth Paltrow treats her children. This will cost more than a tailor-made safety bubble and one hundred Hello Kitty themed humidifiers, but it's very glamorous and effective. So much flaxseed oil.
Good luck. Let me know if you come up with anymore excessive precautions.
Image via Shutterstock


text: Quote: Originally Posted by vegafreak Hey jason, thanks for the pics! How did you suspend your panels? Just used some heavy duty anchors in the drywall and screwed in hooks to them... then I used eye hooks in the traps and linked them with small chain to the hooks in the drywall Haven't fallen on me yet ; ( J.


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As noted yesterday, The Wrestling Observer Newsletter reported a backstage fight took place between Sheamus and Sin Cara, who is played by Jorge Arias, who also portrays Hunico.
WZ has reached out to sources within WWE and learned this fight did not take place this past week at television tapings as the original report is claiming. The altercation actually took place a few weeks ago, and it's unclear why news of the fight is just now surfacing, and why it was reported as happening this week.
Sources have verified, however, that an altercation did indeed take place, and if the fight had not been broken up, it could have gotten really bad for Sheamus.
The word backstage is the two have made some peace and there have been no issues since.