Interactive device for process excellence training

An interactive catapult training device is provided for teaching and demonstrating the principles of problem solving using tools and techniques of applied statistics, Six Sigma, lean manufacturing and other process excellence techniques. The device includes a base and a hub fixed to a position with respect to the base and removable from the base. A swing arm is coupled to and rotatable about the hub from a first angle to a second angle, the swing arm being removable from the hub. A cup is fixed to a position with respect to the swing arm and adapted to receive a projectile, the cup being removable from the swing arm. A spring is coupled between a first coupling point fixed with respect to the base and a second coupling point on the swing arm. The spring provides tension for setting the swing arm in motion from the first angle to the second angle. The spring can be removable from the first and second coupling points. Inputs that can be varied and measured include the first coupling point, the second coupling point, the first swing arm angle, the second swing arm angle, the hub position with respect to the base and the cup position with respect to the swing arm can be varied and measured. Outputs than can be measured include the linear distance and the angle of deviation of the launched projectile as well as cycle time for launching. The input and output data can be managed electronically for online teaching and learning.

BACKGROUND

This invention relates to training devices and methods. More particularly, it relates to a device and method for use in teaching and demonstrating the principles and techniques of problem solving based on statistical concepts, Six Sigma, and lean manufacturing.

In conventional training for statistical, Six Sigma, lean manufacturing, and other process excellence applications, training devices previously have been used. Such devices have included small catapults designed to provide an output (i.e., the launching of a ball), which varies in response to certain inputs that can be varied (e.g, variable mechanical characteristics of the catapult).

These previously known devices, however, have suffered from a number of shortcomings. For example, they have been limited in setting input variables. Previously known devices do not offer the instructor the flexibility to vary inputs using a combination of discrete, continuous, FPI (foot-pound-inches) and SI (International System) units of measurement. Additionally, prior devices lack features and flexibility to demonstrate in a classroom environment or in the field how improvements in a design or process can be made. Also, in previous designs, output data collection is based on visual observation of the user and is susceptible to manual error. Retrieval of a launched ball, which is the output of the device, is inconvenient. Also, previously known devices are susceptible to damage and premature breakage, which requires significant repair efforts or even replacement of an entire unit. Typically, these devices have been manufactured from wood. This material can be severely affected by operational environment factors. A broken part calls for the replacement of an entire unit, making it expensive to repair or maintain. Previously known devices also use rubber bands to generate the force to launch balls, which are likely to relax, fail or wear without any prior warning. This will seriously impact the results of the operation by infecting the mathematical model between the input and output variables. In addition, previously known devices are inconvenient to store and transport. Moreover, as investment in training dollars have decreased, self-training has become desirable. Previously known devices, however, are inadequate to address this need.

There is a need, therefore, for an improved device and method for providing training for statistical, Six Sigma, lean manufacturing, and other process excellence applications. It is an object of the present invention to provide in improved training device and method that satisfies this need and that is easy to use.

Another object of the present invention is to provide a training device that is lightweight and portable and that can be readily disassembled for ease of packaging.

Yet another object of the present invention is to provide a training device that is relatively easy to manufacture, durable and that can be easily and inexpensively repaired without having to replace the entire device.

Still another object of the present invention is to provide a training device that is flexible enough to be used to train students of different skill levels such as beginner, intermediate and advanced.

Another objective of the present invention is to provide a training device with which a user can interactively exchange information electronically, thereby eliminating the probability of error in manual data transmission, saving time and money in training efforts and providing a device that can be used for online training sessions.

SUMMARY

To achieve the foregoing objects, and in accordance with the purposes of the invention as embodied and broadly described in this document, there is provided an improved training system and for teaching and demonstrating the principles of problem solving using tools and techniques of applied statistics, Six Sigma, lean manufacturing and other process excellence techniques. A training system according to the present invention includes an interactive catapult training device. The device includes a base and a hub fixed to a position with respect to the base and removable from the base. A swing arm is coupled to and rotatable about the hub from a first angle to a second angle, the swing arm being removable from the hub. A cup is fixed to a position with respect to the swing arm and adapted to receive a projectile, the cup being removable from the swing arm. A spring is coupled between a first coupling point fixed with respect to the base and a second coupling point on the swing arm. The spring provides tension for setting the swing arm in motion from the first angle to the second angle. The spring can be removable from the first and second coupling points. The device preferably also includes means for varying and measuring each of the first coupling point, the second coupling point, the first swing arm angle, the second swing arm angle, the hub position with respect to the base and the cup position with respect to the swing arm.

DESCRIPTION

Although preferred embodiments and methods of the invention are described in the following description and illustrated in the accompanying drawings, it will be understood that the invention is not limited to the drawings disclosed, but is capable of numerous rearrangements, modifications, and substitutions of parts and elements without departing from the spirit of the invention. The present invention is therefore intended to encompass such rearrangements, modifications and substitutions of parts and elements as fall within the scope of the invention.

The present invention provides an improved training system for characterizing and optimizing a process output variable as a function of the process input variables to help the user comprehend how businesses today can reduce their internal cost of operation and grow their top line of sales for overall profitability.

Referring toFIG. 1, a preferred embodiment of the system according to my invention includes a catapult device10that can be used to launch a projectile such as a ball at a distance that can be predicted based on input settings of the catapult device10.FIG. 1shows the device10assembled and clamped to a table top for operation. The device10includes a base12having a slotted track14formed in its upper surface15, a linear arm16having a slotted track18formed in one side along a portion of its length, a semicircular annular arch20having a raised track22along its inner edge, a base23and an inner hub24, and an angular swing arm26having one end rotationally mounted to the hub24so that the swing arm26can swing along the arch20. The arch base23fits within the base slotted track14. The swing arm26also has a slotted track28formed along a portion of its length. A tension spring30is coupled between the linear arm16and the swing arm26. A ball cup32is mounted to the swing arm26for holding a projectile, which preferably is a magnetized or metal-coated plastic ball. In operation, the training device10is clamped to a surface such as a table top33using one or more C- clamps35, which hold the base12tightly in place to prevent movement from the operation impact and vibration of the swing arm26.

Referring toFIG. 3, the base of the training device is shown in more detail. Disposed on the base top surface15is a linear scale34. The linear scale34is aligned with the slotted track14to measure the position of the annular arch with respect to the linear arm16. The linear scale34can be removably mounted into a recess or grooved track in the base top surface, which allows for the option of using different versions of the scale (i.e., versions having FPI units of measurement, SI units of measure or discrete versus continuous increments). In one preferred embodiment, the linear scale34can be a laminate film made out of a plastic that has flexibility, durability and resistance to moisture and other environmental substances.

Integrated into the device base12is a self-retracting measuring tape36. In a preferred embodiment, the measuring tape can be mounted in a recess38formed in the bottom surface of the base12. The measuring tape36is aligned so that the tape40extends parallel to the base slotted track14. A lip42disposed at the end of the tape of the arch extends beyond the edge of the base12and is held against the base by the spring tension of the self-retracing measuring tape. In this configuration, the measuring tape36can be used to measure the distance that a ball is launched by the training device10. Integration of the measuring tape into the base12in this manner advantageously avoids having to provide a separate measuring tape which would have to be carried separately and is likely to be misplaced. The base recess38also can have hooks44mounted within it for storing one or more spring30, such as during transportation or packaging.

Referring toFIG. 4, the linear arm16of the training device is shown in more detail. As previously described, the slotted track18is formed in one side of the linear arm16along a portion of its length. An arm bracket46fits over the top of the linear arm16and can be slidably moved along the arm's length. The arm bracket46is held in place on the arm16by a set screw48which extends into the slotted track18and can be screwed down to engage and lock against the bottom of the slotted track18.FIG. 8shows the arm bracket in more detail. Mounted to the arm bracket46is a hook50for holding an end of the tension spring30. Positioned on the side of the linear arm16opposite the slotted track18is a linear scale52, which is similar in design to the linear scale34previously described, except that arm linear scale34is longer to accommodate the length of the linear arm. At the bottom of the linear arm34is a tab54, which is sized to fit closely into the base slotted track14. When assembled (seeFIG. 1), the linear arm16is slidably mounted to the base12by inserting the linear arm tab54into the base slotted track14. The linear arm16is held in place by a clamping screw56inserted through the base12into the bottom of the linear arm16until the head of the clamping screw56locks against base12. In this configuration, the mounted position of the linear arm16can be continuously varied along the base slotted track14, thereby providing a variable input for the catapult device10, which variable input can be measured by the base linear scale34. Also, the mounted position of the arm bracket46can be can be continuously varied along the linear arm slotted track18, thereby providing another variable input for the catapult device10, which variable input can be measured by the arm linear scale34. An adjustment for adjusting the height of the linear arm16with respect to the base12can provide still another variable input. This can be achieved by providing one or more a height adjustment screws in the base of the linear arm16that can be raised or lowered to set the height of the linear arm16to the desired level. Appropriate linear scales to measure this height adjustment can be incorporated. Because the tension spring30can be removed and replaced, tension springs having different tensions can be used, thereby providing another variable input to the device.

The tension spring30provides the required force for setting the swing arm26in motion to launch a ball. Using the spring30rather than a rubber band, such as has been used in previous devices, provides a number of advantages. One advantage is that the spring component allows for non-destructive testing and calibration via characterization prior to its use. The spring can be characterized using a tension meter to determine the effect of wear and tear if any. This is impossible with the prior art devices using rubber bands, as testing the rubber band will change its elasticity significantly unless destructive testing is employed at a significant cost in time and money. It will be understood that the tension spring30can be implemented using any suitable spring mechanism for providing the necessary spring action to launch a ball from the device.

Referring toFIG. 5, the angular swing arm26of the training of the training device is shown in more detail. At one end of the swing arm26is a fork27for mounting the swing arm26to the arch hub24. The swing arm fork27fits over the annular arch20and arch hub24and is rotatably mounted to the hub24using a hub bolt29secured with a washer and nut so that the swing arm26can pivot about the hub24and swing freely along the arch20. A swing arm bracket60fits over the top of the swing arm26and can be slidably moved along the arm's length. The arm bracket60is held in place on the swing arm26by a set screw62which extends into the swing arm slotted track28and can be screwed down to engage and lock against the bottom of the swing arm slotted track28. Mounted to the swing arm bracket60is a hook64for holding an end of the tension spring30. Positioned on the side of the swing arm26opposite the slotted track28is a linear scale66, which is similar in design to the linear arm scale52previously described. A ball cup bracket68also fits over the top of the swing arm26and can be slidably moved along the arm's length. The ball cup bracket68also is held in place on the swing arm26by a set screw70which extends into the swing arm slotted track28and can be screwed down to engage and lock against the bottom of the swing arm slotted track28. In this configuration, the mounted position of each of the swing arm bracket60and the ball cup bracket68can be can be continuously varied along the swing arm slotted track28, thereby providing additional variable inputs for the catapult device10, which variable inputs can be measured by the swing arm scale66.

FIG. 9shows the ball cup bracket68in more detail. Preferably, the ball cup32is a truncated cone and serves to hold the ball in place by being positioned at an angle to prevent the ball from falling out due to gravitational force. The ball cup32can be mounted to the ball cup bracket68using any suitable means. In one preferred embodiment, the ball cup32is mounted to the ball cup bracket68by a mounting screw80inserted through the bottom of the ball cup32and into a threaded hole in the ball cup bracket68. In another preferred embodiment, the ball cup32can be attached to the ball cup bracket68in such a fashion that the ball cup32can be rotated and tightened so that the angle of the ball cup32with respect to the ball cup bracket68can be varied and still remain stable during the operation of the swing arm26, thereby providing another variable input to the device.

Referring toFIG. 6, the annular arch20of the training device10is shown in more detail. As previously described the annular arch20has an arch base23that is sized to fit within the base slotted track14. In this position, the annular arch20is held rigidly in place on the device base12by mounting bolts72. In one form, these bolts can be screwed into threaded holes in the device base12. In a preferred form, they can be inserted from underneath the base12through the slotted track14and into threaded holes in the arch base23, thereby allowing the position of the arch20to be varied along the track14. In this form, the heads of the arch mounting bolts72also avoid interfering with the movement of the angular arm16. The arch20also can be designed to have a height adjustment with respect to the base12, thereby providing yet another variable input. This can be achieved by providing one or more a height adjustment screws in the arch base23that can be raised or lowered to set the height of the arch to the desired level. Appropriate linear scales can be incorporated to measure this height adjustment. Disposed on the arch base23is the arch hub24, to which the swing arm26is mounted. Clamp brackets74can be mounted to the annular arch20for limiting the angular movement of the swing arm26by acting as stops on the annular arch20. Referring toFIG. 7, the clamp bracket74is shown in more detail. Each clamp bracket74is a U-shaped bracket that is sized to fit over the annular arch30. Set screws76inserted through a hole in each leg of the clamp bracket74can be tightened to engage the raised track22on the inside of the annular arch20and to hold the clamp bracket in place. Positioned on the outside of the annular arch30is a linear scale78, which is similar in design to the linear scales that have previously been described. In this configuration, the position of each of the clamp brackets74can be continuously varied along the annular arch, thereby providing additional variable inputs for the catapult device10, which variable inputs can be measured by the arch linear scale78.

FIG. 10illustrates the training device ofFIG. 1in operation and illustrates by two-way arrows the adjustments that can be made to the device that represent input variables. As previously described and shown inFIG. 10, the configuration of the training device provides the instructor and user at least eleven possible variables from which to select (shown as two-way arrows onFIG. 10).

Referring toFIGS. 10,12aand12b, a graphical system for measuring the distance of a ball launched by the training device10is shown. This measurement system can eliminate the need for mechanical measuring tapes that have been used in the past to measure the distance of ball launches. The graphical measurement system includes a graph sheet84with appropriate linear distance graduations. Preferably, the graph sheet84includes a left graph portion86and right graph portion88, which can be located on the table top33between 0 and 120 inches from the point of launch (considered the center of the base12) with the right graph and left graph portions located on either side of a center line that aligns with the base slotted track14. The graph sheet84can be placed under a sheet of carbon paper or other pressure sensitive sheet90to mark the impact of a launched ball. Preferably, a transparent sheet92, such as a sheet of plastic film or transparent paper, is sandwiched between the graph sheet84and the pressure sheet90. When the transparent sheet92becomes covered with pressure sheet markings that prevent its further use, it can be replaced by a fresh transparent sheet92. The user only needs to replace the transparent sheet in those areas where the markings are densely located. The graphical measurement system also provides for the measurement of the angle of deviation from the center line of the graph sheet84. The measurement of this angle provides another output for the user to characterize and optimize in the form of a mathematical model described as a function of the catapult training device input variables. The graphical measurement of output eliminates error in visual observation. The pressure paper positioning significantly minimizes error in output measurement. The transparent sheet92sandwiched between the graph sheet84and the pressure sheet90helps increase the life of the graph sheet. With this system, balls can have protrusions formed on their surface for making clearer marks on via the pressure sheet90, resulting in higher accuracy and precision in measurements.

FIG. 11shows an alternative preferred embodiment of a training device10according to the present invention. Referring toFIG. 11, the training device10includes a compression spring82for setting the swing arm26in motion, rather than a tension spring. The compression spring82has a cylindrical socket fixture84on one end for receiving the end of the spring. The socket84can be threaded so that the end of the spring82can be screwed into it. The socket fixture84can be constructed similar to known designs of flashlights wherein the batteries are held in place on the bottom by having spring coils helically screw into a threaded cap. The socket fixture86is attached to the swing arm bracket60. A similar socket fixture86is attached to the other end of the spring82and is mounted to the base12. For storage and transport, the compression spring82can be placed in a storage cylinder (not shown) that can be stored in the base recess38.

In the configuration ofFIG. 11, the linear arm16, bracket48and tension spring30are not necessary. By providing these parts, however, the user can have the option of operating the training device10in the tension mode (seeFIG. 10) or in the compression mode (seeFIG. 11). To change the training device10from the tension mode to the compression mode, the user need only remove tension spring30, remove the linear arm16from the base12, and move the arch20forward in the base slotted track14toward the location where the linear arm16was mounted. The user then can attach the compression spring82as previously described. This choice of operating in compression mode allows the elimination of the linear arm16while providing the instructor and user at least eleven possible input variables from which to select (shown as two-way arrows onFIG. 11).

An alternative embodiment of the training device10can use a torsional, spring mechanism, similar to that found in an airline safety belt, which provides a rotational force about the arch hub24. Such an embodiment eliminates the need for the linear arm16. In addition, the arch20can be eliminated and additional hooks can be added to the swing arm26and base12to hold a string that measures the stop angle of the swing arm26. A linear scale can be added to measure the starting angle position for the swing arm.

The fundamental component parts of the training device according to the present invention can be made of plastic with higher strength-to-weight ratio than that of materials used in previously known devices. The training components can be manufactured either by machining or injection molding processes. The components can be assembled for operation of the training device10and disassembled for convenience of storage and portability. They can be of the snap-fit type or threaded type for assembly and operation. For the securing the components in a packed configuration (seeFIG. 2), they can include securing means such as magnets, removable adhesive or Velcro.

Linear scales used for visual measurement of input variables can be universal. Different units of measurement or modes of input variables can be used. The device can be collapsed using Velcro patching for compact placement. Input and output data can be recorded manually, mechanically, or electronically. The device can be made out of metal, plastic or a combination for durability. Component parts can be made of material that is opaque or transparent for aesthetic appearance. A tape or pre-designed graph can measure the distance/angle output variable. A timer, such as an electronic timer or an integrated clock, can measure the output variable for cycle time. The linear arm can be moved based on the desired combination of input variables. The arch can be moved based on desired combination of input variables. The scales for unit of measurement can be separate or available in one universal system. Discrete input options can be offered through the design of the appropriate scales.

Advantageously, the system and method of the present invention can be used with an interactive system that supports e-learning and online remote instruction. The input and output data can be managed electronically. For example, scanner technology can be used to sense the setting of input variables. Rather than an impact sheet, membrane technology can be used to track the output variable data by recording the point of impact of balls launched by the device. The input and output data can than be transmitted to a user. A two-way digital signal processor can be used to acquire input and output data for receipt and transmission. Electronic data can exchanged wirelessly locally using a wireless technology such as Blutetooth technology or over the Internet using a PDA or other wireless device connected to the Internet.

To operate the training device10, it must first be assembled. A preferred sequence of assembly of the components and set up of the device will now be described. Preferably, the device is used on a table top. The annular arch20is mounted to the base12by fitting the arch base25into the base slotted track14and securing it in place with the arch set screws72. The linear arm16is mounted to the base12by fitting the tab54into the base slotted track14and securing it in place with the linear arm clamping screw56. The user can then align the base12with the edge of the table top33, as shown inFIGS. 1 and 10. The base12is clamped in this position using the C-clamps35. The swing arm26is mounted to the annular arch20by sliding the annular arm fork27over the arch20and arch hub24and securing it in place with the hub bolt29, washer and nut so that the swing arm26can pivot about the hub24and swing freely along the arch20. The clamp brackets74are mounted to the arch20, with one bracket74being mounted on each side of the swing arm26. The linear arm bracket46is mounted to the linear arm16by sliding the bracket over the end of the arm16and tightening the set screw48and the swing arm bracket60is mounted to the swing arm26by sliding it over the end of the arm26and tightening the set screw62. The ball cup32is mounted to the swing arm26by sliding the ball cup bracket68over the end of the swing arm26and tightening the set screw70. The tension spring30is mounted between hooks50,64. After mounting the spring30, the user can reposition the clamp brackets74to effectively set the points on the arch20for starting and stopping the swing of the swing arm26. The assembled device10can then be used to launch balls. Launched balls can be retrieved manually, mechanically, or magnetically. Balls can be metal coated or magnetic for easy retrieval. A vertical reflector board (not shown) can be used for ball retrieval to minimize the number of operators and effort needed to retrieve the balls.

To launch balls with the assembled device10, a user places the the graph sheet84, a transparent sheet92and the pressure sheet90the with the right graph and left graph portions located on either side of a center line that aligns with the base slotted track14, as described above. The user then places a ball in the ball cup32and pulls the swing arm26back toward the portion of the base12held by the C-clamps35until the swing arm26is stopped by the rear clamp bracket74. When the user releases the swing arm26, the tension spring30will pull the swing arm26forward and launch the ball. When the ball lands on the impact sheet90, it will mark the transparent sheet92at the point of impact. The user can measure the point of impact using the graph sheet84. It is then left to the choice of the user and instructor on how to manage the input variables to modify the launch of the ball and to collect data to create mathematical models. The input variables can be measured using FPI and/or SI Units of measurement and can be varied either discretely or continuously.

The output variables that can be monitored include the linear distance from the base12, the angle of deviation either to the left or right of the center line of the base12, and the cycle time conduct a given operation. The linear distance output variable can be measured using the integrated measuring tape36or the graphical measurement system previously described, which provides the user and instructor greater speed, accuracy and precision in comparison to the measuring tape36.

The training device10can be disassembled as follows for convenient and compact storage in a storage box (not shown). The ball cup32can be loosened and removed from the swing arm26, leaving the swing arm bracket60in place. The arch clamp brackets74can be loosened and moved apart on the arch20, leaving them positioned on the arch20. The spring30can be removed from the hooks50,64and stored in the base recess38after the C-clamps35are removed. The swing arm26can be removed by loosening the hub bolt29, washer and nut. The linear arm16can be removed from the base12by unscrewing the clamping screw56. The annular arch20with clamp brackets74can be removed from the base12by unscrewing the arch screws72. All of these components can be stored in the storage box along with balls used for launching.

Referring toFIGS. 13 and 14, another embodiment of a training device10according to the present invention can launch a ball that is easily retrievable at a desktop level. The device10includes an arm101that is mounted to the base12by a hinge102. The ball cup32is mounted to the free end of the hinged arm101. A spring106is disposed within the base12and presses against the hinged arm101. A ball is tethered to the base by a tether104, so there is no need to fetch the all each time it is launched. A user compresses the hinged arm101against the base12and releases the hinged arm101to launch the ball. When the ball is launched, it impacts an upright arm106mounted to the base. The training device100has variable inputs which will result in output variations, as shown inFIG. 13. It can be used as a tool for demonstrating the statistical tools and techniques. The device can be machined in plastic and is portable, collapsible, and easy to assemble and disassemble within minutes. It has relatively few parts and is easy to handle while operating.

As can be seen form the foregoing, the device according to the invention has numerous benefits over previously known devices. It is versatile and easy to use for both instructors and students. It provides a significantly higher number of controllable input variables than do previous devices, as well as multiple output variables, for simulating actual processes. It provides options for variable input or output technology based on the appropriate level of training. It provides options to address different skill levels of training for user and instructor in applied statistics. A user or instructor at a very basic level has the choice to either restrict the use of the system to meet his simple needs or utilize the available options for advanced learning and application. It can be set up in various configurations by removing or substituting certain components without changing the fundamental component parts. It can be used to demonstrate the effects of variables in any given process and is not limited to any specific industry or process application. It is versatile enough to demonstrate the advantages of incorporating continuous inputs technology and data transfer technology. The invention is applicable to and suits academic, industrial, government, military as well as nonprofit business operation type environments. With the device of my invention, training is faster and costs less time and manpower to operate. It makes true mathematical modeling possible.

The device of my invention also is easy to use and provides improved speed, ease, precision and accuracy of measurement. It utilizes an integrated, graphic input and output measurement system that reduces time and error in measuring time, angle and distance output variables. The system can use a combination of discrete, continuous, FPI and SI units of measurement by simply swapping appropriate linear scales. The system effectively eliminates the possibility of error in the setting of the input variables. The inputs and outputs can be managed manually or electronically. Management of the inputs and outputs electronically can allow for instruction and use of the training system by people with a limited mobility, hearing, sight, or our use of their hands. The electronic data management also can allow for avoiding mistakes in the input process, such as by using an alert system to warn the user in the event an input variable is in error, thereby eliminating the chance of an unwanted run or operating step. Recording the data electronically or through an automated measurement system, as opposed to reading it visually, also can help eliminate or reduce errors as well as the system operation time. Because it is easy to use, the device allows the user and instructor to manage in-class training activity with less manpower and without a group of trainees per system and trainees having to necessarily leave their desk for practical demonstration sessions.

The device of my invention is easy and inexpensive to manufacture and repair. It can be fabricated using automated machining processes, thereby eliminating the opportunities for variation due to operator skills. Its components can be constructed of durable, lightweight material that is resistant to wear. If a component is damaged, it can be replaced without the need of replacing the entire device. The device is easy to store and transport. It is lightweight and can be readily disassembled for storage and transportation.

The device is suitable for use in e-training or online training. Because input and output variable data can be managed electronically, e training can be achieved through Internet web hosting of the input and output variable data, either locally or remotely.

It will be understood by those of ordinary skill in the art that other arrangements and disposition of the aforesaid components, the descriptions of which are intended to be illustrative only and not limiting, may be made without departing from the spirit and scope of the invention, which must be identified and determined from the following claims and equivalents thereof.