CA2190169A1 - Process for manufacturing and packaging a stack of alternating truncate-like disposable child mitt wipes - Google Patents

Abstract

A process for manufacturing and packaging a stack of disposable mitt wipes includes bonding two layers of material together to form a bonded composite having a selected bond pattern thereon. The bonded composite is then suitably treated with a selected liquid or liquids, and is then cut along portions of the bond pattern to form a plurality of truncate-like mitt wipes. Because of the truncate-like shape, the mitt wipes can be immediately, directly stacked such that a top mitt wipe can be easily dispensed individually by a child, thereby eliminating or reducing the probability of the child dispensing multiple mitt wipes.

Description

PROCESS FOR MANUFACTURING AND PACKAGING A STACK OF ALTERNATING
TRUNCATE-LIKE DISPOSABLE CHILD MITT WIPES

Background of the Invention The present invention relates to processes for making wipes, and more particularly to a process for manufacturing and packaging a stack of altemating disposable mitt wipes for use primarily by children in toilet training.

From birth to an age of about two years old, a little boy or girl will wear diapers until he or she is ready for the toilet training process during which they leam to use the toilet by themselves. Some children may start the toilet training process as early as the age of fifteen months, while others may not be ready until after the age of two. The age at which a child will begin this training process is dependent upon many factors, some of which are psychological, some physiological, and some unique to the individual child.

The total toilet training process embraces a number of aspects, some of which may or may not apply to each child. One aspect of the total toilet training process is the change from diapers to training pants to help the child understand that he or she may now easily use the toilet, just like grownups.

Another aspect of the total toilet training process includes parental or caregiver instruction as a positive encouragement and reinforcement to the child that he or she should now be using the toilet, instead of using diapers. Related to parental or caregiver instruction can be the use of written materials oriented to children at this particular age.

Still another aspect of the total toilet training process includes the examples of older brothers or sisters that have already proceeded successfully through this process.
Generally, the younger untrained brother or sister will want to imitate the older trained brother or sister.

Yet another aspect of the total toilet training process includes cleanup after going to the toilet, especially after a bowel movement. In this case, parents or caregivers will desire that their children eventually become independent in cleaning themselves after going to the toilet. This means Uhat two areas must-be addressed by both the parents, or caregivers, and the child: one is how Uhe child cleans up, and the other is how well the child cleans up.

In addressing the cleanup aspect of toilet training, parents or caregivers will usually first introduce their child to conventional baUhroom tissue, i.e., toilet paper. AlUhough it is understandable that the use of toilet paper may be the hrst method a~le",pted by parents or caregivers to assist Uheir child in deaning up, it poses numerous problen,s for the child.
One problem is that the tissue, of which Uhe toilet paper is made, may not be strong enough to withstand Uhe use by a child. If the child uses too little toilet paper, the toilet paper can tear or puncture during use, resulting in a mess on the child and anything within reach of the child. This presents sanitary pr~ble."s, and can be a discouragement and frustration to the child by not being able to independently clean himself or herself after going to the toilet.

Another problem associated with conver,lional toilet paper is Uhat children tend to pull too much toilet paper off of the roll. A bathroom that has its floor cluttered with excessive unrolled toilet paper can evoke less than encouraging or r~inror~ng words from the parent or caregiver.

Furthermore, if the child pulls too much toilet paper off of the roll, it is likely that the child will make a large ball of toilet paper, and attempt to clean himself or herself with it. This can result in less Uhan effficient use of toilet paper, less than effficient cleanup, and quite possibly plugging of the toilet.

Another problem wiUh conventional toilet paper is Uhat it is more diffficult for a child to manipulate the tissue to the area of his or her bottom in order to clean. This is due to children's bodies being differenUy proportioned compared to adult bodies. Specifically, the child's arms may not be long enough to easily reach the cleanup area. Most children also do not have the necessary manual dexterity to overcome this particular problem, and the problem is furt'ner magnified since the child cannot visually see the area he or she needs to cleanup.

With all of these problems associated with a dhild using toilet paper, it does not come as a surprise that ass slance is required. For the dlild, this can be an e",bar,dss"~ent and humiliation in not being capatl~ of adequ~tely taking care of himself or herself.
Furthermore, a child may, at this age, desire privacy and independence. This can be indicated when the dhild doses a bathroom door, when in the past an open door was never a concei". If the parent, or caregiver, needs to assist the dhild, there can be a conflict of emotion for the dhild that may be obstructive to the deanup aspect of the toilet training process.

One alle",pt to address some of the above problems is to provide wipes specifically designed for use by dhildren. These wipes are generally thicker than regular toilet paper, and usually only one wipe is supposed to be used. Although these wipes may be thicker and therefore not as prone to tear or puncture during use, they still present the problem ~ ~ ~
of a flat, small wipe that is difficult for the dhild to manipulate or use in a correct manner.
As with any unsuc~ssful attempt in cleanup, the dhild can become discouraged and the toilet training process may be delayed.

Another problem Acso~ ed with dhildren's wipes is that they can be pe(c~ived by the child as a "baby" wipe, as opposed to a grownup's batllluo,,, tissue. Since the dhild wants to feel like a grownup who can independenUy deanup, the use of a product perceived to be intended for babies can cause a child to refuse to use the wipe.
Important to encouraging a child to want to dean himself or herself, after going to the toilet, is that the child should have easy access to the wipes. Some wipes come in containers, as opposed to rolls, for various reasons. Some of these reasons indude easy portability of the wipes when traveling out of the home, keeping the wipes moist if they have been so treated, or the like. For the dhild to be encouraged to use wipes in a container, the wipes should be easily dispensable. This means that the container lid should be easily opened by a dhild, bearing in mind that most children do not have an adult's manual dexte,ily. If the container is difficult to open, the dhild may hold the container in other than an upright position to open the lid, thereby resulting in the wipes possibly falling out of the container. This is a situation that can cause el"ba,rass",ent and frustration to the child, and result in less than encouraging or reinforcing words from the parent or caregiver.

It now can be app~ ,ialed that the total toilet training process involves many aspects for both the child and the parent or caregiver. Some of these aspects affect children differently, or may not even be a factor for a particular child. It is this uniqueness of the individual child that presents a major challenge for both the child and the parent or caregiver. If any of these aspects are unsuccessful, the child's progress through the toilet training process can be unnecessA~ ily delayed due to numerous failures and fnuslralions.

In the production of wipes, problems exist that are unique to various manufacturing processes. For example, those processes for wipe designs having shapes other than, for example a square or rectangle, require a trimming step to cut away ,nalenal so as to form the desired shape. This i,npacls cost of ope,dlion and raw ",alarial consumption.
As the amount of trimmed waste material increases, so do process and product costs. ~ ~ ~
Naturally, this is u"desirad both to the manufacturer and to the consumer.

Other cost-related problems involve the necess~ry and addilional steps of handling the trimmed waste material that may impact production speed and productivity related to machine down-time, and then disposing of the waste ",ale,ial in an ~cc~pPhly environmental manner.

Still another problem exists with those pr~esses in which the wipes are sequentially formed in a congruent shape. If the wipes are stacked immediately after the step of cutting, it is extremely difficult for a child to clispense them one at a time, and particularly if the wipes are pre."oistened. For these sequentially congnuent wipe designs or shapes, every other one needs to be rotated, for example, 180~, so that a top or uppemmost wipe exposes a portion of the following wipe so as to identify the wipes singly, thereby making it easier to separate and dispense the wipes individually. However, the added step of rotating the wipes increases pr~cess and product costs.

Summary of the Invention In response to the discussed difficulties and problems encountered in the prior art, a new, process for manufacturing and packaging disposab!e mitt wipes has been discovered.

In one form of the present invention there is provided a process for manufacturing a stack of altemating disposable mitt wipes comprising the steps of continuously moving a first layer and a second layer generally in a first direction, forming a continuously unbonded composite from the layers, bonding the layers together along a bond pattem in order to form a bonded composite, moving the bonded composite in a genera.ly verticai direction, applying a solution to the bonded composi~e, cutting the bonded co,nposite along cutlines to form a plurality of alle--,dling mitt wipes, and directly stacking the mitt wipes in an altemating stacked arrangement.

In another form of the present invention there is provided a process for manufacturing and packaging a stack of disposable mitt wipes co,npnsing the steps of continuously moving a first layer and a second layer generally in a first direction, bonding the layers together along a bond pattem, applying a solution to one of the layers, cutting the layers ~ ~~ ~
to form a plurality of alle" ,aling truncate-like-like mitt wipes, directiy stacking the mitt wipes in an altemating stacked arrangement, and packaging the allel"dli"g st~rked arrangement in a dispenser.

In still another form of the present invention there is provided a process for manufacturing a stack of disposable mitt wipes col"prising the steps of continuously moving a first layer and a second layer generally in a first direction, registering centeriines of the layers, bonding the layers together along a bond pattem, applying a first solution on the first layer and a second solution on the second layer, cutting the bonded layers along cutlines located within the bonded pattem to form a plurality of mitt wipes, and directly slacki"g the mitt wipes in a stacked arrangement.

Brief DescriPlion of the Drawincis The above-mentioned and other features and aspects of this invention and the manner of attaining them will become more apparent, and the invention itself will be better understood by reference to the f~"~v.~ng descriplion of the invention taken in conjunction with the accol"panying drawings, wherein:

Fig. 1 illustrates a top plan view of one embodiment of a mitt wipe;

Fig. 2 illustrates a aoss-sectional view of Fig. 1 taken along line 2-2 and viewed in the direction of the arrows, with the mitt wipe in an open position for fitting on the hand;

Fig. 3 illustrates a stacked altemating a.,dnge,nent of mitt wipes;

Fig. 4 illustrates a perspective view of one embodiment of a d;spenser with a stack of alle."aling mitt wipes therein;

Fig. 5 illustrates a front elevational view of the embodiment in Fig. 4;

Fig. 6 illustrates a back elevational view of the embodiment in Fig. 4;
Fig. 7 illustrates a side elevational view of the embodiment in Fig. 4; ~ ~ ~
Fig. 8 illustrates a cross-sectional view of the embodiment in Fig. 7;

Fig. 9 illustrates an enlarge",ent of the encirded area in Fig. 8;

Fig. 10 illustrates a cross-seclional view of Fig. S taken along line 1~10 and viewed in the direction of the arrows; and Fig. 11 illustrates a schemaUc view of one process of manufacturing and packaging mitt wipes.

Detailed DescriPtion Although the following description of a mitt wipe focuses on its use by children for toilet training purposes, the mitt wipe has other advantageous uses. In the case of children, invalids, or geriatric adults, for example, the mitt wipes can be used to wipe other bodily areas and physical objects. The mitt wipes may be used to clean the hands and face after eating, messy play, sports, or the like. They may also be used to wipe various types of surfaces, such as tables, chairs, bathroom areas, toilet seats, toys, or the like.

In addition to the above advantages, the mitt wipes can be used to apply various types of solutions. The term "solutionn refers to any type of liquid, lotion, cream, substance, or the like. For instance, the mitt wipes can be used to apply sun screen lotion, insect repellent, skin moisturizers, diaper rash cream, oils, or the like. One signir,canl advantage associated with this includes easier and quicker application, since the mitt wipes eliminate the necessity of having to pour the solution onto the hands and then apply the solution to the body. Another sigr,if,canl advantage is a reduction in waste or mess, since there is less possibility of solution dripping or flowing between the fingers, leaking from the container, or the like. Still another siyniricanl advantage is a more uniform and consislenl application of the solution, since each mitt wipe can be treated with a unirullllly consislenl amount of solution. The amount of applied solution can be better controlled with a select number of mitt wipes, as opposed to numerous App'i~tions from the bottle to the hand and then to the body.

Because of the numerous uses of the mitt wipes, the ",ale,ial or materials of which the mitt wipe is made will depend on the type of solution that is to be applied. Dirrer~:nt solutions may require difrerenl ",alenals.

Another advantage of the mitt wipe design is hand control by the user. Since it encomrasses the hand, less effort is required by the user to correctly hold the wipe during wiping or applying solutions. This can lead to more effective and effficient use of the mitt wipe, and particularly by the child going through the toilet training process.
Furthemmore, the mitt wipe both protects and covers the hand from contaminating subslances when cleaning after use of the toilet.

Referring primarily to Fig. 1, there is illustrated a disposable mitt wipe 20. The term "disposable" means that the mitt wipe 20 is to be used once for its intended purpose and thereafter discarded, not to be used again. Mitt ~,vipe 20 comprises a mitt body 22 including tapering sides 24 that taper inwardly toward a top end of mitt wipe 20, and taper outwardly toward a bottom end of mitt wipe 20, a periphery 26, an interior space 28 (Fig. 2) for accommodating the hand of a child, and a mitt opening 30 (Fig. 2) through which the child can place his or her hand. Mitt body 22 further comprises a top layer 32 and a bottom layer 40, in which top layer 32 has a shorter vertical, i.e., a top-to-bottom direction as viewed in Fig. 1, dimension than bottom layer 40. Top layer 32 includes or posed sides 34, top end 36, and bottom end 38. Similarly, bottom layer 40 includes opposed sides 42, a top end 44, and a bottom end 46. As illustrated in Fig. 1, top layer 32 and bottom layer 40 have tapering sides 34, 42 that give mitt body 22 a generally truncate-like shape, in which top ends 36, 44 are substantially parallel to respective bottom ends 38, 46. Tapering sides 34, 42 taper inwardly toward respective top ends 36, 44, and taper outwardly toward respective bottom ends 38, 46, relative to vertical centerline 52. Although illustrated and described as truncate-like, mitt wipe 20 can have other designs or shapes that can sig"irica,)ll~, or subtly, deviate from a truncate-like shape. For example, one truncate-like shape can have rounded comers as opposed to the illustrated angular comers. Other similar designs can include wave-like pattems or the like.

An access flap member 48 is associated with bottom layer 40 and extends outwardly beyond (in a downward direction as viewed in Fig. 1) bottom end 38 of top layer 32.
Access flap member 48 is "associated" with bottom layer 40 in that access flap member 48 can be an extension of bottom layer 40, or can be a separate stnuctural element attached to bottom layer 40 such that it extends beyond bottom end 38. In this particular embodiment, access flap member 48 is an integral extension of bottom layer 40, and is thus made of the same ",dlerial as bottom layer 40.

A dispensing flap member 50 is also ~sso~i~ted with bottom layer 40 and extends outwardly beyond top end 36 of top layer 32. Dispensing flap member 50 is 4associaled"
with bottom layer 40 in that dispensing flap member 50 can be an extension of bottom layer 40, or can be a separate structural element attached to bottom layer 40 such that it extends beyond top end 36. In this particular embodiment, dispensing flap member 50 is an integral extension of bottom layer 40, and thus made of the same material as bottom layer 40. Should either or both flap members 48, 50 be separate stnuctural elements attached to bottom layer 40, they can be made of the same or a different material from that of bottom layer 40. The joining of a separate access flap member 48 or separate dispensb~g flap member 50, can be accomplished in any suitable manner well known in the art. The function of both access flap member 48 and dispensing flap member 50 will be explained hereafter.

Continuing to refer to Fig. 1, a peripheral bond line 54 joins top layer 32 and bottom layer 40. Peripheral bond line 54 does not bond the total periphery 26 of mitt body 22, but only, those edge portions of top layer 32 and bottom layer 40 that must be bonded in order to form interior space 28 and mitt opening 30 (Fig. 2). In Fig. 1, peripheral bond line 54 extends along and bonds together sides 34 of top layer 32 and sides 42 of bottom layer 219016~

40, and extends along and bonds together top end 36 and the mutually facing portion of top end 44. Access flap member 48 and dispensing flap member 50 are unbonded, free ends.

Access flap member 48 is adjacent opening 30 to provide several advantages to the child. One advantage is to help the child identify mitt opening 30, thereby assisling the child in properly using the mitt wipe 20. The extension of access flap member 48 beyond bottom end 38 of top layer 32 permits the child to visually locate opening 30. Another advantage is to enable the child to more easily separdle top layer 32 and bottom layer 40, particularly when a desired solution has been applied. For a child with a limited amount of manual dexterity, separ~ling two moist layers that are pressed flat together can be extremely difficult.
.
The cleanup aspect of the toilet training process is thus aided by access flap member 48 visually identifying mitt opening 30 to the young child, and enabling the child to easily separate the top and bottom layers 32, 40 so that the child can place his or her hand into interior space 28 of mitt body 22. These advantages have been found to be very useful and helpful in encouraging a child during the cleanup aspect of the training process.

Still referring to Fig. 1, the truncate-like shape of mitt body 22 better fits the outline of a child's hand, thereby assisting the child in properly fitting mitt wipe 20 on his or her hand.
Proper fitting of mitt wipe 20 is a sig"ilicant factor in encouraging the child to want to use mitt wipe 20, and in helping the child to use mitt wipe 20 properly in the cleanup process.
Tapering sides 24 are cut or formed such that they form an angle with the vertical centerline 52, as viewed in Fig. 1, in a range between about 2 degrees to about 45 degrees. This range of taper is provided since children have different size hands.
Accordingly, the mitt wipes 20 can be provided in different sizes, both in length and width, in order to accol"modate a range of hand sizes. However, if it is desired to have one size mitt wipe 20, a desired range of angles of taper is between about 5 degrees to about 10 degrees.

The material of which mitt body 22 is made is important in the cleanup aspect of the toilet, training process. The material should be strong enough to resist tearing during nommal use, yet still provide softness to the child's tender skin. One desired material is a composite material comprising a mixture of natural fibers and synthetic fibers. A desired natural fiber is a cellulosic fiber, and a desired synthetic fiber is a polypropylene fiber.
These fibers can be suitably mixed in a meltblowing process in which the polypropylene fibers are meltblown into a stream of cellulosic fibers. In one desired method of meltblowing the polypropylene, the resulting microfibers have an average diameter of about 10 microns or less with very few, if any, of the ~ rofil,ers exceeding 10 miaons in diameter. The average diameter of the microfibers is usually greater than about 1 micron, and is desirably within the range of about 2 to about 6 miaons. While the ",icr~riL,ers are predominantly d;sconlinuous, they generally have a length exceeding that normally associated with staple fibers. The stream of individualized fibers typically have a length of about 0.5 to about 10 millimeters and a length-to-maximum-width radio of about 10:1 to 400:1. A typical fiber cross-section has an irregular width of about 30 microns and a thickness of about 5 microns.

The meltblowing of synthetic fibers into a stream of cellulosic fibers results in an inli-,-ala mixture of cellulosic fibers and polymeric microfibers integrated by physical ent dp,nent and mechan-~-' entanglement, while suspended in space during the meltblowing process. Because the microfibers are longer, thinner, limper, and more flexible than the cellulosic fibers, the microfibers twist around and entangle the relatively short, thick, stiff cell~-'os ~ fibers as soon as the fiber slrean)s merge. This entanglement illterc,onnects the two different types of fiber with strong, per~i~lenl inter-fiber allac~"nents without any signiricanl mloleru'--, adhesive, or hydrogen bonds. In the resulting mixture or matrix, the microfibers retain a high degree of flexibility, with many of the microfibers being spaced apart by entanglement with the cellulosic fibers. The enlang:cd cellulosic fibers are free to change their orienlalion when the matrix is subjected to various types of d;~t~ ling forces, but the ela~ ,,ty and resiliency of the microfiber network tends to retum the cellu'~.s ~ fibers to their original positions when the distorting forces are removed. A
coherent integrated fiber structure is thus formed by the mechanical enlar,-J!ement and physical enl.ap",ent of the two different fibers.

The microfibers and the nature of their anchorage to the cellulosic fibers provide yielding "hinges" between the fibers in the final structure. The fibers are not rigidly bonded to each other, and their connection points permit fiber rotation, twisting, and bending. At even moderate ~.e~l)riber content, the structure is capable of providing cloth-like properties of "hand" and Udrape," and is conto""able while retaining a degree of elasticity and resiliency. Even when wet, such as with water, which softens the cellulosic fibers, the material exhibits flexural resiliency and a wet sllehylh co",pardble to its dry strength.
All of these properties are important in providing the desired tear-strength and softness to mitt wipe 20 so that the child s tender skin is not irritated thereby enhancing their use by the child in the toilet training process.

It should also be understood that this containment of the cellulosic fibers and the other characteristics noted above are achieved in the air-formed material without the addition of adhesives and without any further processing or treatment. Because of the intended use of mitt wipe 20 by a young child it is desirable that as few additives as necess~y are used. Again this is a sigr,ificdnl factor in pru",oling the use of mitt wipes 20 by the child.

A wide variety of themmoplaslic polymers are useful in forming the meltblown microfibers so that the material can be tash aned with difrer~nl physical properties by the appr~pnale ~ ~ ~
selection of polymers or combinations thereof. Among many useful the""opl~slic polymers are polyolefins such as polypropylene and polyethylene polya"~:des polyesters such as polyethylene t~,dphU,ala~e and the""oplaslic elaslomers such as polyurethanes.

One method of measuring tear ~ lgU, is the detemmination of the breaking length of the n,atenal. This tensile strength test can be conducted with an Instron tester (Model No.
A70) using a material sample 1.0 inch (2.54 centimeters) wide and 3.0 inches (7.62 centimeters) long [a longer sample can be used but only a length of 3 inches (7.62 cenli."eter:,) is to be exposed betv/een the jaws of the tester]. The sample can be loaded at a rate of 10 inches (25.4 cenli",eters) per minute at 70-72~F (21-22~C) and at 40-50 percent relative humidity. The measured tensile strength is divided by the basis weight of the sample to give the breaking length. To measure the wet breaking length the sample is immersed in water for 30 seconds and then laid on a blotter to remove excess water before testing. To measure redried breaking length the sample is wetted and then air dried before testing.

When using this type of material it is desired that the natural fibers be present in an amount between about 80 percent to about 55 percent by weight of the total weight of the material and the synthetic fibers present in an amount between about 20 percent to about 45 percent by weight of the total weight of the material. In a desired embodiment the cellulosic fibers are present in an amount of about 65 percent by weight of the total weight of the material, and the polypropylene fibers are present in an amount of about 35 percent by weight of the total weight of the material.

It is also desired that the basis weight of the material be in the range of about 50 grams per square meter to about 100 grams per square meter, with a desired basis weight of about 75 grams per square meter.

Mitt body 22 can be made of an all natural fiber material, such as c~l'ulosic fibers, cotton linters, rayon, flax, or the like, or of an all synthetic fiber material, such as polypropylene fibers, polyester fibers, and polyethylene fibers. Still other types of synthetic fibers include water-soluble or water-dispersible polymers, such as polyethyloxazoline,polyethylene oxide, polyvinyl acetate, polyvinyl alcohol, water-dispersible acrylic polymers, starch polymers, or the like. Finally, mitt wipe 20 can be composed of a single material, or dirrerenl ",alarials. For example, top layer 32 and bottom layer 40 can be made of the same material, or top layer 32 and bottom layer 40 can be made of dirrerenl materials.

It may be desirable to include a solution with mitt body 22. Some of the desired features of an appropriale solution are the moisturizing of the child's skin, improved cleaning of the child's skin, disinfecting cuts or bruises, and ke~ep.ng the mitt wipe 20 clean and fresh prior to use. One desirable solution is that used in the commercially available wipes sold under the trade designation KLEENEX~ HUGGIES~ Baby Wipes. If desired, top layer 32 and bottom layer 40 can be treated with the same or different solution, depending upon the desired use or uses of a mitt wipe 20.

Another advantage of using synthetic fibers in mitt body 22 is that the synthetic fibers permit the material of mitt body 22 to be ultrasonically bonded, as opposed to being adhesively bonded. This is particularly advant~geous when a solution is used with mitt body 22. If an adhesive sub:.lance is used to bond the material together in order to form mitt wipe 20, there is concem that a polenlial chemical interaction between the adhesive substance and the solution could affect the solution or the integrity of the bond. By ultrasonically bonding materials together, the problem of potential chemical interaction can be eliminated. Other advantages of ultrasonically bonding the material include extending the material's shelf life, and the ability to use higher manufacturing speeds, compared, for example, to the app'.cation of hot melt adhesives. A desired ultrasonic bond is a chevron-like pattern that provides better resistance to tearing than straight-line bonding.

Ultrasonic bonding is a type of fusion bonding in which the adhering or coheringmechanism is provided by the materials involved in the process. For example, with the composite material described above, it is the synthetic fibers that provide the bonding between the layers of material. Other exd",F'es of fusion bonding include thermal bonding or heat bonding.

Another type of suit~hle bonding is mechanical bonding such as for example, hydroentangling, crimping, e",bossing, and needle punching. These methods are particularly suitable for bonding ",alerials made of all natural fibers.
, A common advantage of these ,neU lods of bonding is that they do not require a third agent, such as an adhesive, that can negatively affect or neutralize a solution in the material of which mitt body 22 is made.

Irrespective of the chosen bonding ",echanis", or method used in constructing mitt wipe 20, it is desired that the tear strength of the bond area, for example, penpl ,eral bond line 54, be greater than or equal to the tear all ~:ngU, of the material, or ",alerials, of which mitt body 22 is made.

It was earlier described that mitt wipe 20 (Fig.1) can be manufactured in various slzes. A
desired mitt wipe 20 has a length, as measured between bottom end 46 and top end 44, of about 13 cenli",eters, and an intermediate width between sides 24, as measured along a line perpendicular to vertical centerline 52 and midway between top end 36 and bottom end 38, of about 11 centimeters. The length of access flap member 48, measured between bottom ends 38, 46, is desired to be about 1 centimeter, while the length of dispensing flap member 50, measured between top ends 36, 44, is desired to be about 1 centimeter.

An important dimension of mitt wipe 20 (Fig.1) is the inside width of interior space 28 (Fig. 2). This measurement is taken between the sides 24 along a horizontal, i.e., perpendicular to vertical centerline 52, line midway between top end 36 and bottom end 38. In Fig.1, this measurement is between the innermost portions of bond line 54, as indicated by numeral 58. A desired minimum width of interior space 28 is about 8centimeters, and a desired maximum width is about 13 centimeters. It has been discovered that this width range generally corresponds to a mitt opening 30 that best permits a child's hand to reach into interior space 28, without applying too great of a stress along the bonded porlions, such as along peripheral bond line 54. This width range allows the child to easily put on and take off mitt wipe 20, while properly maintaining the mitt wipe 20 on the hand, i.e., preventing rotation or s'i~ping of the mitt wipe 20 on the hand. Any such rotation or slipping will negatively impact both the cleaning process and the toilet training process of the child.

Referring now pri,narily to Fig. 3, there is illustrated a stack 60 of mitt wipes 20 arranged in an altemating manner. Due to the truncate-like shape of mitt wipes 20, when they are stacked one upon another in an altemating ",anner, po,~ions of one mitt wipe 20 are ~ ~
exposed outside the periphery of anoU ,er mitt wipe 20. For example, stack 60 has a topmost or uppermost mitt wipe 20 that is co",~lete'y visible to the user. The uppemmost mitt wipe 20 includes a periphery 26 that is defined by top end 44, bottom end 46, and tapering sides 24, all of which are visible to the user. Directly undemeath mitt wipe 20 is a second or following mitt wipe, given the identifying numeral 62 for purposes of explanalion and clarity, including top end 66, bottom end 68, and tapering sides 64, which fomm or define periphery 70 of the f~"Dv,~i. ,9 mitt wipe 62. Since the stack 60 is composed of an altemating arrangement of truncate-like mitt wipes, following mitt wipe 62 has exposed portions 72 that are clearly visible outside or beyond periphery 26 of the uppemmost mitt wipe 20.

When considering this stack 60 of altemating mitt wipes, also bearing in mind that they may be impregnated with a solution, and the availability of access flap member 48 of uppermost mitt wipe 20 and access flap member 74 of the following mitt wipe 62, numerous advanlages are available to the child, invalid, geriatric adult, or other users that have undeveloped or diminished manual dexterity. Assuming, for explanation purposes, that the user is a young child of about 3 years of age, this stack 60 of mitt wipes enables the child to easily dispense a single mitt wipe, to identify easily the opening of the mitt wipe, to position correctly the mitt wipe on the hand, and to wipe satisfactorily after using the toilet, all of which encourages and supports the child in the cleaning-up process, thereby enabling the child to proceed successfully through the toilet training stage in an accept~le, or shortened, period of time.

In use, the child will easily identify uppemmost mitt wipe 20 because of it being on top and completely visible to the child. Furthemmore, the truncate-like shape and access flap member 48 visually identify to the child the location of mitt opening 30. Since the f~"~v.;ng mitt wipe 62 is alten~alely positioned immediately below mitt wipe 20, the exposed portions 72 of fcll3v~ng mitt wipe 62 assist the child in dispensing only uppermost mitt wipe 20. The child merely needs to wedge a finger between an exposed portion 72 and dispensing flap member 50 or a tapering side 24 of mitt wipe 20 to enable the child to easily peel or dispense uppemmost mitt wipe 20 from f~ v.;.)g mitt wipe 62.
Altemately, the child could nip or pinch a comer of access flap member 48 or bottom end 46 of mitt wipe 20, and then peel or dispense uppermost mitt wipe 20 from f~ v. ;ng mitt wipe 62.

After dispensing the single mitt wipe 20, the truncate-like shape, as well as access flap membér 48, of mitt wipe 20 visually informs the child which end to look at in order to find mitt opening 30 (Fig. 2). The child can insert or wedge a finger betv/een access flap member 48 and top layer 32 (Fig. 2) in order to separale top layer 32 from bottom layer 40 thereby exposing mitt opening 30 (Fig. 2). The child then can insert his or her hand into interior space 28. Thus, both the truncate-like shape and access flap member 48 enable the child to properly and easily fit the mitt wipe 20 to his or her hand. If addilio,lal mitt wipes are required, then the removal of a single f~"3v.~ng mitt wipe 62 is perfommed in the same manner as the removal of the uppemmost mitt wipe 20.

The above representative e~.a",r'e of use clearly reveals a few of the advantages of the stack 60 of mitt wipes 20. As earlier described, invalids, geriatric adults, and others with undeveloped or diminished manual dexterity equally benefit from the numerous advantages available through the design and arrangement of mitt wipes 20.

Referring now to Figs. 410, a dispenser 80 is illustrated containing therein a plurality of altemating truncate-like mitt wipes 20. Dispenser 80 is desirably reusable, so that once mitt wipes 20 have been depleted, a new supply of mitt wipes 20 can be placed indispenser 80. Generally, dispenser 80 can be reused indefinitely as long as proper care is taken to prevent it from becoming broken, bent, cracked, or otherwise unusable. As illustrated in Fig. 4, mitt wipes 20 are arranged in a stacked, altemating manner, similar to that illustrated in Fig. 3. This permits each mitt wipe 20 to be easily separaled or peeled apart from the following mitt wipe, as described earlier.

Dispenser 80 (Fig. 4) co,nprises a lid member 84 that is hingedly joined to a rigid flexible tub body 100. Lid member 84 (Fi-gs. 4 and 8) includes a top wall 86 and a continuous side member 88 which extends outwardly f!om top wall 86. Generally top wall 86 and continuous side member 88 will form an angle between about 80 degrees to about 100 degrees with each o~er. Continuous side member 88 includes opposite side members90 (Fig. 4) a front member 92 a back me",ber 94 and a peripheral edge portion 96. A
hinge portion 98 joins lid member 84 to tub body 100 so that lid member 84 can be moved between an open posilion as illustrated in Fig. 4 and a closed posi~ion asillustrated in Figs. 5-10.

The purpose and function of lid member 84 is i",po,lanl to the desired pe,to""ance of dispenser 80 in properly containing and dispensing mitt wipes 20. Dispenser 80 comprises a tub body 100 that acts in coopera~ion with lid member 84 to provide a dispenser that can be easily used by a child going through the toilet training stage. In this respect the length width and height of dispenser 80 are i",po. ldnt in insuring a child can easily hold dispenser 80 in one hand and easily dispense a single mitt wipe 20 with the other hand. Some conventional containers for containing wet wipes or the like are so large and/or cu",berso",e that they require the child to use two hands to hold a container thereby making it difficult for the child both to hold the container and to easily dispense a single wipe theretro,...

Referring to Fig. 4 dispenser 80 has a length 102 a width 104 and a height 106. One set of desired dimensions for dispenser 80 is a length between about 10 to about13 centimeters a width between about 6 to about 9 cenlimeters and a height between about 7 to about 11 cen~i",eters. In order for a child to properly and easily handle dispenser 80 and the plurality of mitt wipes 20 therein it is important that at least either the length 102 or width 104 have a dimension equal to or less than about 10 centimeters.
It has been discovered that children passing through the toilet training stage can vary in age generally between about two years old and about five years old. In this particular age range the body can grow d,d",atically such that a two-year-old child may only have half the hand span as he or she will have at the age of flve. It is important therefore that the children with smaller hand spans are able to dispense a mitt wipe 20 as easily as, older children with greater hand spans It has been determined that a length or width dimension equal to or less than about 10 centimeters allows most any child in this age range to easily and firmly grasp dispenser 80 in one hand so that mitt wipes 20 can be 219016~

easily dispensed U,er~rro", with the other hand. If the child is required to handle and manipulate dispenser 80 with both hands, then it will be very difficult to dispense mitt wipes 20 one at a time, and this is particularly so if mitt wipes 20 include a solution. It is important to both the parent, or caregiver, and child that the child not be discouraged or frustrated during this very sensitive and important stage of his or her maturing process.

Still referring to Fig. 4, tub body 100 comprises a continuous side wall 108 defined by opposile side walls 110, a front wall 112, a back wall 114, and a bottom wall 116.
Continuous side wall 108 further includes a peripheral rim portion 118, and defines a tub interior 120 and a tub opening 122.

Referring to Figs. 9-10, a sealing means 124 (Fig.10) between peripheral edge portion 96 and peripheral rim portion 118 serves to properly position lid member 84 (Fig. 4) over ~ ~
tub opening 120 (Fig. 4) and to inhibit the separalion from or evaporation of a solution applied to mitt wipes 20. Sealing means 124 includes a downwardly extending flange 126 (Fig.10) of pe~ipheral edge portion 96, an upwardly extending flange 128 of peripheral rim portion 118, and a support surface 130 of peripheral rim portion 118. The terms "downwardly~ and "upwardly" are to be read and understood with reference to Figs.
9-10. In the formation and the orientation of flanges 126, 128, it is i"~po,lanl that they provide complementary sealing edges about tub opening 122. In this respect, flanges 126, 128 can be totally peripherally arranged around lid member 84 and tub opening 122, respectively. Whether or not flanges 126,128 are totally peripherally a"dnged depends upon the construction of hinge portion 98 (Fig. 4). For example, if hinge portion 98 directly joins the edges of lid member 84 and tub body 100 as illustrated, then flanges 126, 128 will stop at hinge portion 98. On the other hand, if hinge portion 98 is a strap-type hinge, i.e., a strap that overlaps the edges of lid member 84 and tub body 100, then flanges 126, 128 will be arranged around the total periphery of lid member 84 and tub opening 122. In any event, when lid member 84 is in the closed position, downwardly extending flange 126 and upwardly extending flange 128 mutually contact one another, with flange 126 resting on support surface 130, although not shown this way in Fig. 10 for purposes of ex~,lanalion and understanding.

Important to the construction of sealing means 124 (Fig. 10) is that upwardly extending flange 128 is inwardly disposed of downwardly extending flange 126 relative to tub interior 120 (Fig. 4). Since dispenser 80 is desirably made of a rigid, but flexible material, when dispenser 80 is firmly grasped in the hand, continuous side wall 108 (Fig. 4) can flex inwardly at the point of applied force. This same force also causes portions of continuous side wall 108 spaced from the point of applied force to flex outwardly. This outwardly flexing can cause flange 128 to be moved against flange 126, thereby further sealing lid member 84 in the closed posi~ion against tub body 100, but not to the degree that it makes it difficult for a child to dispense a mitt wipe 20.

Referring to Figs. 8-9, a positive latching means 132 latches or locks lid member 84 to tub body 100. The term "positive latching" means that when positioned in the latched or locked position, the user will hear or feel a "snap" when the latching or locking occurs.
This can be important to the child in properly using dispenser 80. The positive latching means 132 co,-,prises an outer finger latch 134 extending downwardly, as viewed in Fig. 8, from peripheral edge portion 96 (Fig. 9). The outer finger latch 134 indudes a wedge-like tip 136 having a locking surface 138. A wedge-like extension 140 is formed or constructed on peripheral rim portion 118. Wedge-like extension 140 has a locking surface 142 that forcibly engages locking surface 138 when wedge-like tip 136 issnapped over wedge-like e~lension 140 when the lid member 84 is moved to the closed position, as illustrated in Figs. ~10. At least one inner guide pin 144 extends downwardly from lid member 84 and is spaced inwardly of outer finger latch 134 adistance sufficient to allow an upper end portion 146 of front wall 112 to slidetherebetween when lid member 84 is in the closed position. By positioning upper end portion 146 between outer latch finger 134 and at least one inner guide pin 144, the locking surfaces 138, 142 are properly positioned so as to latch or lock together, and to maintain upper end portion 146 in a secure or fimm position.

If a solution has been applied to mitt wipes 20, they can tend to stick or adhere together such that the pulling upwardly of a mitt wipe 20 can cause dispenser 80 to also be lifted due to the strength of the adhesion between mitt wipes 20. This is why the dimensions of dispenser 80 are i"~po, lanl to its proper use by a child. If the child cannot easily grasp dispenser 80 firmly with one hand in order to dispense a mitt wipe 20 with the other hand, then the child can become quickly discouraged with the cleanup process. However, in accordance with the present invention, the length 102 and/or width 104 has a dimension equal to or less than about 10 centimeters, thereby permitting the child to easily and firmly grasp dispenser 80 with one hand, while dispensing a mitt wipe 20 with the other hand.

In order to remove a single mitt wipe 20 from a closed dispenser 80, the user can insert his or her finger between outer finger latch 134 (Fig. 9) and front wall 112, thereby levering or separating wedge-like tip 136 from wedge-like extension 140. Once locking surfaces 138, 142 are separated, outer finger latch 134 can be moved upwardly to open lid member 84. Once open, the user can remove as many mitt wipes 20 as desired, and then close lid member 84 to seal the remaining mitt wipes 20 within dispenser 80.

Dispenser 80 can be made of any su t-~'e material or ",alerials, and can be manufactured in any suitable manner. For example, dispenser 80 can be made of polystyrene, polypropylene, polyethylene, polyester, or the like, and can be manufactured by, for example, a vacuum molding process or an injection molding process. The structural elements of dispenser 80, for example, top wall 86, continuous side member 88, continuous side wall 108, and bottom wall 116, can have any desired thickness. A
suitable range of thickness for a dispenser 80 is bet~r~eon about 0.25 mils to about 0.42 mils.

Illustrated in Fig. 11 is one process for manufacturing and packaging a stack ofaltemating truncate-like disposable mitt wipes 20. The truncate-like shape of the mitt wipe 20 permits a zero-waste manufacturing process. The process of manufacturing the mitt wipe in alle" ,aling truncate-like shapes or designs eliminates the necessity of trimming excess material away in order to form the shape, thereby resulting in a cost savings. Further cost savings are realized in the elimination of waste trim handling and disposing requirements.

The process manufactures the mitt wipes 20 in an altemating truncate-like manner. That is, adjacent mitt wipes in the manufacturing process are formed in a reversed o, ienlalion, such that the top edge of one mitt wipe is contiguous with the bottom edge of anadjacent mitt wipe. Therefore, when cut to form individual mitt wipes from a continuous composite, the mitt wipes can be stacked Uas iSn, with the narrower top portion of an uppermost mitt wipe exposing the wider portion of a following mitt wipe. The need, therefore, to rotate every other mitt wipe in order to stack them in a manner in which their shapes are altemating is completely eliminated.

Referring to Fig. 11, an unwind station 148 comprises a first unwind roll 150 and a second unwind roll 152, both of which are designed to unroll or deliver a continuously moving layer of mata,ial in a first direction 154, which is generally ho, i~onlal. Each unwind roll 150, 152 can be constructed and operated in any suitable manner well known in the art for delivering continuously moving materials.

The uppermost, as viewed in Fig.11, unwind roll 150, delivers a continuously moving top, or first, layer 156 having a oenterline designated 158. Top layer 156 includes continuously moving opposed sides 160. Ulli-"ately, continuously moving top layer 156 will fomm top layer 32 (Fig. 1) of a mitt wipe 20.

Similarly, unwind roll 152 delivers a continuously moving bottom, or second, layer 162 having opposed sides 164 and a centerline 166 midway between continuously movingopposed sides 164. Ultimately, continuously moving bottom layer 162 will fomm bottom layer 40 (Fig.1) of miK wipe 20. Therefore, bottom layer 162 is wider than continuously moving top layer 156. In other words, opposed sides 164 are spaced farther apart than opposed sides 160.

The continuously moving layers 156,162 are brought together at reg;sl-alion device 168, such that the centerline 158 of top layer 156 is superimposed on centerline 166 of bottom layer 162. The rey;;.~,alion of centerlines 158,166 can be accom~l shed in any manner well known in the art, such as by manual reg;sl.alion, electro-optical control systems, or the like. Essentially, any such operation or system involves co",paring the localion of one centerline, or an opposed side, relative to the other centerline, or an opposed side, and then adjusting one or both in order to bring them in proper rt:g;sl(alion. If desired, the centerlines 158,166, can be selectively offset, as dictated by the desired constnuction of the mitt wipes 20. For purposes of simplicity and cla, iricalion, registration device 168 is illustrated as two cylindrical rolls 170-forming a nip 172 through which continuously moving layers 156,162 are delivered for registration and the forming of an unbonded composite 182.

Thereafter, registered unbonded composite 182 continues to move to a bonding station 174, which is desirably a rotary ull,dson.c bonding station. Bonding station 174comprises a bonder, such as rotary ultrasonic bonder 180 having a smooth bonder surface 190, and an anvil, such as rotary anvil drum 176 having a substantially continuous raised bond surface 178. Although numerous methods are available for bonding materials together, such as heat bonding, thermal bonding, mechanical bonding, or the like, a particularly useful method is ultrasonic bonding, and more particularly rotary ultrasonic bonding. Such ultrasonic bonding devices are commercially available from Branson Ultrasonics Co,~oralion of Danbury, CT

Rotary anvil drum 176 includes the raised bond surface 178 which is elevated in relation to subsurface 184. As illustrated, the bond surface 178 has a subslantially continuous truncate-like-like shape, which will ulti",alely result in peripheral bond line 54 (Fig.1) of mitt wipe 20. Bond surface 178 includes a parallel bond ponion 186 that is subslanlially parallel to the direction of travel, such as direction 154, and a pair of angular bond portions 188 that depend outwardly from the end portions of a parallel bond portion 186.
As illustrated, there is a series of parallel bond portions 186 on each side of rotary anvil drum 176. Together, the series of parallel bond po,tions 186 and angular bond portions 188 form the suL slanlially continuous bond surface 178. If desired, due to the particular ~ ~~ ~
design of a mitt wipe 20, bond surface 178 can take a shape or fomm other than acontinuous line, such as a disconlinuous line, or a pattern of individual bond points. The particular design of a raised bond surface 178 will depend to a certain degree upon the design and construction of a mitt wipe 20 and the ",ale,ials of which it is made.

Contingent upon the constnuction and ",alerials of a particular mitt wipe 20 is the height of the raised bond surface 178 above the subsurface 184 of rotary anvil drum 176.
Generally, based upon the above described ",alerials of which a mitt wipe 20 can be manufactured, the height of bond surface 178 above subsurface 184 is in the range between about 2.5 to about 16 millimeters, with a more particular range between about 8 to about 12 millimeters.

Similarly, the angle defined between a parallel bond portion 186 and an angular bond portion 188 is dictated by the construction, and possibly, the materials of a mitt wipe 20.
As illustrated in Fig.11 and discussed above, the process manufactures tnuncate-like shape mitt wipes 20 without a need to trim off and dispose of waste ,nalerial. The desired angular range between a parallel bond portion 186 and an angular bond portion 188 is between about 45~ to about 90~, and more particularly between about 80~ to about 85~. The measure of a specific angle is at the intersection of lines that bisect bond portions 186, 188.

Although the illustrated process results in a truncate-like mitt wipe 20 it conle",plales other designs that may sig"ificar"ly or subtly deviate from this shape. For exa",ple one truncate-like shape can have rounded comers as opposed to the illusl,dled angular comers defined by paral!el bond portions 186 and angular bond portions 188. Other similar designs can indude wave-like pattems or the like. Although these other non-truncate-like shapes can produce a sbck of individual mitt wipes they may not result in a zero-waste process. The truncate-like and similar designs are desired because they can result in a rinished mitt-wipe with zero waste of mdle,ial in its manufacture. By ~finished~
is meant that no other additional manufacturing steps or finishing steps are required in order to make the mitt wipe f-,n~ lional and/or aesthetically pleasing to the user.

As the unbondsd co,nposi~ 182 is continuously moved toward and bet~,veen rotary anvil drum 176 and rotary ull,dson.c bonder 180 top layer 156 and bottom layer 162 are ~~ ~
bonded together with a continuous bond pattem 192 which is essentially the same design and shape as raised bond surface 178. Thus continuous bond pattem 192 comprises a series of parallel bond pdttellls 191 (con~sponding to parallel bond po,lions 186) and a series of angular bond pallen)s 193 (corresponding to angular bond po, lions 188). As the two layers 156 162 move betv/ecn rotary anvil drum 176 and rotary ultrasonic bonder 180 the bond surface 178 operates in conjunction with smooth bonder surface 190 to ull,dson;cally bond the layers 156 162 together.

The bonding of u"bollded co",posite 182 as it passes through bonding station 174results in a bonded composite 194 that continuously moves toward tuming bar 196 which tums continuously moving bonded co",posite 194 to a second direction 198 toward arp -ca~r station 200. As illustrated in Fig.11 second direction 198 is in a vertical or upward direction as opposed to the direction of first direction 154. The term vertical with reference to second direction 198 indudes any upwardly directed orientation; it does not necessA-ily mean a purely vertical orientation or imply that the angular measurement between first direction 154 and second direction 198 is 90~. The angular measurement between first direction 154 and second direction 198 can be as desired or as required by the process or space available in the manufacturing area.

Applicator station 2û0 includes a spray device 202 for disposing or applying a solution on bonded composite 194. The term Uapplying~ as well as the term disposing~ with reference to spray device 202 indudes any method or form of delivering a solution to a 21901~

Iayer, such as, by way of eAa".,~'e, spraying, alo",i~ing, soaking, impregnating, or the like. Although the spray device 202 is illustrated as applying a solution only on top layer 156 of bonded co",posite 194, a second spray device can also be located on the opposite side for applying a solution to bottom layer 162. The second spray device is not illustrated for purposes of clarity and simplicity in the drawings. Spray device 202 includes devices that not only dispose or apply continuous streams of solution, but also devices that deliver alomi~ed dr~p'atc of solution, a continuous or disconlinuous sheet-like layer of solution, or the like. Spray device 202 is thus any device that ~lisposes or applies a solution in any desired manner or pattem.

The angular orientation of second direction 198 is i",po,lanl to appl o ~tor station 200 and the type of solution ~isposed on bonded cG",posite 194. The vertical or upward direction of second direcbon 198 allows excess soluUon, which is not absG,Led or Ico''e-ted by bonded oGInposile 194, to run or flow downwardly to be absorbed or Ico"ect~d by portions of bonded composite 194 that are moving toward applicator station 200. This prevents excess solution from leaking through layers 156, 162 onto other operaling machinery, operators, or the like, and eliminates waste of the applied solution; both of which can occur in a process in which the layers would be run generally hori~onldlly through an applio~tor station.

The angular direction of second direction 198 is dependent upon several factors, such as the speed of continuously moving bonded ~nnposil~ 194, the flow rate of solution from spray device 202, the nnalerials of which bonded composite 194 are made, the viscosity of the solution, or the like. Generally speaking, and in view of the above desc nplion, spray device 202 provides a range of flow rates between about 100 pounds per hour (about 12 grams per second) to about 1,000 pounds per hour (about 126 grams per second), and more particularly in a range of flow rates betv/ecn about 500 pounds per hour (about 63 grams per second) to about 600 pounds per hour (about 75 grams per second).

In addition to spray device 202 applying a solution at a relatively uniform flow rate, spray device 202 can also be selected to vary the flow rate of solution, so as to provide a non-uniforrTl, continuous or discontinuous, concentration of solution at selected portions of bonded composite 194. For example, the spray device 202 can be selected to provide a first desired solution at a first flow rate to top layer 156, while a second spray device (not illustrated) can provide a second desired solution at a dirrere~nl second flow rate to bottom layer 162. Various co",hi~dlions of soluUons, flow rates, concent,ations or the like can be made available at arp'.c~tor station 200 in any manner known in the art. In one embodiment, there is provided a spray device 202 and a second spray device (not illustrated) applying top layer 156 and bottom layer 162 with the same solution at the same flow rate. In another embodiment, there is provided a bonded co",posite 194 in which top layer 156 is made of a first ",aterial and bottom layer 162 is made of a second, different ",alerial, and in which spray device 202 applies a first solution to top layer 156 and a second sp!ay device (not illustrated) applies a second, dirrer~nt solution to bottom layer 162. In this latter case, top layer 156 could be provided with a cleaning solution, and bottom layer 162 could be provided with an insect repellent, sunscreen lotion, or the like. In the latter case, spray device 202 and a second spray device (not illustrated) may need to be chosen in acco,dance with the viscosity of the solution to be arp'.e~ so that spray device 202 could apply, for e~tamr'e, continuous sl t:a"~s of solution to top layer 156, while a second spray device (not illustrated) could apply, for example, ato",i~ed droplets of a lotion to bottom layer 162. Irrespective of the choice of spray devices 202, the solutions to be ~isposed or arp'-ed, or the ",aierial ~i"posiliol~ of layers 156,162, ~pp'.c - tor station 200 can be designed, constructed and operated in any suitable manner well known in the art.

After moving through app..~-tor station 200, bonded composite 1'94 passes over tuming bar 204 to a third direction 206 toward cutting station 208. The third direction 206 oan be parallel, or not, to first direction 154. The angular orientation between third direction 208 and first direction 154 ca.n be dependent upon various factors, such as equipment size, building space available, processing speeds, or the like.

From tuming bar 2~4, bonded composite 194 continues to cutting station 208, which is desirably a rotary cutting station comprising a rotary blade roll 210 having a plurality of cutting blades 212 extending upwardly from the surface of blade roll 210. A rotary support roll 214 rotates in conjunction with blade roll 210 and forrns therewith a nip 216 through which bonded ooinposile 1~4 moves to be cut into a plurality of mitt wipes 20.
The construction and pattem formed by cutting blades 212 is, for the most part, dependent upon the pattern of bond surface 178 of rotary bonder 176. In the illustrated process, cutting blades 212 are positioned at an angle to the axis of blade roll 210 that is identical, or substar-.lially identical, to the angle fommed by an angular bond portion 188 2l9ol69 with the axis of rotary bonder 176. As bonded co",posite 194 moves through nip 216, a single cutUng blade 212 will cut bonded composite 194 along a cut line 218 that desirably bisects an angular bond pattem 193 of coQUnuous bond pattern 192. Although it ispreferred that a cut line 218 bisects an angular bond pattem 193, this is not a rigid requirement, and it is only necess~ry that the cut line 218 at least cut through the complete length of an angular bond pattem 193 so that two mitt wipes 20 resulUng from cut lines 218 are provided with respecli~e peripheral bond lines 54. Because top layer 156 is less wide, i.e., narrower in v~idth, than bottom layer 162, the porUons of bottom layer 162 that extend beyond top layer 156 form an access flap member 48 and a dispensing flap member 50 on each individual mitt wipe 20.

For the cutting blades 212 to properly cut along the desired cutlines 218 and through respective angular bond pattems 193, rotary blade roll 210 is synchronized with rotary ~ ~ ~
bonder 176, the speed at which bonded co",posite 194 is traveling, the pattem or shape of angular bond pattems 193, or the like. This sy"cl "uni~ation can be accomplished by any s~it~le means known in the art, such as by ",ecl-an;c~l linkage, electro-opUcal registration systems, manual adjustment, or the like.

Cutting station 208 can co",pnse other ",e~l,anis",s for cutting, other than blades 212.
For example, cutting station 208 can use fluidjet cutUng mechanisms, reciprocating cutting mechanisms, laser cutUng mechan;~",s, or the like.

As bonded c,o,nposite 194 proceeds through cutUng staUon 208, a plurality of mitt wipes 20 are formed, and then are conUnuously moved to a stacking staUon 220. At stacking staUon 220, the individually formed mitt wipes 20 are directly stacked into an arrangement illustrated by stack 60. The term Udirectly stacked", or Udirectly stacking", means that the individual mitt wipes 20 are stacked one upon another, without the necessity of having to altemate every other mitt wipe 20, in order to expose portions of an underlying or following mitt wipe 20 beyond the periphery of an overlaying oruppermost mitt wipe 20. As explained with reference to Fig. 3, an underlying or following mitt wipe 62 has exposed portions 72 that are visually discernible beyond the periphery 26 of an overlaid or uppermost mitt wipe 20.

Because of the truncate-like shape into which mitt wipes 20 are formed, several important advantages result. One of these advantages is that the mitt wipes 20 can be directly stacked in an alte.nali"g fashion, such as stack 60 in Fig. 3. Another i",po, lanl advantage is the absence of a trimming station for trimming waste material from the composite 194. The truncate-like shape of. mitt wipes 20, and the process of manufacturing them in an altemating manner, naturally provides a cost saving in both the process of manufacturing and the product itself. The mitt wipes 20 do not have any unnecess~ry or excess material that must be trimmed, nor is there any necescity of having addilional appa,dlus or p,ucessing steps for pe,rol"~ing the trimming function and dispensing with the waste material in an ~c~ep~hly environmental manner.

The types of apparatus available for sla~hing the individual mitt wipes 20 are well known in the art, and any suitabie such appar~lus can be used, or modified as necess~ry.

Fc"3~.ing the slacl~ing station 220, the stack 60 of mitt wipes 20 then proceeds to a packaging station 222 for packaging a stack 60 of mitt wipes 20 into the interior 120 of dispenser 80 with the lid member 84 open. This packaging step results in a plurality of individual dispensers 80, such as that illustrated in Fig. 4. The types of appa,dtus available for packaging station 222 are well known in the art, and any s~ hlQ appa-al.ls can be used, or modified as necess~ry, for a~o,--plrshing the packaging of a stack 60 of mitt wipes 20 into a dispenser 80.

While this invention has been described as having a prefe, led embodiment, it will be understood that it is ~pr'le of further modifications. This ~rpli~-tion is therefore intended to cover any vanations, uses, equivalents, or adaptations of the invention following the general principles of, and induding such departures from the present disr~osllre as come or may come within known or cuslomary practice in the art to which this invention pertains and fall within the limits of the appended daims.

Claims (31)

1. A process for manufacturing a stack of alternating disposable mitt wipes, comprising the steps of:
continuously moving a first layer generally in a first direction, the first layer including continuously moving opposed sides and a centerline therebetween, continuously moving a second layer generally in the first direction, the second layer including continuously moving opposed sides and a centerline therebetween, the second layer having a width less than the width of the first layer, forming a continuously unbonded composite from the first and second layers, bonding the first and second layers of the unbonded composite together along a selected bond pattern to form a bonded composite, moving continuously the bonded composite in an upwardly second direction, applying a solution to the bonded composite, cutting the bonded composite along cutlines to form a plurality of alternating mitt wipes, and directly stacking the mitt wipes in an alternating stacked arrangement.

2. The process of claim 1 further comprising the step of registering the first and second layers.

3. The process of claim 2 wherein the step of cutting includes locating the cutlines within selected portions of the bond pattern.

4. The process of claim 3 wherein the step of cutting includes forming an access flap member and a dispensing flap member in each of the mitt wipes.

5. The process of claim 4 wherein the step of directly stacking includes exposing a portion of a following mitt wipe beyond a periphery of an uppermost mitt wipe.

6. The process of claim 5 further comprising the step of packaging the alternating stacked arrangement of mitt wipes in a dispenser.

7. The process of claim 6 wherein the step of registering includes registering the centerlines of the top and bottom layers.

8. The process of claim 6 wherein the step of registering includes registering an opposed side of each of the top and bottom layers.

9. A process for manufacturing and packaging a stack of disposable mitt wipes, comprising the steps of:
continuously moving a first layer generally in a first direction, the first layer including a centerline and opposed sides, continuously moving a second layer generally in a first direction, the second layer including a centerline and opposed sides, bonding the first and second layers together along a selected bond pattern, applying a solution to one of the layers, cutting the layers along cutlines to form a plurality of alternating mitt wipes having tapering sides, directly stacking the mitt wipes in an alternating stacked arrangement, and packaging the alternating stacked arrangement in a dispenser.

10. The process of claim 9 further comprising the step of applying the same solution to the other of the layers.

11. The process of claim 10 wherein at least one of the steps of applying the solution includes varying the flow rate of the solution.

12. The process of claim 9 further comprising the step of applying a different solution to the other of the layers.

13. The process of claim 12 wherein at least one of the steps of applying includes varying the flow rate.

14. The process of claim 9 further comprising the steps of upwardly moving continuously the first and second layers in a second direction, and collecting excess applied solution onto the one layer.

15. The process of claim 14 further comprising the step of registering the centerlines of the first and second layers.

16. The process of claim 14 further comprising the step of registering an opposed side of the first layer with an opposed side of the second layer.

17. The process of claim 15 or 16 wherein the step of registering is an of offsetting registration.

18. The process of claim 9 wherein the step of directly stacking includes exposing a portion of a following mitt wipe beyond a periphery of an uppermost mitt wipe.

19. A process for manufacturing a stack of disposable mitt wipes, comprising the steps of:
continuously moving a first layer generally in a first direction, the first layer including a centerline and opposed sides, continuously moving a second layer generally in the first direction, the second layer including a centerline and opposed sides, registering the layers together, bonding the first and second registered layers together along a selected bond pattern, applying a first solution on the first layer and a second solution on the second layer, cutting the bonded layers along cutlines located within selected portions of the bond pattern to form a plurality of mitt wipes, and directly stacking the mitt wipes in a stacked arrangement.

20. The process of claim 19 wherein the bond pattern is a continuous bond pattern.

21. The process of claim 19 wherein the bond pattern is a discontinuous bond pattern.

22. The process of claim 19 wherein the step of directly stacking includes exposing a portion of a following mitt wipe beyond a periphery of an uppermost mitt wipe.

23. The process of claim 19 further comprising the step of collecting excess applied solution.

24. The process of claim 23 further comprising the step of upwardly moving the layers before the step of applying, and wherein the step of collecting includes collecting the excess applied solution on the layers.

25. The process of claim 19 further comprising the step of packaging the stackedarrangement of mitt wipes in a dispenser.

26. The process of claim 19 wherein the first solution and the second solution are the same solution.

27. The process of claim 19 wherein the first solution and the second solution are different solutions.

28. The process of claim 19 wherein the step of applying includes varying the flow rate of at least one of the solutions.

29. The process of claim 28 wherein the first solution and the second solution are different solutions.

30. The process of claim 19 wherein the step of registering includes registering either the centerlines or an opposed side of each layer.

31. The process of claim 30 wherein the step of registering is an offsetting registration.