French Silk Varieties in Eighteenth Century
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Eastern and Western Look at the History of the Silk Road
Journal of Critical Reviews ISSN- 2394-5125 Vol 7, Issue 9, 2020 EASTERN AND WESTERN LOOK AT THE HISTORY OF THE SILK ROAD Kobzeva Olga1, Siddikov Ravshan2, Doroshenko Tatyana3, Atadjanova Sayora4, Ktaybekov Salamat5 1Professor, Doctor of Historical Sciences, National University of Uzbekistan named after Mirzo Ulugbek, Tashkent, Uzbekistan. [email protected] 2Docent, Candidate of historical Sciences, National University of Uzbekistan named after Mirzo Ulugbek, Tashkent, Uzbekistan. [email protected] 3Docent, Candidate of Historical Sciences, National University of Uzbekistan named after Mirzo Ulugbek, Tashkent, Uzbekistan. [email protected] 4Docent, Candidate of Historical Sciences, National University of Uzbekistan named after Mirzo Ulugbek, Tashkent, Uzbekistan. [email protected] 5Lecturer at the History faculty, National University of Uzbekistan named after Mirzo Ulugbek, Tashkent, Uzbekistan. [email protected] Received: 17.03.2020 Revised: 02.04.2020 Accepted: 11.05.2020 Abstract This article discusses the eastern and western views of the Great Silk Road as well as the works of scientists who studied the Great Silk Road. The main direction goes to the historiography of the Great Silk Road of 19-21 centuries. Keywords: Great Silk Road, Silk, East, West, China, Historiography, Zhang Qian, Sogdians, Trade and etc. © 2020 by Advance Scientific Research. This is an open-access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/) DOI: http://dx.doi.org/10.31838/jcr.07.09.17 INTRODUCTION another temple in Suzhou, sacrifices are offered so-called to the The historiography of the Great Silk Road has thousands of “Yellow Emperor”, who according to a legend, with the help of 12 articles, monographs, essays, and other kinds of investigations. -
Study Material
STUDY MATERIAL UNIT I TEXTILE CHEMICAL PROCESSING Learning Outcome After finishing this unit, students will be able to understand – Various technical terminology used in the industry. Various types of impurities presents in the substrates. The processes involved in removing impurities. Overview In this chapter students will get to know about various techniques of preparatory process of textile material which is the essential part of the processing. Without preparatory process it is very difficult to achieve the desire result in the dyeing, printing and finishing process. After studying this chapter, the students will be familiarized and will be able to understand terminology used in the Industry, impurities present in natural and synthetic fibers (Raw Cotton, Wool, Silk, Polyester, Nylon and Acrylic) and their effective and cost economic removal. This unit also deals with Chemical Processes, Chemical Treatment, Process Flowcharts of Cotton, Wool, Silk and Synthetic fibers, Elementary Knowledge of Sizing, Resizing, Scouring & Bleaching. After understanding these terminology students will be able to know the processes involved in achieving desired fabric quality. 1 INTRODUCTION TO CHEMICAL PROCESSING: PRE-TREATMENTS 1.1 TEXTILE CHEMICAL PROCESSING FOR THE FIBERS (PREPARATORY OPERATIONS) Newly constructed fabric as it comes from the mill is called gray good. This does not imply that the fabric is gray in color, it simply denotes any unfinished fabric. The goods must pass through various finishing processes to make it suitable for its intended end use. Finishing may change the appearance of the fabric, its hand (feel), its serviceability, and its durability. Gray goods must be cleaned before they can be finished. -
Miscellaneous Works Tobias Smollett
MISCE LLA NE OU S WORKS O T BI S MO . A S LLE TT, M . D WITH M E M O I R S H IS LIFE A N D W R ITINGS, R OBE R T AN DE R SON , M . D . TH E SIXTH EDITION, IN SIX VOLUMES. ME V VOLU . CON TAINING T E D TURE S OF SIR A U CE GRE A VES H A VEN L N LO T , AN D TRAVELS TH R OUGH FRANCE AND ITALY . E DINBURGH P RIN TE D F OR TIR L ING L D HIL L C A N D FAIRE AI R N E P TE R O . S S A , E 19 , A A N DE R O N E D IN B GH ' J C U THI LL L A CK I N GTO N ! S , U R ; w . O I R ID O E , . , , H A R D ING H U GH E MA V O R J O N B ALDWIN C R A DO CK J O Y , S , , a; E S , , . S . R . C H O L E Y G . C O W I . N D H . R I D G. M AC K I E A U E R w . E , S , E a; c o , R . S S , , A N D T. J . A LL MA N L O N DO N W I L O N O N Y O RK R . MI LL I KE N 4 , ; S Q S S, ; A N D J C U MMING D L . -
All Hands Are Enjoined to Spin : Textile Production in Seventeenth-Century Massachusetts." (1996)
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1996 All hands are enjoined to spin : textile production in seventeenth- century Massachusetts. Susan M. Ouellette University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Ouellette, Susan M., "All hands are enjoined to spin : textile production in seventeenth-century Massachusetts." (1996). Doctoral Dissertations 1896 - February 2014. 1224. https://scholarworks.umass.edu/dissertations_1/1224 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. UMASS/AMHERST c c: 315DLDb0133T[] i !3 ALL HANDS ARE ENJOINED TO SPIN: TEXTILE PRODUCTION IN SEVENTEENTH-CENTURY MASSACHUSETTS A Dissertation Presented by SUSAN M. OUELLETTE Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February 1996 History ALL HANDS ARE ENJOINED TO SPIN: TEXTILE PRODUCTION IN SEVENTEENTH-CENTURY MASSACHUSETTS A Dissertation Presented by SUSAN M. OUELLETTE Approved as to style and content by: So Barry/ J . Levy^/ Chair c konJL WI_ Xa LaaAj Gerald McFarland, Member Neal Salisbury, Member Patricia Warner, Member Bruce Laurie, Department Head History (^Copyright by Susan Poland Ouellette 1996 All Rights Reserved ABSTRACT ALL HANDS ARE ENJOINED TO SPIN: TEXTILE PRODUCTION IN SEVENTEENTH-CENTURY MASSACHUSETTS FEBRUARY 1996 SUSAN M. OUELLETTE, B.A., STATE UNIVERSITY OF NEW YORK PLATTSBURGH M.A., UNIVERSITY OF MASSACHUSETTS AMHERST Ph.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Barry J. -
Weavetech Archive 9912
WeaveTech Archive 9912 >From [email protected] Wed Dec 1 02:35:47 1999 Received: (salmon@localhost) by salmon.esosoft.net (8.8.5) id CAA19713; Wed, 1 Dec 1999 02:35:47 -0700 (MST) Received: from ecpport2.midcoast.com.au (ecpport2.ecopost.com.au [203.28.64.15]) by salmon.esosoft.net (8.8.5) id CAA19702; Wed, 1 Dec 1999 02:35:42 -0700 (MST) X-Authentication-Warning: salmon.esosoft.net: Host ecpport2.ecopost.com.au [203.28.64.15] claimed to be ecpport2.midcoast.com.au Received: from tnewman (mcport28-210.midcoast.com.au [203.12.28.210]) by ecpport2.midcoast.com.au (8.9.3/8.9.3) with SMTP id UAA03446 for <[email protected]>; Wed, 1 Dec 1999 20:35:08 +1100 Message-ID: <003801bf3bdf$5e007fa0$ed1c0ccb@tnewman> From: "Trudy Newman" <[email protected]> To: <[email protected]> Subject: Re: handloom/powerloom? Date: Wed, 1 Dec 1999 20:24:07 +1100 MIME-Version: 1.0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: 7bit X-Priority: 3 X-MSMail-Priority: Normal X-Mailer: Microsoft Outlook Express 4.72.3110.1 X-MimeOLE: Produced By Microsoft MimeOLE V4.72.3110.3 Sender: [email protected] Precedence: bulk Reply-To: [email protected] Would the difference be explained by industrial loom/weaving compared to hand loom/weaving? Trudy Newman 27 Allunga Ave PORT MACQUARIE NSW 2444 AUSTRALIA. Ph/fax:(02) 6582 2722 [email protected] To reply privately, send message to "Trudy Newman" <[email protected]> >From [email protected] Wed Dec 1 08:10:41 1999 Received: -
Nomination Form International Memory of the World Register
Nomination form International Memory of the World Register 1.0 Checklist Nominees may find the following checklist useful before sending the nomination form to the International Memory of the World Secretariat. The information provided in italics on the form is there for guidance only and should be deleted once the sections have been completed. Summary completed (section 1) ◻ Nomination and contact details completed (section 2) ◻ Declaration of Authority signed and dated (section 2) ◻ If this is a joint nomination, section 2 appropriately modified, and all Declarations of Authority ◻ obtained Documentary heritage identified (sections 3.1 – 3.3) ◻ History/provenance completed (section 3.4) ◻ Bibliography completed (section 3.5) ◻ Names, qualifications and contact details of up to three independent people or organizations ◻ recorded (section 3.6) Details of owner completed (section 4.1) ◻ Details of custodian – if different from owner – completed (section 4.2) ◻ Details of legal status completed (section 4.3) ◻ Details of accessibility completed (section 4.4) ◻ Details of copyright status completed (section 4.5) ◻ 1 Evidence presented to support fulfilment of the criteria? (section 5) ◻ Additional information provided (section 6) ◻ Details of consultation with stakeholders completed (section 7) ◻ Assessment of risk completed (section 8) ◻ Summary of Preservation and Access Management Plan completed. If there is no formal Plan ◻ attach details about current and/or planned access, storage and custody arrangements (section 9) Any other information -
USA Net Price List (Prices Not Applicable for Markets Outside USA) Carnegiefabrics.Com 800.727.6770
USA Net Price List (Prices not applicable for markets outside USA) carnegiefabrics.com 800.727.6770 USA Net Price List Effective January 6, 2021 TABLE OF CONTENTS GENERAL INFORMATION ................................................................................ 3 FABRIC FINISHES ............................................................................................. 8 PRICE LIST, ALPHABETICAL ........................................................................... 13 A | B | C | D | E | F | G | H | I | J | K | L | M N | O | P | Q | R | S | T | U | V | W | Z PRICE LIST, NUMERICAL ................................................................................ 46 2000 | 4000 | 5000 | 6000 | 7000 | 8000 | 30000 | 100000 Net Pricelist January 2021 2 carnegiefabrics.com 800.727.6770 General Information PRICES Prices shown are the net wholesale costs per linear yard F.O.B Rockville Centre, N.Y. Prices are not applicable for markets outside USA. Please see carnegiefabrics.com for listings of our International Distribution Partners. These prices are subject to change without notice. We therefore suggest that before concluding a transaction you confirm prices with our Rockville Centre office or your local sales representative. SALES SERVICES To place orders, request samples or for other general information, please contact Carnegie Sales Services, Monday through Thursday, 8:30am - 5:30pm. Friday, 8:30am - 5:00pm, Eastern time. Carnegie 110 North Centre Avenue Rockville Centre, New York 11570 Tel. (800)727-6770 Tel. (516)678-6770 Fax (516)307-3765 [email protected] TERMS OF SALE Terms are net 30 days for customers with open accounts. You may apply for an open account by sending us the names, addresses, and fax numbers of four trade credit references and your bank with your account number. INSPECTION All orders are carefully inspected before shipment for pattern, color, quality and yardage. -
The French Connection: Indian Cottons, Their Early Modern Technology and Diffusion
The French Connection: Indian Cottons, Their Early Modern Technology and Diffusion George Bryan Souza* Asia’s production of cotton and silk textiles, porcelain and the refining of base metals, zinc in particular, in the early modern period were more advanced than the rest of the world. Fundamental to Asia’s success and superiority in textile production was the technology employed by artisans in the selection of raw materials and the techniques used in their application and presentation. Before Europe could diverge technically from other parts of the globe, European textile manufacture had to converge through the acquisition and incorporation of new materials and technical knowledge from other parts of the globe, especially from India and China1 or, alternatively, through new or incremental advances in technical knowledge, production processes, machines, and apparatus. Cotton a vegetable fiber was “one of the most difficult fibers to dye,” “unlike animal fibers such as silk and wool, which can accept most natural dyes with ‘comparative’ ease, inherent properties * University of Texas, San Antonio, USA. Email: [email protected] . Not to be cited or quoted without the author’s written permission. 1 For a preliminary discussion of convergence, which is not viewed as being exclusively determined by prices, see: George Bryan Souza, “Convergence before Divergence: Global Maritime Economic History and Material Culture,” The International Journal of Maritime History, 17:1 (2005): 17-27. For Europe’s divergence in the early nineteenth century from China and other areas of the world, see: Kenneth Pomeranz, The Great Divergence: China, Europe and the Making of the Modern World Economy, Princeton and Oxford: Princeton University Press, 2000. -
Opening Essential Questions? Lesson Objectives
Silk Road Curriculum Project 2018-2019 Ingrid Herskind Title of Lesson Plan: Silk Road: Cartography and Trade in Ancient and Modern China Ingrid Herskind, Flintridge Prep School, La Canada, CA Lesson Overview: Students will explore the “Silk Road” trade networks by investigating a route, mapping the best path, and portraying a character who navigated the route. Opening essential questions? How did the Silk Road routes represent an early version of worldwide integration and development? How does China’s modern One Belt, One Road project use similar routes and methodologies as the earlier Silk Road project? How is this modern project different? Lesson Objectives: Students will be able to: Students will also apply skills from the Global Competence Matrix and will: • Investigate the world beyond their immediate environment by identifying an issue, generating a question, and explaining its significance locally, regionally, and globally. • Recognize their own and others’ perspectives by understanding the influences that impact those perspectives. • Communicate their ideas effectively with diverse audiences by realizing how their ideas and delivery can be perceived. • Translate their ideas and findings into appropriate actions to improve conditions and to create opportunities for personal and collaborative action. 1 1 World Savvy, Global Competence Matrix, Council of Chief State School Officers’ EdSteps Project in partnership with the Asia Society Partnership for Global Learning, 2010 1 Silk Road Curriculum Project 2018-2019 Ingrid Herskind Length of Project: This lesson as designed to take place over 2-3 days (periods are either 45 min or 77 min) in 9th Grade World History. Grade Level: High School (gr 9) World History, variation in International Relations 12th grade Historical Context: • China was a key player in the networks that crossed from one continent to another. -
Analysis of the Performance of Sewing Threads Manufactured from Conventional and Compact Ring-Spun Yarns
Sevil Yeşilpınar Analysis of the Performance of Sewing Dokuz Eylul University Threads Manufactured from Conventional Department of Textile Engineering 35100 Bornova, İzmir, Turkey E-mail: [email protected] and Compact Ring-spun Yarns Abstract The compact spinning system produces a yarn structure which is different from the structure of conventional spun yarn as the result of the elimination of the spinning triangle. New perspectives introduced by compact spinning have proved their worth in all textile processes, from yarn production to the finishing stages. In this study, the seam strengths of sewing threads produced by conventional and compact spun-ring systems were investigated together with strength tests before and after washing. The results were evaluated with SPSS software. It was found out that the difference between the seam strength of sewing threads produced from conventional ring and compact yarns were not of major statistical significance, and nor was the difference in seem strength before and after washing. Additionally, the effect of the gassing process on compact sewing threads was established. The results allow us to recommende that the gassing process should not be applied to sewing threads made of compact yarns. Key words: seam strength, compact yarn, sewing thread, gassing. distinctive features of compact yarns. In the compact spinning system, elimi- The basic alteration in the compact spin- nating the spinning triangle almost en- ning system, which is the modified form tirely in the yarn formation zone allows of the ring spinning system, is that the even very short fibres to contribute to drawing system of compact spinning ma- strength in this zone where fibres have chine finishes with a condensation zone no twist. -
Impact of Doubling and Auto Leveling in Draw Frame on the Quality of Rotor-Spun Yarns
Crimson Publishers Research Article Wings to the Research Impact of Doubling and Auto leveling in Draw Frame on the Quality of Rotor-Spun Yarns Subrata Kumar Saha and Jamal Hossen* Department of Textile Engineering, Ahsanullah University of Science and Technology, Te- jgaon I/A, Dhaka 1208, Bangladesh Abstract ISSN: 2578-0271 This study explores the impact of doubling and auto leveling in draw frame on the quality of rotor yarns. Virgin cotton of Ivory Coast (55%) and waste cotton (dropping-1: 25% and dropping-2: 20%) used as raw material. Rotor-spun yarns of 20 Ne were manufactured from the slivers produced from carding machine, of slivers and rotor yarns such as Um%, CVm%, Imperfections (thick place, thin place, and neps), and countbreaker strength draw frame, product and (CSP) finisher were draw tested frame and analyzed.without and The with Um%, auto CVm% leveler. of different The quality sliver parameters gradually decreased due to the action of doubling and auto leveler. In yarns, Um%, CVm% showed a similar trend as slivers. Thick places, thin places and neps also exhibited the decreasing pattern with the increase of sliver doubling and the use of auto leveler. The quality of yarns improved with the increase of doubling ofand doubling yarns produced and auto from leveling. finisher draw frame sliver with auto leveler showed the best result. The reason can be attributed to the most evened out sliver with better fiber orientation due to the combined action Keywords: Doubling; Auto leveler; Neps; Imperfections *Corresponding author: Jamal Hossen, Department of Textile Engineering, Ahsanullah University of Science and Introduction Technology, Tejgaon I/A, Dhaka 1208, Bangladesh The textile industry belongs to the oldest industrial branches and maintaining its sustained growth for improving the quality of human life. -
=MU RESUME 30 099 239 30 007 933 AUTHOR Forney, Trudy; and Others TITLE K-12 Art Guide
=MU RESUME 30 099 239 30 007 933 AUTHOR Forney, Trudy; And Others TITLE K-12 Art Guide. INSTITUTION Kansas State Dept. of Education, Topeka. Curriculum Section. PUB DATE 73 NOTE 80p. AVAILABLE FROM State Department of Education, 120 East 10th Street, Topeka, Kansas 66612 (Free) EDRS PRICE MF-$0.75 HC Not Available frog EDRS. PLUSPOSTAGE DESCRIPTORS Age Groups; *Art; Art Activities; Art Appreciation; *Art Education; Art Materials; *Child Development; Curriculum Guides; Educational Objectives; Educational Philosophy; Elementary Education; Fundamental Concepts; Program Descriptions; Secondary Education ABSTRACT The development of students in various art fieldsis the focus of this K-12 art curriculum guide. The philosophyof the art program and the roles of administrator, teacher,and parent are outlined. The underlying school community relationships,and the objective, goals, and purposes of art educationare described. Phases of child development in general and for specificage groups from 4 to 18 years of age are given with the art characteristicsof these age groups and their art program goals. Fundamental art concepts-- color, light and shade, design, and composition-- as well as the basic media, are outlinedas to objectives, materials, and suggested projects. The remainder of the guide followsa format of objectives, materials, working knowledge, concepts, and suggestedprojects in presenting several art techniques. Methods,motivations, and processes are not dictated but are left to the individual teachers. Techniques in the guide include the following: lettering,interior and mural design, paper and paper mache, batik,tie-dying, printing, silversmithing, enameling, stained glass, wood,leather, textiles, ceramics, and sand casting. (Author/KSM) ,` " z :1.11"a4413/"Aas4re sr.