DOCSLIB.ORG

Education Media Center.; South Caroliria State Dept

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Education Media Center.; South Caroliria State Dept DOCUMENT RESUME ED 090 408 CE 001 275 AUTHOR Blanton, Harriet; And Others TITLE Clothing and Textiles II. Semester Course. Draft. INSTITUTION Clemson Univ., S.C. Vocational Education Media Center.; South Caroliria State Dept. of Education, Columbia. Office of Vocational Education. PUB DATE 73 NOTE 64p.; For other guides in the unit, see CE 001 266-274 and CE 001 276 and 277 EDRS PRICE MP-$0.75 HC-$3.15 PLUS POSTAGE DESCRIPTORS Behavioral Objectives; Clothing Design; *Clothing Instruction; Consumer Education; Curriculum Development; *Curriculum Guides; Educational Resources; Evaluation Methods; *High School Curriculum; Homemaking Education; *Secondary Grades; Teacher Developed Materials; *Textiles Instruction IDENTIFIERS Fashion Models; South Carolina ABSTRACT The clothing and textiles guide for a second level semester course for grades 10-12 identifies objectives and learning experiences with basic reference to developmental tasks, needs, interests, capacities, and prior learning experiences of students. It was developed for use with students who exhibited skill and a high degree of satisfaction from projects constructed in Clothing and Textiles 1. The concepts presented in the guide are: custom tailoring and fashion design, tailored clothing, fashion design, and modeling techniques. Under each concept, three columns list behavioral objectives, learning and evaluation experiences, and teaching resources. (AO 411 t 1 '.22.,1.. Draft ClothingSemester and TextilesCourse II ConsumerOfficeState and PreparedDepartment ofHomemaking Vocational by: of Education EducationEducation Section VocationalColumbia, InEducation CooperationSouth CarolinaMedia with: Center29201 Clemson,Clemson So 1973"th UniversityCarolina 29631 Acknowledgements seriesof theGratefulThe ofguide. guideSaturday appreciation for writingClothing issessions and extended Textiles and to individual II,the afollowing second work level personsfrom semesterDecember who contributed course,1972 to wasMay to developed 20,the 1973.development in a Mr.andMrs.for EvansMrs. theHarriet curriculum MaryProctor, Blanton,Long, writingPrincipal, Keenan Florence; sessions.High Chapin School,Miss HighJane Columbia School,Hendrix, whofor Aiken wroteproviding High the School, guide.the Home Schofield Economics Campus, Department Aiken; whoMrs.Personnelversity gave Susan of support ofArizona,Wright, the andState whoInstructor encouragement reviewedDepartment ofthe Textiles ofguirl,.!.in Education,the developmentand Clothing, especially of Schoolthe the guide. ofOffice Home ofEconomics, Vocational The Education, Uni- j Contents Page UseEstimated of the TimeGuide in Weeks for Instructional Units 7 Concepts:ConceptualRationale Framework 119 TailoredCustom Tailoring Clothing and Fashion Design 1518 ResourcesModelingFashion DesignTechniques 635949 //v Use of the Guide curriculumdevelopmentalThe identified resource tasks, materials objectivesneeds, interests, serve and learningas thecapacities, instructional experiences and prior haveprogram learningbeen for developed all experiences students with basicandof students.are referencea beginningThe to fornorm,point learningWith forand athewho varietybased teacheras individuals upon of in studentsa planningprior will assessmentin forreflecta classroom, the learningaof range the it performance includingseemsof students imperative both status who sides may forof asofstudentsthe athe teachergroup norm. relative not to representdevelop to the a theplan ofandexperiencesobjectives self-pacedlearning specified. mayexperiences learning be necessary packages,Pre-testing arewhich recommendedwithin may programmed be ofthe providedstudents classroomfor materials,the forand homemaking butincooperative numeroussomepaired-learner learnersteacher. ways,planning, will includingManyteams, requirein group relationand independent teaching-learninglearningindividual to objectives contracts. study, objectives use whichthein each task Ascan theclass, isbe teacherforachieved she learners can becomes only extend to through skilledbecome individualization experience. increasinglyin providing toBoth independentfor other teachersthe learnersindividual and and self-directive inlearners learninga given have class.needs into theirlearnofA abasic fewownto functionlearnerslearningpart of inasing theira thelearnerSince premisesrespective a inbasic seeking and principle rolesstrategies methods in theof tofor learningprocess, individualize individualizing isbut to the start instruction. teacher instruction. where is the responsible Priorlearner experiences is, in theeducating teacher with clothingherself can be regard-viewedcon- behaviormethodsisaturestruction much on formore allindividualizing activities, meeting atfeasible once. individual forhome instructionboth experiences, needs.teacher may Aand cooperativecomparisonhelp students to decide ofthanplanning, the uponis analyses a atotal andfirst FHA withimmersion step. activities guidelines Taking into can one afrom new bestep analyzedthechange at liter- a intime as BehavioralEducational Objectives: objectives are specifications of behavior outcomes or post-instructional behavior contexttualsought Byor asaboutdefinition,cognitive a result which,or behaviors,of educational teaching-learningwithin feelingwhich,the objectives or behaviorexperiences.affective must haveis. behaviors, twoWhenBehaviors components: the and objectives soughtdoingbehavior, orinclude arepsychomotor made aand range operational content behaviors. of intellec- or achieved.aretwofor otherthe conditionsinstruction components in ofmay which an be individual addedthe learning to givelearner isprecision to or be of demonstrated ato given an objective. group and of standards learnersThe two of byadditional performancea given teacher,components to be ofvitaminaction vitaminMaking termsC" C."isan or madeeducational inThe verbaloperational act of or objectivelisting non-verbal when or itoperational stating isobservable specified is alsoan behavioral observableas calls "List for sourcesterms. evidencestating ofFor theofvitamin example, knowing.behavior C" or"Know componentAnother "State sources sourcescon- in of Xstooddition brandThe that ofdetergent" objectivesthe an educationalobjective means in the which thatobjective following thestates learner is curriculum"Determine that is it to be determinematerialsthe stated best in buytheare reference amongbestwritten buy.three toin thebehavioraldifferent learner. sizeterms Itboxes butis under-areof ample,Teachersnottheterminal fullylearning the mayobjectives operationalobjective makewill bethe stateddemonstratedcolumn enablingsince for onconditions thepageobjectives and major 18 the reads, and concept criteriafully performance "Differentiate operationalareas or standard are standards supported bybetween forstructuring aresnccessful bythe not selected basic specifiedthe performance. methodsconditions enabling The of overall objectives.tailoring."inFor which ex- or incustomThetheteria this teachercriteria by tailoredexample which must established terminalisgarment establish the performance andbehaviorin theclass.a dressmaker situation is of Stateevaluated. the tailoredortaskthe conditions basis asA possiblespecified.garment, for underselection conditionselect which relativethe the might custom behavior beto tailored specifiedeach will criterion." occurgarment as"Given and using cri-Success a 3Iy experiencesonlyLearning throughA learning Experiences: in learner these experience materialsexperience is theare and activitywritten through with engagedreflection this in premise byupon the theinlearner mind.experience. to Thelearn. teacherThe Learningselected can look occurslearning at the whichTheoftheylearning tailoredteacher's mayrepresent learn.experiences garments. responsibility qualitiesFor example,and determinethe isstudentthe to learning provideher will role lookcustomexperience as facilitatorfor tailored in readsorder garments of "Examineto the differentiate students' and a dressmakerdressmaker experiences between tailoredtailored the sotwo garment..."garmentsthat types ESTIMATED TIME IN WEEKS FOR INSTRUCTIONAL UNITS Area Grades 9CONSUMER or 10 AND GradesHOMEMAKING Secondary10 or EDUCATION 11 SchoolSemester Courses10, 11,12 ClothingCareerChild DevelopmentOpportunities and Textiles 682 -38 Clothing I 18 FamilyConsumer Health Education 34 Clothing II 18 HousingFoodsFurnishings and and Nutrition Home 58 68 18 PersonalHumanRelationships Sexuality and Family 7 4 18 TOTAL WEEKS 36 36 18 Rationale use withClothing students and whoTextiles exhibited II, askill curriculum and a highguide degree for a ofsecond satisfaction level semester from projects course, constructedwas deviloped in for experiencesandClothing customTucreasing and tailoringin Textiles the prices guide. have I. of influencedready-to-wear the coupledconceptual with framework, the creative be!;avioral outlet offered objectives, through and fashion learning design alternativetheskillsstudents, useThe inof guidethe tailoring patternis teacher thecontains concentratedpieres and has garmenta severalfromwide avarietystudy alteration numberalternatives. of of offashion learningcommercialand renovation designStudents experiences. patterns which withmay will betoemphasis guidedBased achieveprovide ononin aabilitiesstudents patternthedesired development modification,withdesign.and interestsadequate ofA superiorsecond that of is, semestersuccessfulpreparationClothing course, completionto constructiondesign can be stylishof used Clothing skills asfashions. an andofindication
Load more

Recommended publications
  • Do You Really Know Your Sewing Pattern Size?
    PERFECT FITGUIDE DO YOU REALLY KNOW YOUR SEWING PATTERN SIZE? Find out how to use your own measurements to determine? your pattern size. SimplicityFITGUIDE_Brochure_2015.indd 1 1/26/15 12:51 PM SIMPLICITY FIT GUIDE A guide for the perfect fit! Do you REALLY know your pattern size? Learn how to use your body measurements to determine your pattern size. Look at Size with New Eyes Begin by discarding any assumptions you may have about what size you wear. Then think about the last time you went clothes shopping. Did every garment in “your” size fit you? Of course not! Standard body measurements vary from one garment manufacturer to another. And the measurements used by your favorite ready-to-wear brands may not correspond to other ready-to wear brands or to the standard body measurements that are used to develop the patterns. The good news is that patterns are based on standard body measurements. Once you have compared your body measurements to the standard body measurements you can choose your pattern size (or sizes) and be all set to sew. 2 www.simplicity.com SimplicityFITGUIDE_Brochure_2015.indd 2 1/26/15 12:51 PM Measure & Compare The way to determine pattern size is to take accurate body measurements, then compare them with the standards. The illustrations and charts on the following pages will take you, step by step, through this process. In some cases, your pattern size may be one or two sizes larger than your ready-to-wear size. But PLEASE don’t let preconceived notions stand in the way of good fit.
    [Show full text]
  • BLOOMFIELD PUBLIC SCHOOLS Fashion Sewing Level One Grades
    BLOOMFIELD PUBLIC SCHOOLS Bloomfield, New Jersey Curriculum Guide Fashion Sewing Level One Grades 9-12 Text: Clothing Fashion Fabrics and Construction Prepared by: Linda Soriano Salvatore Goncalves, Superintendent of Schools Jaynellen Behre-Jenkins, Assistant Superintendent of Curriculum and Instruction Joanne Decker, Director of Student Achievement Board Approved: July 28, 2015 Fashion Sewing Level One Grades 9 - 12 Curriculum Guide Table of Contents 1. Introduction 2. Texts and resources 3. UBD Course Outline 4. Unit 1: Pattern Sizing and Measuring 5. Unit 2: Pattern Selection 6. Unit 3: Pattern Envelope 7. Unit 4: Design-Fabric Selection 8. Unit 5: Sewing Equipment and Safety 9. Unit 6: The Sewing Machine 10. Unit 7: The Interlock Serger Machine 11. Unit 8: The Pattern Guide Sheet 12. Unit 9: Pattern Markings 13. Unit 10: Pattern Layout and Pinning 14. Unit 11: Pattern Cutting and Marking 15. Unit 12: Basic Construction Techniques Fashion Sewing One Grades 9 - 12 Curriculum Guide Introduction 5 Credits per year No Prerequisites This course is an introductory to beginner fashion sewing. Students will be introduced to the world of creative sewing. Each project created during this course will have specific construction challenges. These projects will advance in level as the students achieve the new skills required. Each student will progress at his or her own pace meeting set benchmarks as they go. Upon completion of Fashion Sewing One, students will have acquired the basic skills need to advance to the next three levels of Fashion Sewing. Fashion Sewing Level One Grades 9 - 12 Curriculum Guide Adopted Texts Clothing Fashion Fabrics and Construction Bennett & McNight Publishing Mission Hills, California 1986 ISBN-0-02-640-160-6 Simplicity Sewing Book Simplicity Pattern Company New York, New York 1972 Films, Supplemental Readings, etc.
    [Show full text]
  • International Journal of Textile Science and Engineering Chowdhary U
    International Journal of Textile Science and Engineering Chowdhary U. Int J Text Sci Eng 3: 125. Review Article DOI: 10.29011/IJTSE-125/100025 Impact of Interfacings and Lining on Breaking Strength, Elongation and Duration of the Test for Knitted Wool Usha Chowdhary* Department of Human Environmental Studies Fashion Merchandising and Design, Central Michigan University, Mount Pleasant, Mich- igan, USA *Corresponding author: Usha Chowdhary, Department of Human Environmental Studies Fashion Merchandising and Design, Central Michigan University, Mount Pleasant, Michigan, USA. Email: [email protected] Citation: Chowdhary U (2019) Impact of Interfacings and Lining on Breaking Strength, Elongation and Duration of the Test for Knitted Wool. Int J Text Sci Eng 3: 125. DOI: 10.29011/IJTSE-125/100025 Received Date: March 5, 2019; Accepted Date: March 20, 2019; Published Date: March 29, 2019 Abstract The study examined breaking strength, elongation and time at break for 100% medium weight knitted wool with in- terfacings and lining. Several ASTM standards were used to measure structural and performance attributes. Fabric strength, elongation, and time taken to rupture for fabric exclusively and with interfacings and lining attached were measured for eight relationships. Hypotheses were tested using T-test analysis. Confidence level was established at 95%. Results revealed that majority of the hypotheses were accepted. Results for fusible and non-fusible interfacings varied. Adding fusible interfacing did not enhance strength in the lengthwise direction. Fusible and non-fusible interfacings did not differ for elongation. It took longer for fabric to break in lengthwise than the crosswise direction. Future research is needed to confirm the findings of this study for various fabrics, seam types, stitch types, fabric construction and fiber contents.
    [Show full text]
  • Paris Pajamas”
    “Paris Pajamas” Dream Sweet Dreams of “Paree” while warm and cozy in your pink Paris pajamas accent with serger detail in black. Skill Level: Beginner Supplies: Simplicity Sewing Machine Simplicity Serger Simplicity Pattern #5361, or #9330, or #5314 and purchased T-Shirt Pink fleece for robe (See pattern for yardage) 1 ½ yards of 58” wide pink fleece for blanket Printed flannel for pants and accents (See pattern for yardage) Elastic for waistband (See pattern for yardage) White knit for top (Or purchased T-shirt) All-purpose thread to match fabrics Simplicity Sewing Project: Paris Pajamas Page 1 of 3 Black wooly nylon 2 spools of Black Maxi-Lock thread 4 Spools of Pink Maxi-Lock thread 4 Spools of White Maxi-Lock thread Scissors Pins Instructions: Robe: 1. Cut the robe pattern pieces from the pink fleece. 2. Set the serger for a four thread stitch with the pink Maxi-Lock thread. 3. Construct the basic robe as directed in the pattern instructions. Note: The lining side of the neckline facing will be sewn to the garment then, the right side will be topstitched to the front instead of stitching the right side and folding back the lining side. 4. Set the serger up for a three-thread wide stitch with the black wooly nylon in the upper looper and black Maxi-Lock in the needle and lower looper. 5. Serge along the right side of the neck line facing. 6. Use the Simplicity sewing machine with matching all-purpose thread to topstitch the facing down to the robe. 7.
    [Show full text]
  • 1282 Cutting Layouts General Directions !
    English/Spanish 1 / 4 U.S. & Canada Toll-Free Web Site E-mail 1282 10 pieces given 1-888-588-2700 http://www.simplicity.com e [email protected] Thank you for purchasing this Simplicity pattern. General Directions We have made every effort to provide you with a high quality product. Gracias por haber comprado este patrón de Simplicity. The Pattern Cutting/Marking Hemos hecho todos los esfuerzos para ofrecerle un producto de alta calidad. SYMBOLS ADJUST IF NEEDED BEFORE CUTTING: AFTER CUTTING: GRAIN LINE Place on Make adjustments before placing PRESS pattern pieces with a warm dry Transfer markings to WRONG side straight grain of fabric pattern on fabric. iron. PRE-SHRINK fabric by pre-washing of fabric before removing pattern. 3 parallel to selvage TO LENGTHEN: washables or steam-pressing non- Use pin and chalk method or 1 2 Cut pattern washables. dressmaker’s tracing paper and 4 PLACE SOLID LINE on between wheel. fold of fabric. lengthen or CIRCLE your cutting layout. shorten lines. To Quick Mark: CENTER FRONT OR PIN pattern to fabric as shown in Cutting BACK of garment. Spread pattern evenly, the Layouts. • Snip edge of fabric to mark amount needed notches, ends of fold lines and C NOTCHES • FOR DOUBLE THICKNESS: Fold and tape to center lines. fabric with RIGHT sides together. DOTS paper. A B • Pin mark dots. 5 67 CUTTING LINE • FOR SINGLE THICKNESS: Place TO SHORTEN: fabric RIGHT side up. At lengthen or 8 9 10 LENGTHEN OR shorten lines, SHORTEN LINES • FOR PILE, SHADED OR ONE WAY make an even DESIGN FABRICS: Use “with nap” SEAM ALLOWANCE: 5/8" (1.5cm) pleat taking up layouts unless otherwise stated is included but not amount needed.
    [Show full text]
  • Aic Paintings Specialty Group Postprints
    1991 AIC PAINTINGS SPECIALTY GROUP POSTPRINTS Papers presented at the Nineteenth Annual Meeting of the American Institute for Conservation of Historic and Artistic Works Albuquerque, New Mexico Saturday, June 8,1991. Compiled by Chris Stavroudis The Post-Prints of the Paintings Specialty Group: 1991 is published by the Paintings Specialty Group (PSG) of the American Institute for Conservation of Historical and Artistic Works (AIC). These papers have not been edited and are published as received. Responsibility for the methods and/or materials described herein rests solely with the contributors and these should not be considered official statements of the Paintings Specialty Group or the American Institute for Conservation. The Paintings Specialty Group is an approved division of the American Institute for Conservation of Historical and Artistic Works (AIC) but does not necessarily represent AIC policies or opinions. The Post-Prints of the Paintings Specialty Group: 1991 is distributed to members of the Paintings Specialty Group. Additional copies may be purchased from the American Institute for Conservation of Historical and Artistic Works; 1400 16th Street N.W., Suite 340; Washington, DC 20036. Volume designed on Macintosh using QuarkXPress 3.0 by Lark London Stavroudis. Text printed on Cross Pointe 60 lb. book, an acid-free, recycled paper (50% recycled content, 10% post-consumer waste). Printing and adhesive binding by the Mennonite Publishing House, Scottdale, Pennsylvania. TABLE OF CONTENT S Erastus Salisbury Field, American Folk Painter: 4 His Changing Style And Changing Techniques Michael L. Heslip and James S. Martin The Use of Infra-red Vidicon and Image Digitizing Software in 4 Examining 20th-century Works of Art James Coddington Paintings On Paper: Collaboration Between Paper 11 and Paintings Conservators Daria Keynan and Carol Weingarten Standard Materials for Analysis of Binding Media and 23 GCI Binding Media Library Dusan C.
    [Show full text]
  • Tailoring Series TECHNIQUES for TAILORING UNDERLINING a TAILORED GARMENT—Underlining Is a Second Layer of Fabric. It Is Cut By
    tailoring series TECHNIQUES FOR TAILORING UNDERLINING A TAILORED GARMENT—Underlining is a second layer of fabric. It is cut by the garment pattern pieces and staystitched to the wrong side of the corresponding outer sections before any seams are joined. The two layers are then handled as one. As a general guide, most suit jackets and coats look more pro- fessional when underlined. Underlining is especially recommended for lightweight wool materials, loosely woven materials and light- colored materials. For additional information on selecting fabrics for underlining and applying the underlining, see Lining a Shirt 01' Dress HE 72, N. C. Agricultural Extension Service. STAYSTITCHING—Staystitch all outer garment pieces before construction begins. If garment is underlined, stays-titching is done when the two layers of fabric are sewn together. Staystitch 1/3 in. outside seamline (on the seam allowance). Stay- stitch “ with matching cotton thread on all curved *areas that may stretch during construction such as necklines, side seams, shoulder seams, armholes, and side seams of skirt. Use directional stitching always to prevent stretching of fabric and to prevent one layer of fabric from riding. The direction to stitch is indicated by small arrows on the pattern on the seamlines. INTERFACINGS—Select a high quality hair canvas for the front and collar of coats and jackets. The percentage of wool indicates the quality—the higher the wool content of the canvas the better the quality. Since a high percentage of wool makes the hair canvas fairly dark in color, it cannot be used successfully under light-colored fabrics. In these cases use an interfacing lighter in color and lower in wool content.
    [Show full text]
  • Info/How to Examine an Antique Painting.Pdf
    How to Examine an Antique Painting by Peter Kostoulakos Before we can talk about the examination process, an overview of how to handle an oil painting is necessary to prevent damage to the work and liability for the appraiser. The checklist below is essential for beginning appraisers to form a methodical approach to examining art in the field without heavy, expensive equipment. Although the information may seem elementary for seasoned appraisers, it can be considered a review with a few tips to organize your observational skills. When inspecting an antique painting, as with any antique, a detailed on the spot, examination should take place. A small checklist covering composition, support, paint layers, varnish, and frame is necessary. Also, a few tools such as a UV lamp, magnifiers, camera, soft brush, cotton swabs, and tape measure are needed. A "behind the scenes" investigation can tell you a great deal about the painting. The name of the artist, title of the painting, canvas maker, date of canvas and stretcher, exhibitions and former owners are some of the things that may be revealed upon close examination. Document your examination with notes and plenty of photographs. Handling Art Older paintings should be thought of as delicate babies. We need to think about the consequences before we pick one up. To prevent acidic oil from our skin to be transferred to paintings and frames, we must cover our hands with gloves. Museum workers have told me that they feel insecure using white, cotton gloves because their grip becomes slippery. I tried the ceremonial gloves used in the military to grip rifles while performing.
    [Show full text]
  • Ajsl ,QJI 8Ji)9
    ajsL ,QJI 8jI)9 MINSTRY OF SOCIAL AFFAIRS L",uitom cz4 /ppaLf ('"oduaDon P'"zuocz1 Volume 2 TAILORING //, INTEGRATED SOCIAL SERVICES PROJECT aLSioJ 8jsto!*14I 3toj3JI J54o 4sjflko MINSTRY OF SOCIAL AFFAIRS cwitom c92/I/2a'LEf ?'oduation 57P/D 0 E15 ('uvzicul'um JoL CSPP nstzucto~ Volume 2 TAILORING g~jji~JI 6&= z#jJEi l tl / INTEGRATED SOCIAL SERVICES PROJECT wotsoi stoim 1oj3jw jsi.Lo 6suJf PREFACE The material which follows is .J l.a ,,h &*.aJIL& . part of a five volume series assem­ bled by the faculty and students of . 3aJ e~- t.l. -, r'- ,tY.. the University of North Carolina at L_:J q L--, X4 0-j VO Greensboro, Department of Clothing and Textiles, CAPP Summer Program. The CAPP, Custom Appar,1 Production LFJI L,4.," ,'"i u .U. J l Process, Program was initiated in Egypt as a part of the Integrated Social Services Project, Dr. Salah L-,S l k e. L C-j,,. El Din El Hommossani, Project Direc- - L0 C...J L'j tor, and under the sponsorship of 4 " r th Egyptian Ministry of Social !.Zl ij1.,1,,.B= r,L..,J1....J Affairs and the U.S. Agency for - .Jt , . -t. International Development. These materials were designed for use in . J L.Jt CSziJtAJI #&h* - L*J training CAPP related instructors t .L-- -- J and supervisors for the various programs of the Ministry of Social ._ . , .. .. Affairs and to provide such person- L , *i. l I-JL-j 6 h nel with a systematica,'ly organized und detailed curriculum plan which JL61tJ J..i..- J" could be verbally transferred to O| ->.
    [Show full text]
  • Tailoring and Dressm King 5 LINING A. SKIRT Or DRESS Today's Fashions
    tailoring and dressm king 5 LINING a. SKIRT or DRESS Today’s fashions and fabrics often call for linings. This raises questions among the home seamstresses regarding types of lining and how to attach these to the garment. Lining serves many purposes. It: 0 gives a professional 100k and adds quality 0 adds body and/or opacity to lightweight or thin fabric 0 gives roundness to structural lines where needed 0 prevents sagging, stretch or “sitting " out” in straight skirts (helps to preserve shape of garment) ' 0 gives longer service to the garment 0 helps to eliminate wrinkles A distinCtion should be made among four sometimes confusing terms: 1. Lining refers to a material that partially or entirely covers the inside of a garment. It is assembled separately as though it were a second garment. It finishes the wrong side of the garment as well as serving the purposes listed C above. For better fit and more strength it should be cut on the same grain as the outer fabric. 2. Underlining is a material which is cut in the shape of the garment pieces. The underlining sections are staystitched to- the corresponding outer fabric sections before any seams are joined. This is especially good for loosely woven or thin fabrics. This treatment is usually called “double fabric con- struction.” It is also called backing or underlay. 3. Interlining ,is usually thought of as giving warmth to a coat as well as giving some shape. The interlining is cut' to match the garment pieces and is placed between the lining and the outer fabric.
    [Show full text]
  • C:\Documents and Settings\Fred.Schottman\Aawp\Y07
    Harmonized Tariff Schedule of the United States (2007) Annotated for Statistical Reporting Purposes CHAPTER 99 TEMPORARY LEGISLATION; TEMPORARY MODIFICATIONS ESTABLISHED PURSUANT TO TRADE LEGISLATION; ADDITIONAL IMPORT RESTRICTIONS ESTABLISHED PURSUANT TO SECTION 22 OF THE AGRICULTURAL ADJUSTMENT ACT, AS AMENDED XXII 99-1 U.S. Notes 1. The provisions of this chapter relate to legislation and to executive and administrative actions pursuant to duly constituted authority, under which: (a) One or more of the provisions in chapters 1 through 98 are temporarily amended or modified; or (b) Additional duties or other import restrictions are imposed by, or pursuant to, collateral legislation. 2. Unless the context requires otherwise, the general notes and rules of interpretation, the section notes, and the notes in chapters 1 through 98 apply to the provisions of this chapter. Statistical Notes 1. For statistical reporting of merchandise provided for herein: (a) Unless more specific instructions appear in the subchapters of this chapter, report the 8-digit heading or subheading number (or 10-digit statistical reporting number, if any) found in this chapter in addition to the 10-digit statistical reporting number appearing in chapters 1 through 97 which would be applicable but for the provisions of this chapter; and (b) The quantities reported should be in the units provided in chapters 1 through 97. 2. For those headings and subheadings herein for which no rate of duty appears (i.e., those headings and subheadings for which an absolute quota is prescribed), report the 8-digit heading or subheading number herein followed by the appropriate 10-digit statistical reporting number from chapters 1 through 97.
    [Show full text]
  • VTE Framework: Fashion Technology
    Massachusetts Department of Elementary & Secondary Education Office for Career/Vocational Technical Education Vocational Technical Education Framework Business & Consumer Services Occupational Cluster Fashion Technology (VFASH) CIP Code 500407 June 2014 Massachusetts Department of Elementary and Secondary Education Office for Career/Vocational Technical Education 75 Pleasant Street, Malden, MA 02148-4906 781-338-3910 www.doe.mass.edu/cte/ This document was prepared by the Massachusetts Department of Elementary and Secondary Education Mitchell D. Chester, Ed.D. Commissioner Board of Elementary and Secondary Education Members Ms. Maura Banta, Chair, Melrose Ms. Harneen Chernow, Vice Chair, Jamaica Plain Mr. Daniel Brogan, Chair, Student Advisory Council, Dennis Dr. Vanessa Calderón-Rosado, Milton Ms. Karen Daniels, Milton Ms. Ruth Kaplan, Brookline Dr. Matthew Malone, Secretary of Education, Roslindale Mr. James O’S., Morton, Springfield Dr. Pendred E. Noyce, Weston Mr. David Roach, Sutton Mitchell D. Chester, Ed.D., Commissioner and Secretary to the Board The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, gender identity, or sexual orientation. Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 75 Pleasant St., Malden, MA 02148-4906. Phone: 781-338-6105. © 2014 Massachusetts Department of Elementary and Secondary Education Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes.
    [Show full text]