Textiles and Design
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This document provides information about the Textiles and Design course offered as part of Home Economics. It is a 2 unit category A course where students complete a major textiles project worth 50% and a written exam worth the other 50%. The course covers design, textile properties and performance, the Australian textiles industry, and major works focused on apparel, non-apparel, costumes, or furnishings. Students are encouraged to speak with Home Economics staff for more details on the course.
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The document discusses designing a fashion garment for a young female client that reflects the emerging trend of Japanese street style. It provides research on dresses currently sold in high street shops to identify popular features like lace, bold patterns, and large bows. The designer aims to incorporate these elements along with bright colors and funky prints inspired by manga comics to create a dress that will appeal to the target audience and be successful. Environmental considerations for the garment's design and lifespan are also outlined.
Textiles
This document provides information about the Textiles & Design subject for Year 11 subject selection. Some key points:
- The subject involves design, properties and performance of textiles, manufacturing techniques, and the Australian textile industry.
- Assessment includes practical projects like apparel items, non-apparel pieces, and a major Year 12 project with folio.
- Past students have achieved well in the HSC for this subject, including several band 6 scores and a state ranking.
- The subject allows students creative expression and development of skills. Practical work incorporates techniques like fabric decoration, construction, and recycling materials.
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This document provides instructions and examples for completing a design brief and portfolio for a GCSE product design project. It outlines sections to include such as situation analysis, client profile, design ideas, research, materials analysis, planning, manufacturing details, modifications, testing, and evaluation. The goal is to guide students through the full design process from brief to finished product.
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The document is a design brief for a cruise seat in the shape of a boat for children. Some key points:
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The document discusses designing a fashion garment for a young female client that reflects the emerging trend of Japanese street style. It provides research on dresses currently sold in high street shops to identify popular features like lace, bold patterns, and large bows. The designer aims to incorporate these elements along with bright colors and funky prints inspired by manga comics to create a dress that will appeal to the target audience and be successful. Environmental considerations for the garment's design and lifespan are also outlined.
Textiles
This document provides information about the Textiles & Design subject for Year 11 subject selection. Some key points:
- The subject involves design, properties and performance of textiles, manufacturing techniques, and the Australian textile industry.
- Assessment includes practical projects like apparel items, non-apparel pieces, and a major Year 12 project with folio.
- Past students have achieved well in the HSC for this subject, including several band 6 scores and a state ranking.
- The subject allows students creative expression and development of skills. Practical work incorporates techniques like fabric decoration, construction, and recycling materials.
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This document provides instructions and examples for completing a design brief and portfolio for a GCSE product design project. It outlines sections to include such as situation analysis, client profile, design ideas, research, materials analysis, planning, manufacturing details, modifications, testing, and evaluation. The goal is to guide students through the full design process from brief to finished product.
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The document discusses a design for a children's storage bench with a pirate theme for a classroom. It describes researching similar products available internationally and in the UAE to inform the design. Several potential clients are identified that could benefit from the product, including schools, hospitals, and families with young children. The design aims to provide functional storage while appealing to both boys and girls through its pirate-themed aesthetics.
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The document provides an analysis of different materials that were tested for making a language learning toy for children ages 2 to 4. The analyses include the tools used, any safety rules, and conclusions on the suitability of each material. For the final product, MDF wood was selected as it provides the desired look, is inexpensive, and won't break easily like other tested materials such as cardboard and plastazote. Safety rules for using tools like the laser cutter and scalpel are also outlined.
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The document is a design brief for a cruise seat in the shape of a boat for children. Some key points:
- The boat seat will be large enough to fit 4 children and be decorated with a pirate theme.
- Materials will include MDF wood for the base and frame, pine wood for additional structure, and plywood planks for the body.
- The boat will have cushioned seats and a dark brown paint job to look realistic.
- Research on similar products found boat-shaped beds were a popular style for boys aged 4-8.
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The document provides a design brief for a universal bread bin. It outlines the problem of lack of kitchen workspace due to clutter and proposes a design for an airtight bread bin with a pull-out bread board and knife storage. The design requirements specify that the bin must be movable, airtight, safe to handle, able to fit most décor, and easily cleanable with knives safely stored. Research is then presented on materials, existing products, joining techniques, and finishes to inform the design.
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Textile yarn manufacturing involves several key steps. Fibers are first opened and cleaned through blowroom and carding processes. Drawing further arranges fibers into parallel strands called slivers. Roving attenuates slivers and adds twist. Ring frames then spin roving into yarn using drafts and twist. Combing upgrades raw materials by removing short fibers. The processes work to arrange, draft, and twist fibers into consistent yarns for weaving or other uses.
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Fibers are converted into yarns through several processes to prepare them for fabric construction. Fibers are first opened, blended, and cleaned. They then undergo either carding or combing to further clean and align the fibers into slivers. The slivers are drawn and spun into yarns, which can be done through ring spinning, rotor spinning, or air jet spinning. Ring spinning produces the highest quality yarns while rotor and air jet spinning have higher production rates. The yarns are then wound onto packages or cones and are ready to be used to create fabrics through weaving or knitting.
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This document provides information for a workshop on yarn and textile sculpture. It discusses identifying artists who wrap objects and the techniques they use. Participants will learn how to manipulate yarn in different ways and apply that knowledge by wrapping a chosen object with yarn and other textiles. The document lists various wrapping and knotting techniques and instructs participants to choose an object, gather materials, wrap it creatively, and document their work.
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This document discusses different types of fabric construction including yarn twist, texturing, weaving methods like plain, twill, and satin weaves, knitting, and bonded fabrics like felt. It covers characteristics of fabrics like construction method, texture, hand, weight, and lists some common fabric testing methods.
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Yarn Manufacturing
Textile yarn manufacturing involves several key steps. Fibers are first opened and cleaned through blowroom and carding processes. Drawing further arranges fibers into parallel strands called slivers. Roving attenuates slivers and adds twist. Ring frames then spin roving into yarn using drafts and twist. Combing upgrades raw materials by removing short fibers. The processes work to arrange, draft, and twist fibers into consistent yarns for weaving or other uses.
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This document provides information about studying an IT course. It notes that the course is suitable for students interested in computers and technology, with no prior computing experience required. Students will gain an understanding of how IT systems are used in various fields like entertainment, education, and business. Studying IT can also open up employment opportunities in the information technology field. The Information Processes and Technology course specifically focuses on computer-based information systems and how information technology allows information processes to take place, while also examining technology's impact. Students will study different types of information systems and have options to study control systems, robotics, or multimedia systems as part of the course.
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This document outlines the curriculum for a 1 unit non-ATAR psychology course taken over one year with 3 periods per week. It covers topics in preliminary psychology, development, models of psychology, disorders and the family. For the HSC component, it focuses on case studies of violent crime and different types of criminal behavior, as well as forensics. Students will engage with activities like analyzing investigations, experiments, films, FBI files and be taught by experienced criminology teachers.
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This document provides an overview of the Modern History course in years 11 and 12. It discusses what is studied, including slavery, the French Revolution, civil rights movements, and World War 1. Students study one national study like Germany or Russia, as well as one personality and international conflict. The course sharpens analytical skills and allows students to better understand the complex modern world by linking geography, economics, politics and culture. It is recommended for students interested in learning about the world and those wanting to improve writing and research abilities to benefit their future careers.
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This self-defense course consists of 2 units with 6 periods per week, with 3 periods focused on practical skills and 3 periods on theoretical knowledge. The main purpose is to increase student awareness of martial arts and self-defense through exposing them to the philosophy and techniques of Jeet Kune Do, to help inform their future choices and study.
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The document provides information about history course offerings at a school, including Ancient History, Modern History, and Aboriginal Studies. It discusses the benefits of studying historical figures and events in the classroom, such as developing an understanding of how people from the past have shaped our world. Examples of course content and activities are also described, such as investigating ancient remains, historical movies, and mystery investigations.
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The document discusses the Drama course for high school students. It explains that Drama is a full 2 unit subject that counts towards the ATAR and is not scaled down. It involves both group work and individual work and can help build confidence. The document outlines the key components of the Drama course, including critical analysis, devising original group performances, and individual performance skills. It notes that all areas are compulsory and involve both practical and written assessments. Overall, the summary provides an overview of what Drama entails as a high school course option.
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The document discusses the Drama course for high school students. It explains that Drama is a full 2 unit subject that counts towards the ATAR and is not scaled down. It involves both group work and individual work and can help build confidence. The document outlines the key components of the Drama course, including critical analysis, devising original group performances, and individual performance skills. It notes that all areas are compulsory and involve both practical and written assessments. Overall, the summary provides an overview of what Drama entails as a high school course option.
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Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Richard Seddon, George Grey,
Social Laboratory, New Zealand,
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