Samosa Salwar

What is a "Samosa salwar"?
watch the video and find out
http://www.jansewingsolutions.com/what-samosa-salwar-p-1397.html?osCsid=m544omf5gbskib0nmvv6jeg1e7
http://www.jansewingsolutions.com/part-explanation-p-1398.html?osCsid=m544omf5gbskib0nmvv6jeg1e7
http://www.jansewingsolutions.com/result-samosa-salwar-p-1413.html?osCsid=m544omf5gbskib0nmvv6jeg1e7

The Chooridar

what is a chooridar?

Chooridar is not exactly like a traditional salwar. It is not as wide as the salwar in traditional salwar kameez. There is a lot of difference in between the curve and cuts of churidar and traditional salwar. The Kameez may be same as it is in the traditional salwar kameez.

In chooridar, the leg has more length if we compare with traditional salwar length, because wrinkles come on the ankle in chooridar. The top part has the belt like traditional salwar kameez and pleates also. In churidar, the upper portion of the chooridar is not wide spread like traditional salwar, it is 4-5 inches loose than the hips measurements. There is a tunnel on the top portion for drawstring like the traditional salwar.

In totality churidar has a leg like shape with few inches margin for leg movements.

The upper portion “Kameez is same as traditional kameez. Normally it is long upto knee with long or short sleeves as desired. There are long side slits and bottom curve may be round and straight as per desire. Churidar comes under the basic design category. 

http://www.jansewingsolutions.com/chooridar-suit-part-p-79.html?osCsid=1r4thnmvvr7keoa9fctk1hirk7 

http://www.jansewingsolutions.com/bag-style-p-1376.html?osCsid=1r4thnmvvr7keoa9fctk1hirk7
http://www.jansewingsolutions.com/chooridar-bella-p-1385.html?osCsid=m544omf5gbskib0nmvv6jeg1e7

hum dum salwar

http://www.youtube.com/user/dilpasand2001#p/u/52/zygCQaAr8GU

watch out for a full tutorial for making this salwar

21 versions of salwar

http://www.youtube.com/watch?v=6B6yPhBm4jg&feature=related

taking measurements

http://www.jansewingsolutions.com/measurements-p-145.html?osCsid=b1bft27gqpmn1jlch52navbsp0

taking measurements

dhoti salwar

Pattialla Salwar

Patiala Salwar

Patiala Salwar or Patiala Shalwar here is some historical background. There is a story behind this name. Patiala is a place in Punjab at North India. In ancient times, Maharaja (King) of Paliala was very famous. His dress was a pleated and baggy type salwar with long loose kameez with full sleeves. He used to wear this dress as a status symbol as King and for comfort also.

In the new modern era, the women community copied his dress and named Patiala. In Patiala Salwar Kameez, kameez is same as other traditional designs. The kameez of patiala salwar should be above knee. Due to the nature of the pleats and to show their visibility, the dress should be kept short. There is no hard and fast rule for sleeves, neck designs, front and back neckline depth and curves and cuts.

Normally the salwar of patiala salwar kameez is having a number of pleates of different styles. The fall of pleates goes back and looks like baggy with pleates. Patiala Salwar is very comfortable to wear. From top, it has belt like any other traditional salwar and a long tunnel for drawstring. The upper portion like traditional salwar is wide spread or has a big room for hips and legs movements.

In a nutshell, the Patiala Salwar Kameez is comfortable to wear like traditional salwar kameez and looks elegant and pretty.

http://www.jansewingsolutions.com/pefect-pattialla-salwar-p-1278.html?osCsid=m544omf5gbskib0nmvv6jeg1e7

http://www.jansewingsolutions.com/completed-salwar-kameez-p-1295.html?osCsid=m544omf5gbskib0nmvv6jeg1e7

http://www.jansewingsolutions.com/finished-result-pattialla-suit-p-4.html?osCsid=m544omf5gbskib0nmvv6jeg1e7

http://www.jansewingsolutions.com/finished-result-pattialla-suit-p-54.html?osCsid=m544omf5gbskib0nmvv6jeg1e7 

http://www.jansewingsolutions.com/pattialla-mehndi-suit-p-780.html?osCsid=m544omf5gbskib0nmvv6jeg1e7

http://www.jansewingsolutions.com/brief-p-1032.html?osCsid=m544omf5gbskib0nmvv6jeg1e7 

khajoor salwar

http://youtu.be/buDUdqkQ-nY

sewing tools

Basic Sewing Tools

There are some sewing tools that you can’t even

begin without. The correct sewing tool makes

any sewing project easier. Knowing which tool to

select and where to use it will simplify and

improve the outcome of each sewing step. The

sewing tools listed below are the basic tools of

the trade that help you save precious sewing

time.

When purchasing sewing tools, select brand names for quality products that have clear

directions.

Disappearing Ink Pen

A non permanent ink pen, usually with blue or violet ink, is used for transferring pattern

markings. The ink eventually disappears (air-soluble) or is easily removed with water

(water-soluble). Check the ink on a scrap of the fabric prior to using it on your projects.

Iron & Ironing Board

You cannot sew without these. While sewing, keep your iron warmed to the wool

setting, and be prepared to press each seam after you stitch it, depending on the

fabric’s ability to handle heat. Never stitch across a seam that hasn’t been pressed. It’s

a sure way to make your project look home-made.

Needles

Sewing needles, both hand and machine, are another must-have item. There are

many types of needles, and there are separate guidelines that give in-depth

information on how to choose the correct one for your sewing project. For the most

basic machine-sewing project, choose a universal or ball-point needle for knit

fabrics, and a “sharp” for woven fabrics. Choose the size of the needle based on the

weight of the fabric. For lightweight fabrics, choose a finer needle (lower numbers); for

heavyweight fabrics, choose a thicker needle (larger numbers).

Pins

Straight pins range in lengths from 1/2" to 1 7/8". Look for sharp, smooth, rustproof pins

that can bend without breaking. Use different types for general sewing, quilting,

working with silks or knits.

Pincushion

Pincushions come in a variety of styles. The most popular styles include the familiar red

tomato with an emery-filled strawberry, which sharpens and cleans pins and

needles; a rectangular, wristband pincushion mounted on a plastic wristband

that is perfect for pin-fitting and marking hems; and magnetic “grabber” types that

make for easy plop-and-drop pin catching.

Seam Gauge

Also called a sewing gauge, this 6" ruler with a sliding red marker has many uses.

Use it to mark hems, buttons and buttonholes as well as design details, such as pleats and tucks.

Seam Ripper

A curved metal cutting blade used to “rip” stitches or “reverse sew.”One end of the curved blade has a sharp point and the other has a small plastic ball that prevents the ripper from slipping.

Use a seam ripper to remove stitches one at a time, slash machine stitched buttonholes, and to pick out loose threads caught in stitching.

Tape Measure

Flexible fibreglass or fabric measuring tape that is ideal for taking body measurements, measuring patterns and

layouts as well as general measuring. Fabric types tend to stretch after prolonged use.

Thimble

Made of metal, rubber, leather or plastic, this small, protective cover slips over the index or middle finger.

When hand sewing or quilting, a thimble protects the fingertip from pin pricks and is used to push the needle through multiple layers of fabric.

Sewing Tools for Professional Results

As with any profession or hobby, using the right tools can make all the difference in the

world and can make the difference between amateur or professional results. Even if you’ve

only sewn a few projects and collected some basic sewing tools, it may be time to learn

about some of the advanced sewing tools designed to give your project that professional

edge.

Most sewing projects can be completed without the following tools, but as you improve

and fine-tune your skills and develop an affinity for quilting, home decorating or clothing

construction, you’ll find these tools indispensable for saving time, increasing accuracy and

simplifying tasks.

motivation

The main aspect of adult learning is motivation. At least six factors serve as sources of motivation for adult learning:

• Social relationships: to make new friends, to meet a need for associations and friendships.
• External expectations: to comply with instructions from someone else; to fulfill the expectations or recommendations of someone with formal authority.
• Social welfare: to improve ability to serve mankind, prepare for service to the community, and improve ability to participate in community work.
• Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors.
• Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work, and provide a contrast to other exacting details of life.
• Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind.

Barriers and Motivation
Unlike children and teenagers, adults have many responsibilities that they must balance against the demands of learning. Because of these responsibilities, adults have barriers against participating in learning. Some of these barriers include lack of time, money, confidence, or interest, lack of information about opportunities to learn, scheduling problems, "red tape," and problems with child care and transportation.

Motivation factors can also be a barrier. What motivates adult learners? Typical motivations include a requirement for competence or licensing, an expected (or realized) promotion, job enrichment, a need to maintain old skills or learn new ones, a need to adapt to job changes, or the need to learn in order to comply with company directives.

The best way to motivate adult learners is simply to enhance their reasons for enrolling and decrease the barriers. Instructors must learn why their students are enrolled (the motivators); they have to discover what is keeping them from learning. Then the instructors must plan their motivating strategies. A successful strategy includes showing adult learners the relationship between training and an expected promotion.

Learning Tips for Effective Instructors
Educators must remember that learning occurs within each individual as a continual process throughout life. People learn at different speeds, so it is natural for them to be anxious or nervous when faced with a learning situation. Positive reinforcement by the instructor can enhance learning, as can proper timing of the instruction.

Learning results from stimulation of the senses. In some people, one sense is used more than others to learn or recall information. Instructors should present materials that stimulates as many senses as possible in order to increase their chances of teaching success.

There are four critical elements of learning that must be addressed to ensure that participants learn. These elements are

1. motivation
2. reinforcement
3. retention
4. transference

Motivation. If the participant does not recognize the need for the information (or has been offended or intimidated), all of the instructor's effort to assist the participant to learn will be in vain. The instructor must establish rapport with participants and prepare them for learning; this provides motivation. Instructors can motivate students via several means:

• Set a feeling or tone for the lesson. Instructors should try to establish a friendly, open atmosphere that shows the participants they will help them learn.
• Set an appropriate level of concern. The level of tension must be adjusted to meet the level of importance of the objective. If the material has a high level of importance, a higher level of tension/stress should be established in the class. However, people learn best under low to moderate stress; if the stress is too high, it becomes a barrier to learning.
• Set an appropriate level of difficulty. The degree of difficulty should be set high enough to challenge participants but not so high that they become frustrated by information overload. The instruction should predict and reward participation, culminating in success.

In addition, participants need specific knowledge of their learning results (feedback ). Feedback must be specific, not general. Participants must also see a reward for learning. The reward does not necessarily have to be monetary; it can be simply a demonstration of benefits to be realized from learning the material. Finally, the participant must be interested in the subject. Interest is directly related to reward. Adults must see the benefit of learning in order to motivate themselves to learn the subject.

Reinforcement. Reinforcement is a very necessary part of the teaching/learning process; through it, instructors encourage correct modes of behavior and performance.

• Positive reinforcement is normally used by instructors who are teaching participants new skills. As the name implies, positive reinforcement is "good" and reinforces "good" (or positive) behavior.
• Negative reinforcement is the contingent removal of a noxious stimulus that tends to increase the behavior. The contingent presentation of a noxious stimulus that tends to decrease a behavior is called Punishment. Reinforcing a behavior will never lead to extinction of that behavior by definition. Punishment and Time Out lead to extinction of a particular behavior, but positive or negative reinforcement of that behavior never will.

When instructors are trying to change behaviors (old practices), they should apply both positive and negative reinforcement.

Reinforcement should be part of the teaching-learning process to ensure correct behavior. Instructors need to use it on a frequent and regular basis early in the process to help the students retain what they have learned. Then, they should use reinforcement only to maintain consistent, positive behavior.

Retention. Students must retain information from classes in order to benefit from the learning. The instructors' jobs are not finished until they have assisted the learner in retaining the information. In order for participants to retain the information taught, they must see a meaning or purpose for that information. The must also understand and be able to interpret and apply the information. This understanding includes their ability to assign the correct degree of importance to the material.

The amount of retention will be directly affected by the degree of original learning. Simply stated, if the participants did not learn the material well initially, they will not retain it well either.

Retention by the participants is directly affected by their amount of practice during the learning. Instructors should emphasize retention and application. After the students demonstrate correct (desired) performance, they should be urged to practice to maintain the desired performance. Distributed practice is similar in effect to intermittent reinforcement.

Transference. Transfer of learning is the result of training -- it is the ability to use the information taught in the course but in a new setting. As with reinforcement, there are two types of transfer: positive and negative.

• Positive transference, like positive reinforcement, occurs when the participants uses the behavior taught in the course.
• Negative transference, again like negative reinforcement, occurs when the participants do not do what they are told not to do. This results in a positive (desired) outcome.

Transference is most likely to occur in the following situations:

• Association -- participants can associate the new information with something that they already know.
• Similarity -- the information is similar to material that participants already know; that is, it revisits a logical framework or pattern.
• Degree of original learning -- participant's degree of original learning was high.
• Critical attribute element -- the information learned contains elements that are extremely beneficial (critical) on the job.

Although adult learning is relatively new as field of study, it is just as substantial as traditional education and carries and potential for greater success. Of course, the heightened success requires a greater responsibility on the part of the teacher. Additionally, the learners come to the course with precisely defined expectations. Unfortunately, there are barriers to their learning. The best motivators for adult learners are interest and selfish benefit. If they can be shown that the course benefits them pragmatically, they will perform better, and the benefits will be longer lasting.

21 Versions of salwar

21 versions of the salwar is a blog site dedicated to showing how this humble piece of garment can can be transformed into a fashion icon.

below are the names of 21 types of salwar that we will create

• basic salwar
• khali dar salwar
• chooridar
• alibaba pants
• pattialla salwar
• dhooti salwar
• samosa salwar
• trouser
• pyjama
• flapper
• sharara
• gharrara
• lynga
• afghanni pants
• khurdish pants
• cropt pants
• draw string chooridar
• hum dum salwar
• khajoor salwar
• kumkum salwar
• kite salwar