The White Paper Bride

Abstract

Aesthetics and Visual Impact This wearable art wedding gown incorporates the elements by following design principles, resulting in an unusual and compelling design work.Contextual Review and Concept A study of wedding gowns, prompted by a tour of London's Victoria and Albert Museum, coupled with a review of fashion repurposing, inspired the design context. The concept was to repurpose, or give a new purpose to (Merriam-Webster, 2015), white paper for a wearable art wedding gown, particularly for use as a store display piece, but with actual wedding events also a possibility.Process, technique, and execution The repurposed materials included white copy paper, white and silver feathers from an earlier project, and remnants of nylon tulle. Aluminized polyester/cotton ironing board fabric was purchased for the underskirt and the self-lined midriff tube top silhouette. Silver polyester lame´ formed the underskirt hemline ruffle and silver glittered grey crinkled polyester formed the train. White paper pieces were edge painted silver, cut into feather shapes, and hot glued onto the base fabric. Small white feathers were sewn among the paper feathers on the skirt and top. Silver holiday feathers accented the halter top. CohesivenessThe feather and paper theme is maintained throughout both pieces, with a stream of soft tulle cascading around the side edge to tie pieces together rhythmically.

Nurturing Basic Societal Competencies in Speech-Language-Hearing Therapy Training Education: Effects of Coaching Classes

“…We also compare the PROG comprehensive scores of the participants of this study before class with the data of 100,000 university students and find that the means for general university students are reported to be 3.2 for firstand third-year students [28]; hence, the means of 2.9 for the coaching group and 3.0 for the control group in the current study are slightly lower than those for the general university students. This point can be influenced by the size and location of the university, with largescale universities and urban areas attracting relatively high-ability students [28]. Therefore, the amount of change for the basic societal competencies shown in the current study can be regarded as meaningful.…”

“…It is assumed to be a valid result that the changes in the current study for undergraduate students are greater than those in the previous study for graduate students, given that the PROG score is lower for undergraduate students than for graduate students [28], and the lower the initial value, the larger the subsequent growth [29]. We also compare the PROG comprehensive scores of the participants of this study before class with the data of 100,000 university students and find that the means for general university students are reported to be 3.2 for firstand third-year students [28]; hence, the means of 2.9 for the coaching group and 3.0 for the control group in the current study are slightly lower than those for the general university students. This point can be influenced by the size and location of the university, with largescale universities and urban areas attracting relatively high-ability students [28].…”

“…Discussing the relationship between three improved abilities in basic societal competencies (relating with others, self-confidence, and planning solutions) with other outcome measurements and elements of coaching classes is important for inferring causal relationships. First, "relating with others" is the ability to be interested in, sympathize with, and trust people [24,28]. The correlations between the outcome measures showed that improved communication skills were associated with the improved ability to relate with others.…”

“…It can be presumed that the acquisition of a listening attitude and rapport formation in the coaching classes affected the improvement of the ability to relate with others. Second, "self-confidence" is the ability to know and draw out the characteristics of oneself [24,28]. The correlations between the outcome measures showed that improved self-efficacy was associated with improved self-confidence.…”

“…Coaching classes are considered to have educational significance as they also encourage students to become aware of their own strengths and weaknesses and to enhance their self-awareness. Third, "planning solutions" is the ability to set goals and make plans [24,28]. It can be presumed that the execution of goal setting and process setting in the coaching classes affected the improvement of the ability to plan solutions.…”