Looping


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looping

[′lüp·iŋ]
(engineering)
Laying a parallel pipeline along another, or along just a section of it, to increase capacity.

Looping

 

a process performed by knitting machines in the production of knitted fabrics or garments. Looping involves bending the yarn into loops and passing new loops through those already formed. The process is essentially the conversion of yarn into knitted goods.

There are two methods of looping. The first involves bending the yarn on the needles of the machine and then pulling it through the loops formed. The size of the loops is fixed prior to their formation, during the bending step. In the second method, the yarn is taken up by the needle and pulled through an old loop. Thus, the new loop is formed without preliminary preparation, that is, without bending. The size of the loop depends on the length of the pull-through, the yarn tension, and the tightness of the loops formed.

REFERENCE

Dalidovich A. S. Osnovy teorii viazaniia, 2nd ed. Moscow, 1970.
References in periodicals archive ?
The comparison of academic achievement for students in the Looping Sample and their counterparts in the Matching Sample was based on the results of the norm-referenced part of the FCAT administered in March 2000.
A paired-sample t-test was performed to determine whether the students in the Looping Sample, as a group, scored significantly higher on the reading comprehension section of the FCAT than did students in the Matching Sample.
Furthermore, the students in the Looping Sample consistently outperformed the students in the Matching Sample on the reading comprehension section of the FCAT across the different grade levels that the samples comprised.
It can be seen that students in the Looping Sample on average have substantially higher percentile scores than do their counterparts in the Matching Sample.
The mathematics applications section of the norm-referenced part of the FCAT was used to make academic achievement comparisons for students in the Looping and Matching Samples.
Moreover, students in the Looping Sample outperformed their peers in the Matching Sample on the mathematics application section of the FCAT across all grade levels represented in both samples.
It can be seen that students in the Looping Sample have substantially higher percentile ranks on the mathematics applications section of the FCAT than do their peers in the Matching Sample.
The attendance of students in the Looping and Matching Samples was compared.