Diploma in Apparel Design Essay Example

decisions about color (1.3), utilizing sketching methods (1.4), developing design skills (1.5), combining creativity and practicality (1.6), and considering mass production criteria (1.7). It is also crucial to understand sourcing techniques like collaborating with vendors (2? 0) and gaining knowledge about processing and printing techniques(2? 1) as well as sourcing accessories(2 .2). Section C covers different types of fabrics, including printing, sampling, and production methods(3 .0) alongside various types of dyestuffs(3 .01). Sampling processes are detailed in section D, encompassing planning(4 .0 ), selection and management(4 .02 ), workforce coordination(4 .03 ), interaction and communication measures( 04 ), pattern making(four point five ), cutting(four point six ), quality control measures(four point seven ) , fits,and approvals(four point eight ).Section E covers a range of topics including quality assurance and control measures (5.one), export formalities, and shipping procedures (Different Types Of Shipping)(five dot two), as well as an overview of export potential (Different Types Of Export)(five.three). The report for the industry internship at Five Point Four organization should provide background information about the organization, marketing policies, and production details (Five Point Five). Two copies of the report need to be submitted - one for department records and another for the student. The project work should encompass all aspects related to the interned company, including photographs showcasing the developed collection. Students have the freedom to choose their own topic for data collection. In the fifth semester, 5 marks will be awarded for internal assessment, while in the sixth semester, 25 marks will be given. The project report is worth a total of 100 marks and will be evaluated during the end examination in the sixth semester. It

should consist of an introduction, review of literature, study area, methodology/design/fabrication/tests, results and discussion, conclusion and scope for future study, as well as references. To enhance their understanding of real-world operations and fieldwork it is recommended that students are provided with application-oriented project problems.In order to help students apply their classroom knowledge to real-life situations and gain confidence in solving practical problems, it is suggested that they visit 8-10 relevant organizations beforehand. These visits would allow the students to define specific activities aligned with the curriculum and of professional value to the industrial organizations. It is important to identify actual field problems for student projects, ensuring that they are not overly complex. Matching students' placement with their competency profile and interests is crucial for a practical UCM project work. Evaluation of students should be based on suggested performance criteria such as punctuality, regularity, initiative in learning, demonstration of fabrication skills, reflection on acquired practical skills, originality, potential for growth, sense of responsibility, self-expression and communication skills, as well as interpersonal skills. When selecting projects for writing reports and oral examinations, it is important to consider the specific skills required. While teachers have flexibility in choosing projects depending on availability, preference should be given to those with a practical focus by both industry and polytechnic faculty.The guidelines for preparing project reports specify that the reports should be typed neatly using Times New Roman font size 12. The title of the report should be in font size 14. To optimize paper usage, it is recommended to utilize both sides of the paper with a line spacing of 0.5. The paper size should be A4 (210 x 297

mm) and the margins set as follows: Left - 1.5", Right - 1", Top and Bottom - 0.75". For project reports, the required number of soft bound copies are as follows: one copy for the department library, one copy for the assigned guide(s), and one copy for the candidate themselves.

Before printing the final version of the report(s), it is crucial to obtain approval from the assigned guide(s). The report must have an inner title page (white) and an outer title page with a plastic cover indicating where the project was carried out.

An abstract not exceeding 100 words should also be included, highlighting important aspects of the work. The structure of the report should consist of chapters, sections, and subsections. Chapters should be numbered using Roman numerals while sections and subsections should use decimal form (e.g., 2.1, 2.2.3). Chapter titles should be centered with a font size of 18, while their content can be justified left or right with a font size of 16.

Section/subsection numbers and headings should be left justified with a font size of 16 for sections and 14 for subsections.The body text inthe reportshould havea font-sizeof12Figures and tables within each chapter must be numbered according to the sequence of their respective chapters. The last chapter will provide a summary of the contributions made and possibilities for further work. References in the text should be sequentially numbered using square brackets. Thin paper can be used as separator sheets between chapters. The text discusses the evaluation process for grades, which includes initial and second reviews, as well as a project assessment at the end of the semester. A total of 50 marks are allocated for

this process. The relevance of the subject in the current context is assigned a score of 25. Furthermore, specific sections such as Literature Review, Fabrication of the model, Data collection, repair and Overhauling work Results & Discussion each carry a weightage of 5 points. The Industrial visit report is worth 6 points, while Presentation holds a value of 40 points. Sensational marks are given at the end of each semester. It is crucial to include the LOG BOOK in the final project report.The certification section confirms that the Department of Technical Education and the Department of Apparel Design and Fabrication Technology at NAME OF THE INSTITUTION (Address with pin code) both agree that this Project Report, titled submitted by Mr./Ms Erg, a Boniface student of---------------------------------------, represents their own work conducted under their guidance. It is also confirmed that all recommended corrections/suggestions for internal assessment have been included in this Report and one copy has been deposited within department records. The Project has been approved to meet the academic requirements of the Diploma in Apparel Design and Fabrication Technology. However, it should be noted that this certificate does not endorse or approve any statements, opinions, or conclusions made in the project; its approval is solely for its submitted purpose. Guide(s) Name and Signature Examiners: 1.External- 2.Internal- Head of Department CANDIDATE'S DECLARATION I, a student of Diploma in Apparel Design and Fabrication Technology Department bearing Erg No., hereby declare that I take full responsibility for the project submitted to the State Board of Technical Examinations, Government of Karakas for the award of Diploma in Apparel Design and Fabrication Technology.The candidate declares that this Project Work has not

been submitted elsewhere for any certificate, diploma, or degree. They acknowledge the contributions of others and take full responsibility for any violation of intellectual property rights. The project work is scheduled for the V and VI semesters. Learners can prepare during the V semester, conduct fieldwork during the mid-semester break, and report their analysis in the VI semester. By reaching the V semester, learners will have gained enough maturity to carry out a meaningful year-long project. Constant guidance and monitoring by the guide are necessary for successful execution of the project. Teachers should intellectually challenge learners with thought-provoking questions rather than simply advising them. These questions should prompt learners to search for information and update themselves within the first two weeks of the project. It is important to create cognitive dissonance - presenting challenging questions or situations that require further research for a solution - rather than spoon-feeding information.Teachers should avoid judging learners and should provide them with identified sources such as journal articles, books, or websites when necessary. They should also refrain from solving problems for learners directly or prescribing solutions when they express difficulty. It is crucial to be patient and give learners time to construct their own knowledge. In addition, teachers should offer corrective feedback to challenge and improve the solutions provided by learners.

The first step in this process involves conducting a literature survey and conceptualizing the project. During this phase, the project team should meet as a group and encourage healthy competition among learners to explore different sources and synthesize their findings. The goal is to develop an innovative project within the first eight weeks, as indicated in the attached schedule.

Throughout

these stages, it is important for teachers to assess each group member's individual strengths and weaknesses and assign tasks accordingly. By week twelve, the project should reach its final stage, with each team member creating a schedule for future activities that includes deadlines for their assigned tasks. Learners must submit a soft copy of this schedule to their guide for follow-up purposes. Documenting this schedule is essential for tracking progress on the project.The subsequent phases of the project may require active guidance from the guide, particularly regarding data collection sources, determining sample size, organizing and fabricating data, conducting trials and analyses, and ultimately arriving at meaningful conclusions or applications. It is important to collect data such as models, designs, technical specifications, source code, protocols, and original records from a reliable source to ensure consistency. The teacher can assist students in finding an authentic source.

When collecting data on product/service quality or processes and standards with limited variability, it is recommended to use a representative sample guided by the teacher's expertise. This may involve including 3 to 5 individuals at different levels of a service provider or product dealers. However, for data with wide variation like customer satisfaction among the general public, a larger sample size is necessary to accommodate diversity.

In these cases, it is suggested to prepare and test a questionnaire with predetermined questions on a small sample before finalizing them. For meaningful statistical analysis, it is ideal to collect data from at least 30 units. The determination of the sample size can be influenced by data accessibility.

Points 19-21 aim to ensure objectivity in data collection and reduce subjectivity. These tasks should be completed three to

four weeks before the end of the V semester according to the scheduling spreadsheet.Learners are advised to collect data objectively within the next four to six weeks, taking into account mid-semester holidays. This timeframe allows for data collection in the field without any reporting constraints or regular class attendance. The collected data should be organized and entered into spreadsheets or similar formats for analysis. Qualitative data can be converted into quantitative data using a rating scale or similar procedures. The analyzed results can then be presented in tables or graphs based on specific requirements.

In the first four to eight weeks of the VI semester, learners have the opportunity to complete tasks 24, 25, and 26. It is important for learners to interpret analysis tables and graphs in order to draw meaningful conclusions. The provided guide aims to help learners interpret results and provide corrective feedback if needed.

To gain practical experience and prepare for industry, learners are encouraged to write a comprehensive report documenting the entire project process using word processing tools. This report should highlight any challenges faced by learners throughout the project. The focus is on promoting innovative practices and projects such as developing prototypes, testing new ideas through simulations or real-life scenarios, integrating new modules into existing systems, and creating entirely new systems. These innovative projects should take priority over traditional textbook projects.The proposed schedule of events serves as a model for an investigative project, but guides can modify it to fit their specific project needs. Involving industry professionals in planning, execution, and evaluation enhances credibility and increases chances of being hired. The project should be completed during the V and VI semesters.

Preparations occur in the V semester, while fieldwork takes place during the mid-semester break. Analysis and conclusions are reported in the VI semester. This approach allows learners to showcase their abilities through meaningful projects, gaining recognition from the industry and deepening their understanding of their field. It is important for learners to know their strengths, weaknesses, and those of teammates. Instead of competing with each other, they should complement strengths within the team. To create an inventive project that meets industry needs, avoid duplicating others' work and seek guidance from teachers while keeping them updated on progress. Have confidence in your abilities and those of your group members. Make an extra effort to gather information, share it with peers, and synthesize knowledge. Be critical of everything including ideas from teachers but accept logically consistent ideas and instructions.Engage actively in group activities and contribute to tasks. It is crucial not to solely depend on the teacher for information. Conduct independent research using reliable sources like journal articles, books, and reputable websites. Keep a record of your thoughts, activities, and searches. Create a work schedule on a spreadsheet and share it with peers and the teacher for feedback. Regularly review the schedule for necessary adjustments. Follow the general guideline schedule in the curriculum to complete tasks by week twelve of the project timeline.

Before starting the sixth semester, collaborate with an experienced teacher to test and standardize data collection tools. Collect data impartially and objectively without personal bias. Validate data accuracy by having a peer member verify it when inputting into a spreadsheet. Seek external sources if needed to validate data apart from relying solely on your teacher's

input.

Present analysis results visually through graphs along with supporting documentation such as photographs and video clips within eight weeks of starting the sixth semester. Discuss analyzed information with peers in order to interpret it accurately. Have your teacher review and approve any inferences made.

Discuss suggestions from the teacher with peers and incorporate them if they align internally. Utilize word processing software to create a comprehensive project report that includes attached videos and photographs in digital format.
Please ensure that you submit three copies of the report two weeks prior to the conclusion of the sixth semester. It is important to actively participate in teamwork with enthusiasm, make valuable contributions, and create a project that aligns with industry standards for your personal development.