DC – All About Education in Maharashtra

Diploma in Fashion & Clothing Technology (DC) Syllabus for 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:11:39 +0000

Diploma in Fashion & Clothing Technology (DC) Syllabus for 5th Sem I – Scheme MSBTE gives complete Syllabus information for 5th Sem Fashion & Clothing Technology, I – scheme right from the MSBTE official website and is presented for the diploma students. Follow the links in the scheme table for the detailed Syllabus of each subject. We make sure all subjects are up to date and have the latest information.

For detailed Syllabus of all other subjects of Fashion & Clothing Technology DC 5th Sem, I – scheme do visit Diploma In Fashion & Clothing Technology 5th Sem Syllabus for I – scheme.

Sl no	Course Code	Course Title	Course Abbrevation	L	T	P	Credit	Exam Duration in Hrs	ESE(Max Marks)T	ESE(Min Marks)T	PA(Max Marks)T	PA(Min Marks)T	Total Max Marks T	Total Min Marks T	ESE(Max Marks)P	ESE(Min Marks)P	PA(Max Marks)P	PA(Min Marks)P	Total Max Marks P	Total Min Marks P	Grand Total
1	22447	Environmental Studies	EST	3	–	–	3	90 Min	70*#	28	30*	00	100	40	–	—	–		—	–	100
2	22572	Finishing of Fabrics and Garments	FFG	3	–	2	5	3	70	28	30*	00	100	40	25#	10	25	10	50	20	150
3	22573	Production Management in Garment Industry	PMG	3	–	–	3	3	70	28	30*	00	100	40	–	–	–	–	–	–	100
4	22574	Garment Exports and Documentation	GED	3	–	–	3	3	70	28	30*	00	100	40	–	–	–	–	–	–	100
5	22032	Enterprenureship Development	EDE	2	–	2	4	–	—			–		–	50@	20	50~	20	100	40	100
6	22054	Design and Manufacture of Men’S Wear	DMM	1	–	4	5	—	–	–	–	–	–	–	50#	20	50-	20	100	40	100
7	22055	Fashion Illustration	F1L	–	–	2	2						–		25#	10	25-	10	50	20	50
8	22057	Industrial Training	ITR	–	–	6	6	–			–	–	–	–	75#	30	75	30	150		60
9	22058	Capstone Project Planning	CPP	–		2	2				–	–			25@	10	25	10	50	20	50

Don’t forget to download iStudy App for the latest syllabus, results, class timetable and many more features. In case of questions, don’t feel shy to leave a comment or leave feedback in the iStudy app for faster response.

For the results of Diploma 5th Sem, kindly visit MSBTE Diploma 5th Sem direct result link.

Wishing you great luck ahead.

22058: Capstone Project Planning Syllabus for Fashion & Clothing Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:11:38 +0000

Capstone Project Planning detailed Syllabus for Fashion & Clothing Technology (DC), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

For all other Diploma in Fashion & Clothing Technology (DC) Syllabus for 5th Sem I – Scheme MSBTE, do visit Diploma in Fashion & Clothing Technology (DC) Syllabus for 5th Sem I – Scheme MSBTE Subjects. The detailed Syllabus for capstone project planning is as follows.

Capstone Project Planning

Rationale:

For the complete Syllabus, results, class timetable, and many other features kindly download the iStudy App
It is a lightweight, easy to use, no images, and no pdfs platform to make students’s lives easier.
.

Competency:

The course should be taught and implemented with the aim to develop the required course outcomes so that students will acquire following competency needed by the industry:

Plan innovative/creative solutions independently and/or collaboratively to integrate various competencies acquired during the semesters to solve/complete the identified problems/task/shortcomings faced by industry/user related to the concerned occupation.

Course Outcomes:

The following could be some of the major course outcomes depending upon the nature of the projects undertaken. However, in case of some projects few of the following course outcomes may not be applicable.

Write the problem/task specification in existing systems related to the occupation.
Select, collect and use required information/knowledge to solve the problem/complete the task.
Logically choose relevant possible solutions
Consider the ethical issues related to the project (if there are any)
Assess the impact of the project on society (if there is any)
Prepare ‘project proposals’ with action plan and time duration scientifically before beginning of project.
Communicate effectively and confidently as a member and leader of team.

Capstones Project

Capstone Project Planning

Students are supposed to find out a suitable project and prepare a detailed plan in fifth semester so that it can be executed smoothly in sixth semester. The main characteristic of any project whether small or big is that it requires simultaneous application of various types of skills in the different domains of learning. Moreover, project normally do not have a predefined single solution, in other words for the same problem different students may come up with different but acceptable solutions. Further, in the process of arriving at a particular solution, the student must be required to make a number of decisions after scrutiny of the information s/he has accumulated from experiments, analysis, survey and other sources.

The projects will have a detailed project proposal, which must be executed or implemented within the time allocated, simultaneously maintaining a logbook periodically monitored by the teacher. A detailed project report is to be prepared as project progresses, which has to be submitted after the project is over. For self assessment and reflection students have to also prepare a portfolio of learning.

During the guidance and supervision of the project work, teachers should ensure that students acquire following learning outcomes (depending upon the nature of the project work some of these learning outcomes may not be applicable):

Show the attitude of enquiry.
Identify the problems in the area related to their programme.
Identify the information suggesting the cause of the problem and possible solutions
Assess the feasibility of different solutions and the financial implications.
Collect relevant data from different sources (books/internet/market/suppliers/experts etc. through surveys/interviews).
Prepare required drawings and detailed plan for execution of the work.
Work persistently and participate effectively in group work to achieve the targets.
Work independently for the individual responsibility undertaken.
Ask for help from others including guide, when required.
Prepare portfolio to reflect – chintcin-manari – on experiences during project work.
Prepare seminar presentations to present findings/features of the project.
Confidently answer the questions asked about the project.
Acknowledge the help rendered by others in success of the project.

If students are able to acquire these learning outcomes, then they would be able to acquire the COs as discussed in section 3

Scopes of Projects

Scope of the project work should be decided based on following criteria:

Relation to diploma programme curriculum: When students intend to select topics for the project work they need to choose a project which relates well to their curriculum (It may be beyond curriculum, but it should relate to it) and requires implementation of theories already learnt and skills already possessed by them from the previous semesters.
Abilities possessed by the group of students: Projects should be chosen so that it can be completed mainly using students problem solving capabilities and depth of learning. It is natural that highly motivated students or high achievers may come out with projects which are more complex and challenging. Teachers should guide students to choose challenging projects according to the students ability.
Resources Available: Students and Guides should keep in mind the availability of resources while deciding the topic and the scope of the project. Some of the important resources which need consideration are:
1. Time available
2. Raw Material/Components required
3. Manufacturing/Fabrication equipment and tools required
4. Testing/Measuring equipment and instruments required
5. Access to Journals (Library/Digital)
6. Expertise for theoretical guidance (available in polytechnic, nearby institutes or nearby industries)
7. Expertise and technology required for fabrication (if required)
8. Software required.An important aspect to be considered is to decide who will choose a project. The best practice is that teacher should guide students about the above factors to be considered for choosing the project and based on these factors students should do the ground work and identify the possible projects and teachers should work as only facilitator and Guide in final selection of the project title and its scope.
Suggested Type of Capstone Projects
In general, the projects that the students can take up could be of the following types;
1. Feasibility studies, Design projects, Market surveys about raw material, components or finished products.
2. Prototype (design, make, test and evaluate)
3. Advanced experimental work requiring the development of existing equipment to be used and developed.
4. Field works: This could include surveys, using equipment, charting data and information from visual observation.
5. Comparative Studies: Theoretical study of two systems/mechanisms/ processes in detail and comparing them on the basis of cost/energy conservation/impact on environment/technology used etc.
6. Application of Emerging technology: Theoretical study of some emerging technology and feasibility of its application in some real life situation in detail.
7. Fabrication of some equipment/machine etc.
8. Construction of some structure, Development of software or use of software for solving some broad-based problem.

Guidelines For Undertaking A Project

Portfolio For Self-Directed Learning

To ensure that students acquire these outcomes, students should also be guided to prepare a ‘Portfolio’, so that they may reflect on their weaknesses/mistakes and learn from them. Students should also be encouraged to discuss with their guide and record not only technical problems but also problems related to group work, planning, execution, leadership in the team etc., so that students can also identify their weaknesses in affective domain and take remedial actions to overcome the same. If they wish, the students can also show their portfolio to their teachers (whom they trust) for obtaining teachers comments on their reflection for pointing out their mistakes so that they can improve their performance.

‘Portfolio’ is the record of the reflection – thinking or chintcin-manari – on experiences to which students undergo during the different stages of the project. In a portfolio, students record their critical experiences and reflect – think or do chmtan-manari – on them in writing. This process of reflecting on the experiences make them learn from their mistakes and build on their strengths. To help students in reflection, a Portfolio format with reflective prompts (simple thought provoking questions) for different stages of the project is given as annexure

Purposes of Portfolio preparation:

Reflection by self is important since group work is so complex that it is difficult for teachers to appreciate the real problems amongst the students. In a portfolio, prompts (simple thought provoking questions) are given to trigger reflection on different aspects of project work. Prompts help the students to ask questions from themselves regarding different aspects of the project work and interpersonal relationships. Process of answering these questions forces students to think about behavioral problems and possible remedies/solution to deal with those problems. Portfolio preparation therefore helps in reflection on building the strengths and elimination of the weaknesses of the students pertaining to following qualities which the industry also need.

Plan properly for execution of given work.
Take appropriate decisions.
Arrange resources.
Work as member and leader of team.
Communicate properly.
Resolve the conflicts.
Manage the time well.
Have concern for ethical, societal and environmental issues and Learn-to-learn from experiences.

It may be seen that these qualities are not directly related with the theoretical subject knowledge and can be developed only through real life experiences. Project work is one such type of experience where opportunity is available to develop all these qualities.

However, even during project work, emphasis of most of the students and teachers remains on development of the technical knowledge and skills while development of above qualities is neglected. Students can develop these qualities if they reflect – do thinking or Chintan-Manari – on their experiences from the point of view of these qualities and find out their own weaknesses and strengths. Because if somebody wants to improve his/her abilities then first step for that person is to have self awareness about his/her weaknesses and strengths.

Though portfolio preparation requires considerable time, it is essential, if we want to learn from the experiences and develop these qualities. Writing down reflections helps in better reflection as it is well known that when a person starts writing something he/she becomes more cautious about his/her view and evaluate those views before writing. Thus process of writing improves the quality of reflection or thinking. Moreover, if reflections on different stages of work are written down, over a period of time a large amount of reflection can be generated, and if this reflection is looked back, it may help in identifying some pattern of behaviour in individual which may be improved or rectified latter on as per requirement.

Guidelines for Portfolio Preparation and assessment

The main purpose of portfolio preparation is learning based on self-assessment and portfolio is not to be used for assessment in traditional sense.

Each student has to prepare his/her portfolio separately. However, he/she can discuss with the group members about certain issues on which he/she wants to write in the portfolio.
For fifth semester and sixth semester, there will be only one portfolio but it will have two separate parts, first part for project planning (having two sections A and B) second part for project execution, (having two sections C and D)
Whatever is written inside the portfolio is never to be used for assessment, because if teachers start giving marks based on whatever is written in the portfolio, then students would hesitate in true self-assessment and would not openly describe mistakes or shortcomings.
Some marks are allocated for portfolio, these marks are to be given based on how sincerely portfolio has been prepared and not based on what strengths and weaknesses of the students are mentioned in the portfolio.
Portfolio has to be returned back to the students after assessing it (assessment is only to see that whether portfolio is completed properly or not) by teachers. Because student is the real owner of the portfolio.
Students mainly learn during portfolio preparation, but they can further learn if they read it after a gap. And hence they are supposed to keep the portfolios with them even after completion of the diploma because it is record of their own experiences (it is like diary some people write about their personal experiences), because they can read it again after some time and can revise their learning (about their own qualities)

Even after completion of Diploma programme, students can continue to prepare portfolio related to different experiences in their professional and personal life and by refereeing back to old portfolios after a gap of some years, they can learn that how their personality has evolved over the years. They can also see a pattern of behaviour in their own personality which may be source of their weaknesses or strengths and they can take remedial measures based on this study of their portfolios.

Note:

Since some sections of the portfolio are related with interpersonal relationships and student may find it difficult to write these experiences in English. Language should not be the barrier in reflection and hence students should be allowed to prepare the portfolio in their preferred language such as Marathi or Hindi if they find it difficult to write in English.

The amount and type of mistakes identified by students would not affect the marks received by the students. The total 7 Marks allocated for portfolio (4 marks for PA and 3 for ESE) are only for proper completion of the portfolio.

Project Report

At the end of fifth Semester, the student will prepare a Semester V ‘Project Report with the following sub-titles:

Certificate (in the Format given in this document as annexure A )
Acknowledgements
Abstract (in one paragraph not more than 150 words)
Content Page
Chapter-1 Introduction and background of the Industry or User based Problem
Chapter-2 Literature Survey for Problem Identification and Specification,
Chapter-3 Proposed Detailed Methodology of solving the identified problem with action plan
References and Bibliography

Note: The report should contain relevant diagrams and figures, charts.

Assessment Of Capstone Project – Planning

Progressive Assessment (Pa) Guidelines

15 Marks are allocated for the formal progressive assessment. However, following points need consideration during the three times of formal progressive assessment of the students at the end of 4th, 12th and 14th week.

Fortnightly monitoring by the mentoring teachers is necessary and marks given progressively (even the gradual chapter preparation) so that that students will not copy earlier reports or get things done or reports from the market. The students should not be awarded marks if they have not done on their own.
For progressive assessment at the end of 14th week, students should be asked to give the power point presentation before group of teachers and junior students (so that junior students may also get awareness about the capstone project work they have to carry out in future).
Although marks for portfolio preparation is to be given at the end of 14th week, students should be asked to bring their partly prepared portfolio (relevant sections prepared) also during their assessment at the end of 4th week and 12th week.
Marks for portfolio preparation should be based only on proper preparation of portfolio by writing answers to most of the prompts (self-questions to students) in the portfolio. These marks should not be based on the mistakes indicated by students in their working (while answering the prompts) and corrective actions taken by them.
The students would be awarded marks for their efforts (In some cases it may happen that due to some reasons such as unavailability of some material or component or some other resources, students may not be able to complete the project, but they have tried their best, in such cases students would be given appropriate marks if they have done enough efforts.)
Originality of the report (written in own words) would be given more importance rather than use of glossy paper or multi-colour printing.

Progressive Assessment (PA) Criteria

Allocation Criteria of the 25 marks are for the Progressive Assessment (PA)

Criteria

First Progressive Assessment at the end of 4th week

Problem Identification/Project Title (Innovation /Utility of the Project for industry/ User/Academia) marks to be also given based on
1. Accuracy or specificity of the scope and
2. Appropriateness of the work with reference to desired course outcomes.
Industrial Survey and Literature Review: marks to be given based on extent/volume and quality of the survey of Industry / Society / Institutes/Literature/Internet for Problem Identification and possible solutions
General Behaviour: initiative, resourcefulness, reasoning ability, imagination/creativity, self-reliance to be assessed Note: Oral feedback on general behaviour may also be given whenever relevant/ required during day to day guidance and supervision. Only written feed-back/suggestions

Second Progressive Assessment at the end of 12th week

Project Proposal: Marks to be given also based on appropriateness, flexibility, detail and clarity in methods/planning. (In case of working models, detailed design and planning of fabrication/assembly of the prototype has to be also assessed) This proposal should include whole project including work to be done in sixth semester
Execution of Plan in fifth semester (Since project is to be fully completed in sixth semester, the part of the project which is planned to be completed in fifth semester is only to be evaluated: marks to be also given based on ability to collect relevant information, ability to follow correct procedure, manipulative skills, ability to observe, record & interpret, ingenuity in the use of material and equipment, target achievement) In case of working models, quality of workman ship (including accuracy in dimensions, shape, tolerance limits), appropriateness of raw materials/components/ technology being used, functioning of the prototype, cost effectiveness, marketability, modernity etc. has to be also assessed.
Log book (for work done in fifth semester, detailed and regular entry would be basis of marks.
General Behaviour (persistence, interest, confidence, problem solving ability, decision making ability, initiative to act, team spirit, sharing of material etc., participation in discussions, completion of individual responsibilities, leadership) Note: Oral feedback on general behaviour should also be given whenever relevant/ required during day to day guidance and supervision. Only written feed-back.

suggestions Third Progressive Assessment at the end of 14th week

Portfolio for Self learning and reflection (marks based on amount of reflection and completion of the portfolio for work done in fifth semester.
Final Report writing including documentation, (marks based on: clarity in presentation and organization; styles and language; quality of diagrams, drawings and graphs; accuracy of conclusion drawn; citing of cross references; suggestion for further research/project work) Report has to be prepared for work done in fifth semester and planning for sixth semester work.
Presentation (presentation skills including communication skills to be assessed by observing quality of presentations and asking questions during presentation and viva/voce) Report has to be prepared for work done in fifth semester and plan for sixth semester.
Defence (ability to defend the methods/materials used and technical knowledge, and involvement of individual to be assessed by asking questions during presentation and viva/voce.

End-Semester-Examination (Ese) Assessent Guidelines

The remaining 25 marks are for the end-semester-examination (ESE). And marks would be given according to following criteria. Moreover, the suggested evaluation scheme can be changed slightly by the external faculty according to nature of problem / project following University guidelines..

For each project, the one or two students from the concerned group of students should be asked to present the power point presentation before the external and internal (for about 10 minutes) and then external should ask the questions from each member of the group separately to ascertain the contribution made by each student.
The students would be awarded marks for their efforts (In some cases it may happen that due to some reasons such as unavailability of some material or component or some other resources, students may not be able to complete the project, but they have tried their best, in such cases students would be given appropriate marks commensurate with their efforts.)
The students would not be awarded marks if they have completed the project by getting done the work from market or some professionals (taking help and guidance is different as compared to getting the work or maximum part of the work completed from others on payment basis).
Originality of the report (written in own words, even if there are grammatical and spelling mistakes) would be given more importance rather than quality of printing and use of glossy paper (and preparing report by copy pasting from other reports).

Note: It is very common that people are not able to complete the project in time despite best of their efforts. (Please recall that how many times people are able to complete in time, personal projects such as building own house or professional projects such as developing the lab in the institute) So if students have put in enough genuine efforts but could not complete the project in time then we should consider it sympathetically and they should be given marks based on their efforts and they should get more marks as compared to students who have got their projects completed by taking major help from others/market.

End-Semester-Examination (ESE) Assessment Criteria.

Allocation Criteria of the 25 marks are for the end-semester-examination (ESE)

Description

Problem Identification/Project Title (innovation /utility of the project for industry/ user/academia) marks to be also given based on
1. accuracy or specificity of the scope and
2. appropriateness of the work with reference to desired course outcomes.
Industrial Survey and Literature Review (marks to be given based on extent/volume and quality of the survey of industry / society / institutes/literature/intemet for problem identification and possible solutions.
Project Proposal: Marks to be given also based on appropriateness, flexibility, detail and clarity in methods/planning. (In case of working models, detailed design and planning of fabrication/assembly of the prototype has to be also assessed) This proposal should include whole project including work to be done in sixth semester.
Execution of Plan in fifth semester (Since project is to be fully completed in sixth semester, the part of the project which is planned to be completed in fifth semester is only to be evaluated: marks to be also given based on ability to collect relevant information, ability to follow correct procedure, manipulative skills, ability to observe, record & interpret, ingenuity in the use of material and equipment, target achievement) In case of working models, quality of workman ship (including accuracy in dimensions, shape, tolerance limits), appropriateness of raw materials/components/ technology being used, functioning of the prototype, cost effectiveness, marketability, modernity etc. has to be also assessed.
Log book (for work during fifth semester, marks to be given based on detailed and regular entry
Portfolio for Self learning and reflection (for work during fifth semester) Marks based on amount of reflection and completion of portfolio.
Project Report including Documentation (for work during fifth semester and planning for sixth semester) (marks based on: clarity in presentation and organization; styles and language; quality of diagrams, drawings and graphs; accuracy of conclusion drawn; citing of cross references; suggestion for further research/project work.
Presentation (presentation skills including communication skills to be assessed by observing the quality of presentations and asking questions during presentation and viva/voce) Presentation should be based on work done in fifth semester and planning for sixth semester.
Defence (ability to defend the methods/materials used and technical knowledge, and involvement of individual to be assessed by asking questions during presentation and viva/voce.

Special Teaching Stretagies

For detail Syllabus of all other subjects of Fashion & Clothing Technology, I – scheme do visit Fashion & Clothing Technology 5th Sem Syllabus for I – scheme.

For all Fashion & Clothing Technology results, visit MSBTE Fashion & Clothing Technology all semester results direct links.

22057: Industrial Training Syllabus for Fashion & Clothing Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:11:37 +0000

Industrial Training detailed Syllabus for Fashion & Clothing Technology (DC), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

Industrial Training

Note:

For detail Syllabus of all other subjects of Fashion & Clothing Technology, I – scheme do visit Fashion & Clothing Technology 5th Sem Syllabus for I – scheme.

For all Fashion & Clothing Technology results, visit MSBTE Fashion & Clothing Technology all semester results direct links.

22055: Fashion Illustration Syllabus for Fashion & Clothing Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:11:37 +0000

Fashion Illustration detailed Syllabus for Fashion & Clothing Technology (DC), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

Fashion Illustration

Rationale:

Competency:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Render fashion garments for adorning human figures.

Course Outcomes:

The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency:

Draw stylized proportionate human figures using relevant tools and materials.
Draw the draped human figure from specified angle.
Design features for Apparel brands.
Render for embellishments, textures and prints.
Render theme based garments using specific layout and background.
Render the wardrobe according to client profile.

Suggested Exercises:

Instruments Required:

The major equipment with broad specifications mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by administrators.

Equipment Name with Broad Specifications

Drawing Table with Drawing Board of Full Imperial/ Al size.
Stationary material- Drawing Sheet
Colouring material- Poster Colour, Colour Pencil
Internet for brand study

Unit 1

Styles of illustration

Major Learning Outcomes (in cognitive domain.

Describe the concept of the Naturalistic style in the given situation
Describe the concept of Simplified style in the given situation
Describe the concept of psychological style in the given situation
Describe the concept of Decorative style in the given situation

Topics/sub-topics

Concept of Naturalistic style
Meaning and concept of Simplified style
Concept of psychological style
Concept of Decorative style

Unit 2

Unit 3

Rendering Techniques

Major Learning Outcomes (in cognitive domain.

Select the Texture rendering techniques for the given situation with justification
Select the Embellishment and embroidery rendering techniques for the given situation with justification
Select the Print rendering techniques for the given situation with justification

Topics/sub-topics

Texture rendering techniques
Embellishment and embroidery rendering techniques
Print rendering techniques

Unit 4

Brand study and client profile

Major Learning Outcomes (in cognitive domain.

Describe the different brand names for the given situation
Explain the special given brand features
Explain the recent collection inspiration sources
Identify client and make profile for the given situation

Topics/sub-topics

Brand names
Brand special features
Recent collection inspiration sources
Client profile content-Age, sex, like, dislikes, snap, figure type, gestures.

Suggested Student Activities:

Suggested Special Instructional Strategies:

These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
L in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details).
With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
Guide students in undertaking micro-projects.
Use proper equivalent analogy to explain different concepts.

Suggested Micro-Projects

Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the microproject are group-based. However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three.

The micro-project could be industry application based, internet-based, workshopbased, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit micro-project by the end of the semester to develop the industry oriented COs.

A suggestive list of micro-projects are given here. Similar micro-projects could be added by the concerned faculty:

Searching: Search 20 inspirations for designing.
Scrap book making: Each student of the batch will collect the magazine cut outs for different garments of Wardrobe (collect 10 garments for each garment group)
Styles of Illustration: Illustrate 10 poses each.(40 Poses)

Suggested Learning Resources:

Software/Learning Websites:

www.threadsmagazine.com/item/40563/essentials-for-a-fashion-sketching-tool-kit/page/all
www.fsketcher.com/equipment/
www.idrawfashion.com/blog/drawing-process/138-my-fashion-sketches-coloring-technique/www.pinterest.com
www.design.tutsplus.com/articles/human-anatomy-fundamentals-basic-body-proportionsvector-18254
www.design.tutsplus.com/articles/10-top-tips-for-fashion-illustrationcms-25881
www.ecoursesonline.iasri.res.in/mod/page/view.php?id=l 14171
www.abduzeedo.com/55-inspiring-fashion-sketches-illustrations
www.youtube.com/watch?v=u_4HGoLAV2o
www.youtube.com/watch?v=2nNDUDmK4wE
https://www. youtube. com/watch?v=l azu6SRgNrQ
https://youtu. be/eGb5 5 phLhzw

For detail Syllabus of all other subjects of Fashion & Clothing Technology, I – scheme do visit Fashion & Clothing Technology 5th Sem Syllabus for I – scheme.

For all Fashion & Clothing Technology results, visit MSBTE Fashion & Clothing Technology all semester results direct links.

22054: Design and Manufacture of Men’S Wear Syllabus for Fashion & Clothing Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:11:36 +0000

Design and Manufacture of Men’S Wear detailed Syllabus for Fashion & Clothing Technology (DC), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

Design and Manufacture of Men’s Wear

Rationale:

Competency:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Manufacture formal, casual and inner wear for men

Course Outcomes:

Draft mens wear.
Estimate fabric consumption for mens wear.
Manufacture the drafted Mens wear using relevant machines.
Finish the garment to relevant quality specifications.

Suggested Exercises:

Instruments Required:

The major equipment with broad specifications mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by administrators.

Equipment Name with Broad Specifications

Scale, French curve, hip curve, T square
Flat lock m/c – motor driven
Scissors, thread trimmer, Single needle lockstitch m/c, 3-thread over lock m/c – motor driven
Iron press – 1 Kilowatt

Unit 1

Pattern drafting and marker planning for mens wear

Unit Outcomes (UOs) (in cognitive domain.

Draft for given mens wear apparel
Marker plan for given mens wear apparel

Topics and Sub-topics

Drafting and Marker planning for vest/brief, formal shirt, slim-fit casual shirt with half sleeve, T-shirt, trouser and Blazer

Unit 2

Unit 3

Finishing technique for mens wear

Unit Outcomes (UOs) (in cognitive domain.

Identify finishing requirements in the given garment
Describe the procedure to make use of tools and equipments used in finishing of mens wear garment
Describe the procedure to finish the given mens wear garment

Topics and Sub-topics

Finishing requirements for mens wear garment
Tools and equipment used in finishing of mens wear
Steps involved in finishing of mens wear

Suggested Student Activities:

Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (students) portfolio which will be useful for their placement interviews:

Carty out a survey of mens wear market for various designs.
Carry out the customer survey for types of fabrics used in mens wear.
Visit the mens wear apparel manufacturing industry.
Read out the sewing machine manuals.
Do internet survey for mens wear garment stitching.
Guide students in undertaking micro-projects.

Suggested Special Instructional Strategies:

Suggested Micro-Projects

Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project are group-based. However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three.

A suggestive list of micro-projects are given here. Similar micro-projects could be added by the concerned faculty:

Power Point Presentation- Each student should select a garment other than curriculum. He / She must search stitching videos for the same and prepare a power point presentation.
Preparation of Album- Each student should collect the photograph (Min50) for different Mens wear collection and prepare the album for the same.
Preparation of Swatch book- Each student should collect the Fabric Swatches (Min50) for different Mens wear collection and prepare the Swatch book for the same.
Filming the Manufacturing process of Mens wear- Group of three/four students should visit mens wear industry and prepare videos of by filming manufacturing process for mens wear.

Suggested Learning Resources:

Metric pattern cutting for mens wear Aldrich, Winifred Singhal, Vandana Wiley India Pvt. Ltd,2011 ISBN: 978-81-265-3241-4
Pattern Making for Fashion Design Joseph, Helen and Armstrong Pearson publications, 2010 ISBN: 978- 0-13-606934-8
The technology of Clothing Manufacture Carr, Harold and Latham, Barbara Blackwell Science Inc, 2008 ISBN: 978-1-4051-6198-5
Garment Technology for Fashion Designers Cooklin, Gerry Blackwell Science Inc, 2011, ISBN: 978-1-4058-9974-2
Inside Fashion Business Dickerson, Kitty G Pearson publications,2002, ISBN: 978- 0130108555

Software/Learning Websites:

For detail Syllabus of all other subjects of Fashion & Clothing Technology, I – scheme do visit Fashion & Clothing Technology 5th Sem Syllabus for I – scheme.

For all Fashion & Clothing Technology results, visit MSBTE Fashion & Clothing Technology all semester results direct links.

22032: Enterprenureship Development Syllabus for Fashion & Clothing Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:11:35 +0000

Enterprenureship Development detailed Syllabus for Fashion & Clothing Technology (DC), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

Enterprenureship Development

Rationale:

Competency:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Develop project proposals to launch small scale enterprises.

Course Outcomes:

Identify your entrepreneurial traits.
Identify the business opportunities that suits you.
Use the support systems to zero down to your business idea.
Develop comprehensive business plans.
Prepare plans to manage the enterprise effectively.

Suggested Exercises:

Instruments Required:

The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned.

Equipment Name with Broad Specifications

Seminar 1 lull equipped with conference table,chairs and multimedia facilities
Modern desktop Computer with internet connection

Unit 1

Entrepreneurship Developmen t – Concept and Scope

Unit Outcomes (In cognitive domain)

Describe the procedure to evaluate your entrepreneurial traits as a career option for the given product to be manufactured or services to be rendered.
Explain the given terms related to Entrepreneurship
Describe the salient features of the resources required for starting the specified enterprise.
Identify the characteristics for a given type of enterprise.

Topics and Sub-topics

Entrepreneurship as a career
Traits of successful intrapreneur/ entrepreneur: consistency, creativity, initiative, independent decision making, assertiveness, persuation, persistence, information seeking, handling business communication, commitment to work contract, calculated risk taking.
Entrepreneurship : scope in local and global market.
Intrapreneur and entrepreneur
Types of enterprises and their features : manufacturing, service and trading.
Steps in setting up of a business.

Unit 2

Unit 3

Support Systems

Unit Outcomes (In cognitive domain)

Describe the support system required for the specified enterprise.
Describe the help provided by the government agencies for the specified product/service.
Describe the help provided by the non-governmental agencies for the specified product/service.
Compute the breakeven point for the specified business enterprise, stating the assumptions made.

Topics and Sub-topics

Categorisation of MSME, ancillary industries
Support systems- government agencies: MCED, NI-MSME, PMEGP,DI, KVIC
Support agencies for entrepreneurship guidance, training, registration, technical consultation, technology transfer and quality control, marketing and finance.
Breakeven point, return on investment and return on sales.

Unit 4

Business Plan Preparation

Unit Outcomes (In cognitive domain)

Justify the importance of the business plan for the given product/service.
Explain the key elements for the given business plan with respect to their purposc/size
Prepare the budget for the given venture.
Prepare the details of the given component of the given startup business plan.

Topics and Sub-topics

Sources of Product for Business : Feasibility study
Ownership, Capital, Budgeting, Matching entrepreneur with the project, feasibility report preparation and evaluation criteria
Business plan preparation

Unit 5

Suggested Student Activities:

Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various

outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (students) portfolio which will be useful for their placement interviews:

Develop two products from household waste (attach photographs)
Download product development and innovative films from internet.
Prepare a collage for ‘Traits of successful entrepreneurs’.
Invite entrepreneurs, industry officials, bankers for interaction.
Identify your hobbies and interests and convert them into business idea.
Convert you project work into business.
Choose a product and design a unique selling preposition, brand name, logo, advertisement (print, radio, television), jingle, packing, packaging, label for it.
Develop your own website. Share your strengths and weakness on it. Declare your time bound goals and monitor them on the website.
Choose any advertisement and analyse its good and bad points.
Decide any product and analyse its good and bad features.
Select any product and prepare its cost sheet.
Choose any product and study its supply chain.
Arrange brainstorming sessions for improvement of any product.
Study schemes for entrepreneurship promotion of any bank.
Visit industrial exhibitions, trade fairs and observe nitty-gritty of business.
Open a savings account and build your own capital.
Organise industrial visit and suggest modifications for process improvement.
Interview at least four entrepreneurs or businessman and identify Charms of entrepreneurship and Traits of successful entrepreneurs.
Analyse case studies of any two successful entrepreneurs.
Perform a survey and identify local resources available for setting up of an enterprise.
Engage in marketing of products.
Carry out a demand supply gap analysis for a particular product.
Organise a prototype development competition.
Arrange fairs, events in the institute and try for sponsorships.
Select any performance criteria and continuously compete with yourself.
On any performance criteria continuously compete with others.
Foresee your dream and make a long term plan for its accomplishment.
Dream for something unique and make a write-up.
Read articles, books on creativity.
Using morphological analysis technique, reduce cost or increase quality of a product.
Conduct a market survey for a project. Collect data on machinery specifications, price, output/hr, power consumption, manpower requirement, wages, raw material requirement, specification, price, competitors product price, features, dealer commissions, marketing mix.
Prepare a business plan and organize a business plan competition.
Select a social cause, set objectives, plan and work for its accomplishment.
Videograph as many as possible from the above and upload on your website, YouTube, facebook.

Suggested Special Instructional Strategies:

These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
L in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs/UOs through classroom presentations (see implementation guideline for details).
With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
Use Flash/Animations to explain various maintenances techniquies.
Guide students in undertaking micro-projects.
Instructors should emphasise more on deductive learning. Students should learn to recognise, create, shape opportunities, and lead teams for providing economic-social value to society.
Business simulations should be used to enhance behavioural traits of successful intrapreneurs and entrepreneurs amongst students. Emphasis should be on creating entrepreneurial society rather than only setting up of enterprise.
They must be encouraged to surf on net and collect as much information as possible.
Each student should complete minimum twenty activities from the suggested list. Minimum possible guidance should be given for the suggested activities.
Students should be promoted to use creative ideas, pool their own resources, finish their presentation, communication and team skills.
Alumni should be frequently invited for experience sharing, guiding and rewarding students.
Display must be arranged for models, collages, business plans and other contributions so that they motivate others.

Suggested Micro-Projects

Suggested Learning Resources:

The Entrepreneurial Instinct: How Everyone Has the Innate Ability to Start a Successfill Small Business Mehta, Monica McGraw-Hill Education, New Delhi, 2012, ISBN 978-0-07-179742-9
Entrepreneurship Hisrich, R. D. McGraw-Hill Education, New Delhi, 2013 ISBN-13: 978-1259001635
Part I Readings in Entrepreneurship Education Sareen, S.B. Entrepreneurship Development Institute of India (EDI), GOI, Ahmedabad, 2016; ISBN: 978-0078029196 ..
Reading Material of Entrepreneurship Awareness Camp Gujral, Raman Entrepreneurship Development Institute of India (EDI), GOI, 2016 Ahmedabad,
Product Design and Manufacturing Chitale, A K PHI Learning, New Delhi, 2014; ISBN: 9788120348738
Entrepreneurship Development Small Business Entrepreneurship Charantimath, Poornima Pearson Education India, New Delhi; ISBN: 9788131762264
Entrepreneurship Development: Special edition for MSBTE CPSC, Manila Tata Mc-Graw Hill, New Delhi.
Entrepreneur ship and Small Business Management Khanka, S.S. S.Chand and Sons, New-Delhi’,ISBN: 978-93-5161-094-6
Entrepreneurship Development S, Anil Kumar New Age International, New Delhi, ISBN: 9788122414349

Software/Learning Websites:

MCED Books links http://www.mced.nic.in/UdyojakSpecial.aspx71 inktype=Udyoj ak
MCED Product and Plan Details http://www.mced.nic.in/allproduct.aspx
The National Institute for Entrepreneurship and Small Business Development Publications http://niesbud.nic.in/Publication.html
Courses : The National Institute for Entrepreneurship and Small Business Development http://niesbud.nic.in/docs/lstandardized.pdf
Entrepreneur.com https://www.entrepreneur.com/lists
GOVT. SPONSORED SCHEMES https://www.nabard.org/contentl. aspx?id=23an dcatid=23 andmid=53 0
NABARD – Information Centre https://www.nabard.org/Tenders.aspx?cid=501 andid=24
NABARD – What we Do http: //www. nabard. or g/content aspx?id=8 and catid=8andmid=488
Market Review http://www.businesstoday.in/markets
Start Up India http://www.startupindia.gov.in/pdffile.php7title =Startup%20India%20Action%20Planandtype =Actionandq=Action%20Plan.pdfandcontent_t ype=Actionandsubmenupoint=action
About – Entrepreneurship Development Institute of India (EDII. http://www.ediindia.org/institute.html
EDII – Centres http://www.ediindia.org/centres.html
EDII – Publications http://www.ediindia.org/publication.html
Business Plans: A Step-by-Step Guide https://www.entrepreneur.com/article/247574
The National Science and Technology Entrepreneurship Development Board (NSTEDB. http://www.nstedb.com/index.htm
NSTEDB – Training http://www.nstedb.com/training/training.htm
Tata Exposures http://www.tatasocial-in.com/project-exposure
Ministry Of Micro, Small And Medium Enterprises http://www.dcmsme.gov.in/ schemes/TEQUPD etail.htm
List of Business Ideas for Small Scale Industry https://smallb.sidbi.in/%20/thinking-starting- business/big-list-business-ideas-small-business
Thinking of Entrepreneurship https ://smal lb. sidbi .in/ entrepreneurship-stage/thinking-entrepreneurship
List of services for Small Scale Industry http://www.archive.india.gov.in/business/Indus try services/illustrative.php
NSIC Schemes and Services http://www.nsic.co.in/SCHSERV.ASP

For detail Syllabus of all other subjects of Fashion & Clothing Technology, I – scheme do visit Fashion & Clothing Technology 5th Sem Syllabus for I – scheme.

For all Fashion & Clothing Technology results, visit MSBTE Fashion & Clothing Technology all semester results direct links.

22574: Garment Exports and Documentation Syllabus for Fashion & Clothing Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:11:34 +0000

Garment Exports and Documentation detailed Syllabus for Fashion & Clothing Technology (DC), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

Garment Exports and Documentation

Rationale:

Competency:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Prepare documents for garment exports

Course Outcomes:

Select relevant registrations to establish garment export oriented firm
Prepare the relevant documents required for garment exports
Prepare documents to import specified goods.
Compute the pricing for exports
Prepare documents for pre-shipment and post-shipment procedure of specified goods.

Suggested Exercises:

Instruments Required:

Not applicable

Unit 1

Foreign trade and Firm Establishment

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – 04

U Level – 04

A Level – 04

Total Marks – 12

Unit Outcomes (UOs) (in cognitive domain.

Outline garment export procedure for specified goods
Compile various registration documents for specified export related establishment.

Topics and Sub-topics

Foreign trade control and Exim policy
Export promotions-Garment Export procedures and documents, Major problem of Indias export, Apparel Export Promotion Councils And Their Role
Registration formalities, registration cum membership certificate, import export code – RBI code.

Unit 2

Unit 3

Import Procedure

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 04

U Level – 04

A Level – 06

Total Marks – 14

Unit Outcomes (UOs) (in cognitive domain.

Outline procedure for importing specified goods
Describe various types of licenses for specified imports
Elaborate importance of after-sale of the given equipment
Describe bill of entry for imports for the given type of garment

Topics and Sub-topics

Procedure for goods import
Import License – Procedure For Import License – Import Trade Control Regulation Procedure , Special Schemes -Replenishment License , Advance License , Split Up License
Spares For After Sales Service License
Code Number – Bill Of Entry

Unit 4

Export pricing

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – 04

U Level – 06

A Level – 06

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain.

Specify the costing components for the given type of garment
Compare between C and F and CIF for the given type of garments
Explain role of GST in exports for the given type of garment.

Topics and Sub-topics

Quick and final costing, Export pricingskimming and penetration,
Pricing concepts-Ex-works and FOB, Cost and freight (CandF), cost insurance freight (CIF), Delivery duty unpaid (DDU) and Delivery duty paid (DDP)
Goods and service tax (GST) in exports.

Unit 5

Suggested Student Activities:

Visit an export oriented unit and collect samples of documents related to import and export of goods. Identify various components.

Suggested Special Instructional Strategies:

These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
L in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details).
With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
Field visits
Guide students in undertaking micro-projects.

Suggested Micro-Projects

Suggested Learning Resources:

International trade and Export management Cherunilam, Francis Himalaya Publication, Mumbai (1998) ISBN: 978-8184883060
Exim Policy input Output norms – Duty exemption Scheme Jain, R.K. Centax publication pvt. Ltd. New Delhi(April 2003 Fourth Edition.)
Hand Book Of Import And Export Procedures Govt. Of India Govt. Of India
Foreign trade policy and handbook of procedure Jain, R.K. Centax publication pvt. Ltd. New Delhi(March 2016)ISBN: 978-8175884762
Streamline Your Export Paper Work Bose, A. International Trade Form, Oct – Dec 1965.
AEPC Booklets AEPC Booklets

Software/Learning Websites:

http://www.academia.edu/6916512/D0CUMENTAT10N_PR0CEDURE_0F_GAR MENT EXPORT HOUSE
http://www.garmentexporthouse.com/2014/02/what-documents-are-required-in-garment.html
http://www.indianindustry.com/trade-information/documents-required.html
http://shodhganga.inflibnet.ac.in/bitstream/l 0603/119317/11/1 l_chapter%204.pdf

For detail Syllabus of all other subjects of Fashion & Clothing Technology, I – scheme do visit Fashion & Clothing Technology 5th Sem Syllabus for I – scheme.

For all Fashion & Clothing Technology results, visit MSBTE Fashion & Clothing Technology all semester results direct links.

22573: Production Management in Garment Industry Syllabus for Fashion & Clothing Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:11:33 +0000

Production Management in Garment Industry detailed Syllabus for Fashion & Clothing Technology (DC), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

Production Management in Garment Industry

Rationale:

Competency:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Apply principles of Industrial engineering and production management in garment enterprises.

Course Outcomes:

The theory and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency:

Use work study to maximize effectiveness of man and machine.
Use principles of planning and process control in a garment manufacturing industry.
Use network analysis techniques of CPM and PERT in project management.
Calculate production cost and break-even quantity for given situation.
Plan maintenance activity in garment manufacturing industry.

Suggested Exercises:

Instruments Required:

Not applicable

Unit 1

Work study and Method study

Total Teaching Hours – 06

Distribution of Theory Marks

R Level – 02

U Level – 04

A Level – 08

Total Marks – 14

Unit Outcomes (UOs) (in cognitive domain.

Identify the steps for the given method study
Apply the relevant recording technique for the given method study.
Apply the steps involved in time study in the given situation.
Interpret the given performance ratings and given allowances.
Calculate the standard time in the given situation.
Identify the scope of application of ergonomics for specified situation in garment industry.

Topics and Sub-topics

Method study-steps, standard operating procedure(SOP),
tools and techniques, flow charts
Time study-procedure,
performance rating and allowances,
calculation of standard time (SAM, SMV), Motion study-therbligs SIMO charts, motion economy
Application of Ergonomics in areas of garment industry-

Unit 2

Unit 3

Network analysis using CPM and PERT

Total Teaching Hours – 14

Distribution of Theory Marks

R Level – 02

U Level – 06

A Level – 08

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain.

Construct a network diagram for the given process
Calculate project time for the given task.
Develop an overall layout of the project with estimates of the time and resources for the given situation.
Calculate the project completion for the given type of project.

Topics and Sub-topics

CPM-network, Fulkersons rule of network construction AON,AOA
Scheduling the activities(forward and backward pass), Critical path, floats, crashing, PERT-three time estimates
Controlling the project cost, Probability of project completion

Unit 4

Cost of production and Break even analysis

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 02

U Level – 06

A Level – 08

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain.

Identify the specified costs in the given garment manufacturing situation
Classify various costs for the given situation.
Interpret the relationship of cost, volume and profit for the given parameters.

Topics and Sub-topics

Concept of cost, cost centre, cost unit
Classification of cost
Analysis of production cost, direct material cost, direct labour cost, production overhead, Break-even analysis, profit volume ratio, Calculation of BEP(simple numerical), Margin of safetygraphic analysis (simple numerical) Volume profit graph

Unit 5

Suggested Student Activities:

Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various

Student will use free online resources for production management and solve online case studies
Student will use spreadsheets and software such as Microsoft Project to study various production activities
Student will carry out comparative study of various maintenance schedules of different apparel units.
Student will prepare power point presentation of various production management and industrial engineering tools using online resources.

Suggested Special Instructional Strategies:

These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
L in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details).
With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
Guide students in undertaking micro-projects.
Correlate subtopics with garment manufacturing facility.
Use proper equivalent analogy to explain different concepts.
Use Fl ash/Animations to explain various theorems in circuit analysis.
Use open source to explain different concepts of project management.

Suggested Micro-Projects

Suggested Learning Resources:

Motion and Time Study Design and Measurement of Work Barnes , Ralph M. Wiley Eastern Delhi ISBN-13: 978-8126522170
Project Planning and Control with PERT and CPM Punamia, B.C. Khandelwal,K. K. Laxmi Publications Private Limited; New Delhi, ISBN-13: 978-8131806982
Pert And Cpm Principles And Applications Srinath, L. S. Affiliated East-West Press (Pvt.) Ltd., New Delhi, ISBN-13: 978-8185336206
Production, Planning and Control & Industrial Management Jain,K.C. Agarwal,L.N. Khanna Publishers, Delhi ISBN-13: 978-8174092922
Breakeven Analysis: The Definitive Guide to Cost-Volume- Profit Analysis Cafferky,Micha el. Business Expert Press ISBN-13: 978-1606490167
Maintenance Engineering and Management Mishra R.C Prentice Hall India Learning Private Limited, New Delhi, ISBN-13: 978-8120345737
Industrial Engineering and Production Management Martand Telsang S.Chand and Co. New Delhi ISBN-13:978-8121917735

Software/Learning Websites:

http://nptel.ac.in/courses/112107143/
https://studentaid.ed.gov.com
www.managementstudyguide.com
www.yourarticlelibrary.com
www.idc.iitb.ac.in
https://articles.bplans.com
www.investinganswers.com

For detail Syllabus of all other subjects of Fashion & Clothing Technology, I – scheme do visit Fashion & Clothing Technology 5th Sem Syllabus for I – scheme.

For all Fashion & Clothing Technology results, visit MSBTE Fashion & Clothing Technology all semester results direct links.

22572: Finishing of Fabrics and Garments Syllabus for Fashion & Clothing Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:11:32 +0000

Finishing of Fabrics and Garments detailed Syllabus for Fashion & Clothing Technology (DC), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

Finishing of Fabrics and Garments

Rationale:

Competency:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Use relevant techniques for finishing of given fabrics and garments.

Course Outcomes:

Use relevant machine to produce mechanical finishes on various fabrics.
Use chemical finishes on various fabrics and garments.
Produce various wash down effects on relevant garments.
Use relevant machines for finishing of garments.
Produce various fancy prints on garments
Select relevant stain removing and dry cleaning treatments for the given garments

Suggested Exercises:

Instruments Required:

The major equipment with broad specification mentioned here will usher in uniformity in conduct of experiments, as well as aid to procure equipment by authorities concerned.

Equipment Name with Broad Specifications

Dye Pots: 250 ml, 500 ml
Glass rod
Beaker: 50 ml, 100 ml, 150 ml, 200 ml, 500 ml, 1000 ml
Measuring cylinder of capacity 10 ml, 25 ml, 100 ml and 1 lit
Bunsen burner
Pipette: 1 ml, 10 ml, 25 ml
Plastic and metal Tray: 12 x 18
Electric drier: 230V, 200W
Electric Iron: 230 V. 1000W
Wooden Screen 10xl0
Rubber Squeeze: 8 width. 0 5 – lcnr thick,
Laboratory Printing table: 3Ft x 2 Ft and 2 5 Ft Height
Laboratory Stirrer: High Speed Mechanical Stirrer- 300 to 500 rpm
Laboratory Pressure Steamer: Pressure up to 30 psi and Temperature up to 150C
Laboratory Drying, Curing and setting Chamber: temperature up to 220C, working width- 450 mm, length 1 7 meter, heater capacity-8/16/24 kilo-watt.
Laboratory Padding Mangle: Horizontal (60-80% Expression.
Plastic Mug: 0 5, 1 and 2 lit capacity
Digital Weighing balance: 0 02 gm accuracy ( 300 gm.
Laboratory laundrometer
Spray tester
Laboratory garment dyeing machine(capacity-2kg load.
Sand papers(grain size-14mm.

Unit 1

Mechanical finishing of fabrics

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – 02

U Level – 03

A Level – 05

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain)

Name of machines used for the given situation
State the relevant machine used for the given process.
Explain with sketches the process flow of given machine
Explain with sketches the working of the given machine
Select the heat setting temperature of the given fabric with justification.

Topics and Sub-topics

Finishing: object, classification, advantages
Decatising: object, working of machine,process parameters
Sanforising: object, working of machine, process flow, process parameters.
Compacting: object, working of machine, process flow, process parameters.
Heat setting: object, working of machine, process flow, process parameters.
Sueding: object, working of machine, process flow, process parameters.

Unit 2

Unit 3

Finishing of garments

Total Teaching Hours – 12

Distribution of Theory Marks

R Level – 03

U Level – 04

A Level – 08

Total Marks – 15

Unit Outcomes (UOs) (in cognitive domain)

Explain with sketches the method of producing the fabric with the given properties
State objectives of given type of effect on the fabric
Suggest applications of functional finishes for the given situation

Topics and Sub-topics

Denim finishing: process sequence, stone wash, enzyme wash, acid wash. Advantages and limitations of all washing treatments
Bio-polishing: object, process parameters advantages and limitations
Antimicrobial finishing: object,process parameters, applications
Stone less stone wash effects: objects, methods to produce chalk wash, ion wash end uses.
Functional finishes: objectives, end uses of fragrance finish, mosquito repellent finish,

Unit 4

Machines for garment processing

Total Teaching Hours – 06

Distribution of Theory Marks

R Level – 03

U Level – 08

A Level – 04

Total Marks – 15

Unit Outcomes (UOs) (in cognitive domain)

Explain the need of the given garment processing machinery.
Explain with sketches the working of the given garment processing machinery
Explain objective of the given type of treatment to the fabric

Topics and Sub-topics

Garment dyeing machine: principle and working procedure, end uses
Garment washing machine: principle and working procedure, end uses
Tumble dryer: principle and working procedure, end uses
Pressing and fusing machines: objectives, working principle and end uses
Whiskering : principle and working procedure, end uses
Spray booth systems: principle working procedure and end uses

Unit 5

Unit 6

Garment care treatments

Total Teaching Hours – 04

Distribution of Theory Marks

R Level – 02

U Level – 02

A Level – 06

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain)

List the colour fastness methods for the given situation
Explain with sketches the method to test the given garment care treatment
Explain method for the given type of stain removal
Select the relevant drycleaning method for the given fabric with justification.

Topics and Sub-topics

Fastness evaluation methods: classification, methods to check colour fastness, light fastness, perspiration fastness norms.
Fabric stains: identification, types, methods, chemicals, industrial formulations
Dry cleaning methods: objectives, application method, industrial formulations, machines, end uses

Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the Application Level and above of Blooms ‘Cognitive Domain Taxonomy’

Note:

Legends: R=Remember, U=Understand, A=Apply and above (Bloom’s Revised taxonomy)

Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table.

Suggested Student Activities:

Visit any garment washing unit nearby to your house and take the help of in-charge to know the activities going on.
Write report of the visit, prepare lay out of the garment washing unit.
Do internet survey to find out new developments in garment processing.
Guide students in undertaking micro-projects.
Prepare power point presentation on different garment printing techniques.
Analyze the colour fastness of various dyed garment samples.
Prepare process flow charts for garment finishing.
Collect samples of different garment printing techniques.

Suggested Special Instructional Strategies:

Suggested Micro-Projects

A suggestive list of micro-projects are given here. Similar micro-projects could be added by the concerned faculty:.

Collection of finished fabric samples: visit garment washing unit and collect at least 50 samples of various finishes. Classify them according to types of finishes. Present the results.
Shrinkage test of different fabrics: collect at least 20 finished samples of polyester, cotton, nylon, acrylic silk. Carry out shrinkage test and present the data in tabulated form.
Evaluate fastness properties of finished fabric: Collect different finished fabric samples developed by various finishing methods.. Evaluate their wash fastness, rubbing fastness and light fastness properties using specified ISO tests. Compare the result. Present the results..
Optimize the chemical concentration: Compare the effect of different concentrations of chemicals used in finishing formulation. Find optimized concentration based on the finish. Prepare the tabulated data. Present the results.
Optimize the finishing process control parameters: Compare the effect of process control parameters e.g. concentration, number of dips andnips expression of padding mangle, temperature of fixation , after-treatments on the efficiency of finished fabric. Prepare sample book. Present the results.
Short film on working of machine: Visit different garment processing industries. Observe the working operations of machines at various stages and capture video clips. Edit the video clips as per specified process sequence and make a short film. Present the short film.

Suggested Learning Resources:

Fabric care Dsouza, Noemia, New age international publishers , daryagang,New Delhi, 1998 ISBN: 978-81-224-1143-0
Denim :manufacture ,finishing and applications Paul, R Woodhead publishing,2015; ISBN : 9780857098436
Textile printing Miles L.W.C Society of dyers ans colorist, 1981 ISBN : 9780901956330
Introduction to textile finishing Marsh J.T Chapman and Hall publications 1966 ISBN : 9781114790087
Chemical finishing of textiles Schindler W D;Hauser P J Woodhead PUBLICATION 2004,ISBN: 9781855739055
Functional finishes for textiles Paul R Woodhead publishing 2014 ISBN: 9780857098399
Encyclopedia of garment printing Freshner Scott US Screen print industries, 1985 ISBN: 9780933493001

Software/Learning Websites:

For detail Syllabus of all other subjects of Fashion & Clothing Technology, I – scheme do visit Fashion & Clothing Technology 5th Sem Syllabus for I – scheme.

For all Fashion & Clothing Technology results, visit MSBTE Fashion & Clothing Technology all semester results direct links.

22447: Environmental Studies Syllabus for Fashion & Clothing Technology 5th Sem I – Scheme MSBTE

InI Labs MH — Sun, 26 Jul 2020 15:11:32 +0000

Environmental Studies detailed Syllabus for Fashion & Clothing Technology (DC), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.

Environmental Studies

Rationale:

Competency:

The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

Diagnose and manage environment related issues

Course Outcomes:

Develop Public awareness about environment
Select alternative energy resources for Engineering Practice
Conserve Ecosystem and Biodiversity
Apply techniques to reduce Environmental Pollution
Manage social issues and Environmental Ethics as lifelong learningSuggested Exercises The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency:

Practical Outcomes

Nil

Note:

A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the COs and competency. A judicial mix of minimum 12 or more practical need to be performed, out of which, the practicals marked as are compulsory, so that the student reaches the Precision Level of Dave’s Psychomotor Domain Taxonomy as generally required by the industry.
The Process and Product related skills associated with each PrO is to be assessed according to a suggested sample given below:

Performance Indicators

Nil

The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences:

Follow safety practices.
Practice good housekeeping.
Practice energy conservation.
Demonstrate working as a leader/a team member.
Maintain tools and equipment.
Follow ethical Practices.

The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohls Affective Domain Taxonomy should gradually increase as planned below:

Valuing Levelin 1st year
Organising Levelin 2nd year
Characterising Levelin 3rd year.

Instruments Required:

Unit 1

Environment

Total Teaching Hours – 06

Distribution of Theory Marks

R Level – 04

U Level – 06

A Level – —

Total Marks – 10

Unit Outcomes (UOs) (in cognitive domain)

Discuss the scope of Environment.
Describe various types of environment
Describe the importance of environment studies.
Discuss about the need of about public awareness environment.
Describe various environmental issues.

Topics and Sub-topics

Definitions, need of environmental studies.
Segments of environment-Atmosphere, Hydrosphere, Lithosphere, Biosphere.
Environmental Issues Green house-effects, Climate change, Global warming, Acid rain Ozone layer depletion, Nuclear accidents.
Concept of 4R (Reduce, Reuse, Recycle and Recover),
Public awareness about environment.

Unit 2

Energy Resources

Total Teaching Hours – 10

Distribution of Theory Marks

R Level – 04

U Level – 08

A Level – 04

Total Marks – 16

Unit Outcomes (UOs) (in cognitive domain)

List various natural resources.
Describe Renewable, Nonrenewable and Cyclic resources.
State the causes and effects of depletion of resources.
State advantages and disadvantages of forms of energy.
Select appropriate solutions of efficient use of energy.
State the impacts of overuse of natural resources.

Topics and Sub-topics

Natural Resources – Forest Resources, Water Resources, Energy Resources, Land resources, Mineral resources.
Renewable, Non-renewable and Cyclic Resources.
Causes and effects of depletion of resources.
Energy forms (Conventional and non-conventional)
Present global energy use and future demands.
Energy conservation.
Over use of natural resources and its impacts on environment.

Unit 3

Unit 4

Environmental Pollution

Total Teaching Hours – 16

Distribution of Theory Marks

R Level – 08

U Level – 08

A Level – 04

Total Marks – 20

Unit Outcomes (UOs) (in cognitive domain)

Define pollution.
State the sources of pollution.
State the effects of land pollution on environment and lives.
State various units and their functions of water treatment plant.
State the needs of water conservation.
State the impacts of sewage.
State various units and their functions of sewage treatment plant.
State sources and effects of air pollution.
Describe various methods to prevent air pollution.
State sources and effects of noise pollution.
Describe preventive measures for noise pollution.
State characteristics of solid waste. 4m. State the impacts of solid waste.
Describe incineration, RDF and sanitary landfilling.
State the standards limiting/controlling values of various types of pollution.

Topics and Sub-topics

Definition of pollution, types- Natural & Artificial (Man- made)
Soil / Land Pollution – Causes and effects on environment and lives , preventive measures.
Water Pollution – Sources of water (surface and sub surface), sources of water pollution, effects on environment and lives preventive measures, BIS water quality standards, flow diagram of water treatment plant, Water conservation.
Wastewater – Generation(domestic and industrial), Impacts, flow diagram of sewage treatment plant, CPCB norms of sewage discharge.
Air pollution – Causes, effects, prevention, Ambient air quality standards.
Noise pollution – Sources, effects, prevention, noise levels at various zones of the city.
Municipal Solid Waste, Bio-medical waste and E-waste – Sources, generation, characteristics, effects, and methods to manage.

Unit 5

Social Issues and Environmental Education

Total Teaching Hours – 08

Distribution of Theory Marks

R Level – 04

U Level – 04

A Level – 04

Total Marks – 12

Unit Outcomes (UOs) (in cognitive domain)

Elaborate article 48-A and 51-A-g
Enlist various acts on environment and its provisions.
State the roles and responsibilities of CPCB.
Define sustainable development, and EIA.
Describe rain water harvesting and groundwater recharge.
Differentiate between formal and non formal education.

Topics and Sub-topics

Article 48-A and 51-A-g of Indian Constitution regarding environment, Environmental protection and prevention acts, CPCB and MPCB norms and responsibilities, The role of NGOs.
Concept of sustainable development, EIA and environmental morality.
Management Measures – Rain Water harvesting, Ground water recharge, Green Belt Development, Use of Renewable energy, water shed management, interlinking of rivers.
Role of information technology in environment and human health.

Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the Application Level and above of Blooms Cognitive Domain Taxonomy

Note:

Legends: R=Remember, U=Understand, A=Apply and above (Blooms Revised taxonomy)

Suggested Student Activities:

Suggested Special Instructional Strategies:

These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
L in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details).
With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
Guide students in undertaking micro-projects.
Use proper equivalent analogy to explain different concepts.
Use Flash/Animations to explain various topics.

Suggested Micro-Projects

A suggestive list of micro-projects are given here. Similar micro-projects could be added by the concerned faculty:

Prepare a report on visit to PUC Center.
Visit a near by RO plant and prepare detail technical report.
Prepare report on Household water filtration unit
Prepare a list of polluted natural resources which are responsible for pollution and collect information on how to manage them .
Collection of Data from Hospital: Collect everyday information on percentage of solid hazardous and toxic waste for two month
Visit of Municipal Effluent Treatment Plant: Visit effluent treatment plant and prepare report on waste management.
Visit of Water Treatment Plant: Visit water treatment plant and prepare report on various units of water treatment and its management.
Preparation of report: Prepare the chart of solid waste management showing effects on environment.
And any other relevant topic related to course

Suggested Learning Resources:

Software/Learning Websites:

www.eco-prayer.org
www.teriin.org
www.cpcb.nic.in
www.indiaenvironmentportal.org.in
www.whatis.techtarget.com
www.sustainabledevelopment.un.org
www.conserve-energy-future.com

For detail Syllabus of all other subjects of Fashion & Clothing Technology, I – scheme do visit Fashion & Clothing Technology 5th Sem Syllabus for I – scheme.

For all Fashion & Clothing Technology results, visit MSBTE Fashion & Clothing Technology all semester results direct links.