All Courses Syllabus by College of Home Science, Nirmala Niketan

UNIVERSITY OF MUMBAI

Revised Syllabus SEMESTER I & SEMESTER II Program: B.Sc. Course: Home Science

(Choice Based Semester Grading System with effect from the Academic Year 2016–2017) PREAMBLE

Home Science is an interdisciplinary science, which offers holistic and socially-relevant educational programmes. Home Science has emerged as a full-fledged scientific course in which overall improvement in the quality of life of the individual, family, and community is sought. There is a prominent emphasis on professional competence and sensitivity to the needs of society. The degree courses are B.Sc. (Home Science), M.Sc. (Home Science) and Ph.D. (Home Science). The four main areas of specialization are as follows: 1. Foods, Nutrition and Dietetics 2. Human Development 3. Textile and Fashion Technology 4. Community Resource Management

The objectives of the Home Science curriculum are as follows: 1. To impart knowledge and facilitate the development of skills and techniques in the different areas of Home Science (namely ‘Foods, Nutrition and Dietetics’; ‘Human Development’; ‘Textile and Fashion Technology’; and ‘Community Resource Management’) required for personal, professional and community advancement.

2. To inculcate in students, values and attitudes that enhance personal and family growth and to sensitize them to various social issues for the development of a humane society.

3. To promote in students a scientific temper and competencies in research to enable contributions to the national and international knowledge base in Home Science and allied fields.

4. In sum, to empower our women students such that they are able to effect positive changes at multiple levels.

SEMESTER I

COURSE COURSE TYPE TITLE OF THE COURSE WORKLOAD NO. OF CODE CREDITS L P T P USHS101 Core Subject Food Science 3 - 3 -

USHS102 Core Subject Child Development 3 - 3 -

USHS103 Core Subject Fibre to Fabric 3 - 3 -

USHS104 Core Subject Aesthetics in Interiors 3 - 3 -

USHS105 Foundation Course - Contemporary Social Issues - Ability Enhancement *Computer Application 3 - 2 Course 1 (Value-Added)

USHSP101 Core Subject Practical Food Science - 3 - 2

USHSP102 Core Subject Practical Pattern Making and Styling 2 - 3 - for Kidswear

USHSP103 Core Subject Practical Aesthetics in Interiors - 2 - 2

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 Additional fee will be charged for the computer classes. Unless a student passes the Computer Examination, the student will not get the credits of the said paper.

Course Title of the Course Lectures / Marks Credits Code week allotted for the Course USHS101 Food Science 3 100 3

Objectives: 1. To acquire knowledge of various concepts of Food Science, its facts and principles. 2. To understand nutritional importance of various food groups. 3. To develop the ability to select and apply the principles of Food Science to practical situations.

Unit Course Content Lectures I Introduction to food science 15  Concept of Food Science and Nutrition.  Reasons for cooking foods.  Cooking Methods-Dry heat methods and Moist heat methods.

Introduction to various food groups - Classification, structure, nutritive value, selection,, storage and elementary principles of cooking involved in the following food groups: a. Cereals b. Pulses & Legumes c. Nuts & Oilseed

II Introduction to various food groups - Classification, 15 structure,Nutritive value, selection, storage and elementary principles of cooking involved in the following food groups: d. Fats & Oils e. Sugar & Jaggery f. Vegetables & Fruits

III Introduction to various food groups - Classification, structure, 15 nutritive value, selection, storage and elementary principles of cooking involved in the following food groups: g. Milk h. Eggs i. Flesh Foods-Fish, Meat & Poultry j. Spices & Condiments

References : Arora K. (1993). Theory of Cookery. New Delhi: Frank Bros. and Co. Bennion, M. (1975). Introductory Foods. New York:Mac Millan Publishing Co. Inc. Manay, N.S. (1995). Food Facts and Principles. New Delhi: New Age International Macwilliam M. (1980). Food Fundamentals. New York: John Wiley & Sane. Srilakshmi. B. (1997) Food Science. New Delhi:New Age Swaminathan, M. (1991). Food Science & Experimental Foods. Madras: Ganesh & Co. Course Title of the Course Lectures / Marks Credits Code week allotted for the Course USHS102 Child Development 3 100 3

Objectives: 1. To introduce students to the scientific study of childhood and the principles of child development. 2. To help students learn about the key features of physical, motor, cognitive, language, social and emotional development in childhood, covering the period from conception to late childhood. 3. To create an awareness of the various factors that influence and stimulate growth and development during the prenatal period, infancy, toddlerhood, preschool years, and school years.

Unit Course Content: Lectures I Introduction, Prenatal Development, and Infancy 15 (a) Importance of studying children; status of children in the world and in India; methods of studying children (b) Concept of development, principles and issues of development (nature and nurture; continuity and discontinuity; early experience versus later experience; stages or gradual development; role of context/culture) (c) Prenatal development o Stages of prenatal development and mother’s experience of pregnancy o Teratology and hazards to prenatal development o Prenatal care o Cultural beliefs about pregnancy (d) Birth and the postpartum period o Birth process and complications o Physical, emotional, & psychological adjustments in the postpartum period o Bonding (e) Physical and motor development o Growth patterns: cephalocaudal & proximodistal patterns o Body growth and change in infancy, early childhood, and middle and late childhood o Early experience and the brain; development of the brain in childhood o Reflexes, gross motor skills, and fine motor skills

II Cognitive and Language Development in Childhood 15 (a) Cognitive development o The course of infant and toddler cognitive development (Piaget’s theory and extensions) o Characteristics of preschooler’s thought (Piaget’s and Vygotsky’s theories and extensions) o Preschooler’s attention and memory abilities o Social cognition in preschool years o Cognitive development in school years (Piaget’s & Vygotsky’s theories and extensions) o Concept of intelligence; individual differences in intelligence (b) Language development o Defining language o Language development in infancy, early childhood, and middle and late childhood o Multingualism: advantages and challenges o How parents and the family environment can facilitate language development III Social and Emotional Development in Childhood 15 (a) Theoretical perspectives (Freud, Erikson, and extensions) (b) Social and emotional development in infancy o Origins of reciprocity o Attachment, stranger distress, separation anxiety o Temperament o Sensitive period hypothesis (c) Social and emotional development in toddlerhood o Views of socialization o Growth of sociability o Awareness of self and others o Parent-toddler relations (d) Social developmental changes in early childhood o Child’s expanding world o Self-control and self-management o The developing self (e) Social development in middle and late childhood o Development of the self o Peer relations o Children in school o Functions of play (f) Family influences o Quality of care o Parenting styles and their influences o Sibling relationships (g) Linkages between family and peer relations References: DeHart, G. B., Sroufe, L. A., & Cooper, R. G. (2004). Child development: Its nature and course (5th ed.). NY: McGraw-Hill. th Santrock, J. W. (2013). Child development (14P P ed.). NY: McGraw-Hill. Sroufe, L. A., Cooper, R. G., & DeHart, G. B. (1992). Child development: Its nature and course. NY: McGraw-Hill. Course Title of the Course Lectures / Marks Credits Code week allotted for the Course USHS103 Fibre to Fabric 3 100 3

Objectives: 1. To introduce students to the basics of textile fibers, yarns and fabrics. 2. To give an insight into the new developments in textiles. 3. To equip students with the knowledge of the care and maintenance of textiles.

Unit Course Content Lectures I Fibers: 15 a. Introduction to textile fibers b. Introduction to polymerization and molecular arrangement of fibers c. Classification of fibers d. Brief study of the cultivation/manufacturing processes, properties and uses of the following major fibers: Cotton, Jute, Linen, Wool, Silk Viscose Rayon Nylon, Polyester, Acrylic e. Study of blends – blending and its advantages, common blends and end uses f. Brief study of minor fibers: source, properties and end uses Natural (cellulosic): Hemp, Pina, Kapok, Banana Natural (proteinic): Mohair Synthetic: Elastomeric, Metallic, Glass, Carbon g. Recent Developments h. Sourcing of different fabrics i. Companies/centres/clusters, for fibre manufacture/cultivation j. Recent Trends and Future Trend Forecast of Fibres in the Textile & Fashion Industry II Yarns: 15 a. Introduction to yarns b. Yarn formation: Brief history of spinning (hand and mechanical spinning) c. Spinning: i.Yarn twist: Definition, Directions and Types of twist ii.Spun yarn: Ring spinning and Open-end spinning iii.Filament yarn: Monofilament, Smooth filament, Tape and network yarns, Bulk continuous filament yarn d. Classification of yarns: single, complex, composite e. Recent Developments f. Sourcing for Yarns g. Companies/centres/clusters, for yarns h. Recent Trends and Future Trend Forecast of Yarns in the Textile & Fashion Industry III Fabrics: 15 Woven: Yarn preparatory stages, parts of the loom, steps in weaving and basic weaves (plain, satin, sateen and twill) Knitted: Introduction to knitting, Weft knitting (flat and circular) Warp (tricot and raschel), properties and uses Non–woven: Definition, manufacture, properties and uses d. Care labels e. Recent Developments f. Sourcing for Fabrics g. Companies/centres/clusters, for Fabrics h. Recent Trends and Future Trend Forecast of Fabrics in the Textile & Fashion Industry References: Ajgaonkar, D. B. (1998). Knitting Technology. Mumbai: Universal Pub. Corporation Brannon, Evelyn L. (2010) Fashion Forecasting. 3d ed. New York: Fairchild. th Corbman, B. P. (1985). Textiles: Fibre to Fabric. (6P P Ed.).New York: Gregg Division/McGraw Hill Collier, B. J. and Phyllis, G. T. (2001). Understanding Textiles. New Jersey: Prentice Hall. Cook. J.G (2001) Handbook of Textile fibers- Vol I Woodhead Publishing Ltd.Cambridge D’Souza, N. (1998). Fabric Care. India: New Age International. nd Gohl, L.P.G And Velinsky L.D(2005) Textile Science (2P P Ed.) CBS Publishers and Distributors, New Delhi Gokerneshan, N (2004), Fabric Structure and Analysis, New age International Publishers, New Delhi Gong, R. H. and Wright, R. M, (2002) Fancy Yarns: Their manufacture and application, Woodhead Publishing Ltd, Cambridge th Hollen, N., Saddler, J., Langford, A.L. & Kadolf, S.J. (1988).Textiles.(6P P Ed). New York: Macmillan. nd Joseph, M. L. (1972).Introductory Textile Science.(2P P Ed.). New York: Holt, Rinehart and Winston. Joseph, M..L. (1975).Essentials of Textiles. New York: Holt, Rinehart and Winston. Kerr, Hillary. (2009) Who What Wear: Celebrity and Runway Style for Real Life. New York: Abrams. Kim, Eundeok. (2011) Fashion Trends: Analysis and Forecasting. Oxford; New York: Berg. Martin, Raymond. (2010) The Trend Forecaster's Handbook. London: Laurence King, 2010. McKelvey, Kathryn. (2008) Fashion Forecasting. Chichester, U.K.; Ames, IA: Wiley- Blackwell. Mishra, S.P. (2000) A Text Book of Fibre Science and Technology, New age International Publishers, New Delhi Needles, H. L (2011),Textile Fibers, Dyes, Finishes and Processes, A Concise Guide, Noyes Publications, New Jersey Rousso, Chelsea. (2012) Fashion Forward: a Guide to Fashion Forecasting. New York: Fairchild. Sekhri, S. (2011). Fabric Science, PHI Learning Private Ltd. New Delhi Shenai, V. A. (1991). Technology of Textile Processing. Vol. 1.(3rd Ed.). India: Sevak. Sinclair, R. (2015), Textiles and Fashion Materials, Design and Technology, Woodhead Publishing Cambridge Tortora, P.G. (1978). Understanding Textiles. New York: Macmillan. Wynne, A. (1997). Textiles – The Motivate Series. London: Macmillan Education. Udale Jenny (2008), Textile and Fashion, AVA publishing, Switzerland\ Vidyasagar, P.V ((1998), Handbook of Textiles, Mittal Publications, New Delhi

Course Title of the Course Lectures / Marks Credits Code week allotted for the Course USHS104 Aesthetics in Interiors 3 100 3

Objectives: 1. To help students understand the basic terminology of art and design. 2. To develop skills, abilities, knowledge and attitudes that will enable artistic production and creative problem solving. 3. To enable students to apply concepts of art and design to create aesthetically pleasing interiors. 4. To impart knowledge and skills for aesthetic appreciation and evaluation.

Unit Course Content Lectures

I Basics of Design Composition 15 a) Objectives of Design b) Types of Design : Structural and Decorative c) Elements of Design : Line, Form, Colour, Texture, Space ,Light and Pattern d) Design Principles: Balance, Rhythm, Emphasis, Proportion, Harmony. e) Applications in Interior Design

II Interior Space Planning 15 a) Factors to be considered while designing of a house: Orientation, Circulation, Privacy, Grouping of rooms, Economy

b) Ventilation

c) Lighting

d) Services

e) Colour planning

f) Introduction of concepts of Plan and Elevation.

III Interior Furnishing 15 a) Furniture b) Wall and Wall Finishes c) Doors and Door Types d) Window and Window Treatments e) Accessories for Home Decor f) Floor and Floor Finishes g) Man as a consumer of design, qualities and role of a good Interior Designer, Designing VS Decoration, Interior design as a career option h) Ethics for Professional Practice

References: Allen. P. S. (1985). Beginnings of Interior Environment (5th Ed), Macmillan Publishing Co. London. Bhatt. P. & Goenka S. (2001); Foundation of Art & Design (2nd Ed). Lakhani Book Depot. Mumbai Cliffton C., Mogg & Paine. M. (1988). The Curtain Book. Reed International Books. New York. Craig. H. T. (1987). Homes with Character. Glencoe Publishing Co. Inc. U.S.A. Gilliat M. (1986). The Decorating Book. Library of Congress Cataloguing Publications, Great Britain. Lewis E. L. (1980). Housing Decisions, The Good Heart, Willcox Co. Inc. Great Britain. Seetharaman. P. & Pannu. P. (2005). Interior Design & Decoration. First Edition, CBS Publishers & Distributors. New Delhi.

Course Title of the Course Lectures / Marks Credits Code week allotted for the Course USHS105 Contemporary Social Issues 3 100 2

Objectives 1. To develop a basic understanding about issues related to diversity and disparity. 2. To gain an overview of the Indian Constitution and the political process. 3. To develop a basic understanding about issues related to human rights and sustainable development 4. To gain an insight into the process of stress management and conflict resolution 5. To understand the growing social problems in India and the methods to combat it.

Unit Topic No of periods I Concept of diversity and disparity 15  Concept of Diversity in India—cultural, population ,linguistic, regional and communal  Disparity –causes and consequences  Gender  People with disabilities  Caste system.  Intergroup conflicts due to caste, communal, regionalism and linguistic differences.(causes and effects) II A. The Indian Constitution and Political Process. 15  Basic features  Fundamental duties of the Indian citizen as crucial values in strengthening the social fabric of Indian Society(tolerance, peace and communal harmony)  The party system in Indian Politics  Local self government in urban and rural areas  Role of youth and women in politics

B. Human Rights and sustainable development  Concept of Human Rights ,origin and evolution of the concept  The Universal Declaration of Human Rights  Fundamental human rights in the Indian constitution III Contemporary Social Concerns 15  Substance abuse  HIV/AIDS  Problems of elderly  Issues of Child Labour and child abuse  Corruption  Stress its causes and conflicts in society: stereotyping, prejudice, aggression and violence  Conflict resolution and efforts towards building peace and harmony in society Any other current social issue/problem as need arises.

Suggested Readings [Note: This is not an exhaustive or prescriptive list; it is merely suggested reading]

Unit 1 (Human Rights, Consumer Rights, Public Interest) Shivananda, J. Human Rights. Alfa Publications, New Delhi,. 2006 Rajawat, M. Human Rights and Dalits.Anmol Publications, New Delhi, 2005 Kaushal, R. Women & Human Rights in India; Kaveri Books, New Delhi, 2000 Bajpai, A. Child Rights in India; Oxford University Press; New Delhi; 2003 Biju, M.R. Human Rights in a Developing Society; Mittal Publications, New Delhi, 2005 Prakash Kumar &Rai, K. B. Right to Know; Vikas Publishing House, NOIDA, 2008 Naib, Sudhir The Right to Information Act,2005: A Handbook; OUP, New Delhi; 2011 Sathe, S. P. Judicial Activism in India; OUP; New Delhi, 2002

Unit 2 (Ecology, Health, Education, Urban‐Rural Issues)

Satpathy, N. Sustainable Development (An Alternative Paradigm); Karnavati Publications, Ahmedabad, Pachauri R.K & 1998 Srivastava L. (eds.)Global Partners for Sustainable Development; Tata Energy Research Institute, New Delhi; 1994 Shiva, Vandana Ecology and the Politics of Survival: Conflict over Natural Resources in India; Sage Publications, California, 1991 Pereira, W Inhuman Rights: The Western System and Global Human Rights Abuse; Apex Press; 1997 Pereira, W & Asking the Earth: Farms, Forestry and Survival in India; Earthscan Seabrook J Publications; 1991 Goel, S.L. Encyclopedia of Disaster Management, Vol. I, II & III; Deep and Deep Publications Pvt. Ltd., New Delhi; 2006 Parasuraman S. & Unnikrishnan P.V: India Disasters Report; Oxford University Press, New Delhi, 2000 Azim Premji The Social Context of Education in India; 2004. Foundation www.azimpremjifoundation.org/; Higher Education in India; UGC Report; 2003 Chaterjee, C Health and Human Rights; Vulnerable Groups in India, CEHAT, Mumbai &Sheoran, Gunjan May 2007 Datta, Prabhat The Great Indian Divide; Frontline;Volume 21 ‐ Issue 14, Jul. 03 ‐ 16, 2004 Kundu, Amitabh Rural Urban Economic Disparities in India: Database and Trends;

December 2010; http://www.indiapolicyforum.org/node/2131TU U31T

Unit 3 (Effective Communications Skills) Covey, Stephen 7 Habits of Highly Effective People; Free Press, 2004 Iyer, Prakash The Habit of Winning; Penguin, India; 2011 Goldratt, Eliyahu The Goal; The Northriver Press; 3rd Edition; 2004 Goldratt, Eliyahu It’s Not Luck; The Northriver Press; 1994

Course Title of the Course Periods / Marks Credits Code week allotted for the Course USHSP101 Food Science 3 50 2

Objectives: To familiarize the students with: 1. Common ingredients, devices and equipments and their functionality available for food preparation. 2. Different cooking methods and techniques used while food preparation. 3. Principles involved in the preparation of different foods and their application 4. Concept of food quality.

Unit Course Content Periods

I Experimental Cookery 15 • Introduction to different terms, equipments and methods used in cookery • Sugar cookery Stages of sugar cookery Crystalline and Non-crystalline sugar candies Role of fats in cookery • Factors affecting fat absorption II Starch Cookery 15 • Gluten formation • Effect of moist heat III Pectin Gel formation 15 • Jams, Jellies, Marmalades Cooking of Protein Foods • Protein gelation, denaturation and coagulation • Effect of heat, acid and enzymes on protein • Role of egg in cookery

References: Jamesen, K. (1998). Food Science laboratory manual New Jersey. Prentice Hall. Inc. Mcwilliams, M. (1984). Experimental foods laboratory manual. New Delhi: Surjeet Publication. Mcwilliams, M. (1997). Foods experimental perspective. (3rd Ed.) New Jersey. Merill/Prentice Hall. Sethi, M and Rao, S.E. (2001). Food science experiments and applications. New Delhi. CBS Publishers and Distributors

Course Title of the Course Periods / Marks Credits Code week allotted for the Course USHSP102 Pattern Making and Styling for Kidswear 3 50 2

Objectives: 1. To introduce basic styling and pattern drafting. 2. To create interest in the subject by application of fundamentals of clothing. 3. To introduce the basic techniques of clothing construction.

Unit Course Content Periods I Introduction: 15  Pattern cutting tools  Sewing equipment: its use and care Fundamentals:  Preparing woven fabrics for cutting: straightening and blocking of fabrics  Hand sewing techniques (Bastings/Slip stitch and Hemming)  Seams (Plain, Run and fell, French, Lapped, Double sewn, Pinked)  Fasteners (Press button, Button and buttonhole, Pant hook and bar, Velcro, Hook and eye)  Piping, Bias Facing and Fitted Facing (Concave/Convex/Inner corner/Outer corner)  Edge finishing (Groove and Edge, Edging with laces) Basic Blocks and Sleeve based on Armstrong method II Surface embellishment 15  Embroidery  Fabric painting  Stencil printing Making of embellished accessory for example bag/pouch Wardrobe Styling Exploring types of garments in kids’ wardrobe learning to coordinate mix-n-match and style attire to create different looks by accessorizing with suitable footwear/head-gears/scarves/ties/belts/bows/sashes/hair- dos/jewelry, etc. Dressing up for specific occasion for example sports/picnics/casual/playwear as per kids body types and lifestyles III Basic Clothing Concepts 15  Introducing body measurements  Reading design drawings and patterns with various yokes/ pleats/gathers/necklines/sleeves/garment openings.  Basic drawing and planning garment details  Understanding and selecting fabrics Adaptation of basic blocks to draft patterns for kidswear namely Shirt, Shorts, Frock and Knickers

The course includes:  Planning and styling of garments with different garment details and adorning with different embellishing techniques (after having browsed through pattern books and Internet).  Basic sketching for comprehending garment patterns.  Flat pattern down-scaled for the journal sheets.  Pattern constructions full scale.  Journal as a compilation of drawings, patterns and swatches with colorful photographic presentations.  Basic concepts of clothing to be incorporated in the garments or may be taught in the form of samples.  Some instructional classes may be used as make-up periods and for conducting examinations as per predetermined schedules.

References: Cunningham G. (1969). Singers Sewing Book, New York: Singer Co. Ltd. Gardiner, W. (2003). Encyclopedia of Sewing Techniques, Kent: Search Presshold. st Jewel, R. (2000). Encyclopedia of Dress Making. (1P P Ed.) New Delhi: A.P.H. Publishing Corporation. McCall`s. (1964). Sewing in Colour. London: The Hamlyn Publishing Group Ltd. Reader’s Digest (1993). Step by Step Guide: Sewing and Knitting, Auckland: Reader’s Digest. Zarapkar, T. (1981). Zarapkar System of Cutting, Mumbai: Zarapkar Tailoring College. Buckley, C. and McAssey J., (2011). Basic Fashion Design 08 styling, Bloomsbury: London. Marian L Davis, (1996). Visual Design and Dress, Third Edition, Prentice Hall: New Jersey. Suzanne G Marshall, Hazel O Jackson (2000). Individuality in Clothing and Personal Appearance, Prentice Hall, New Jersey. Caroline Tatham and Julian Seaman, (2003). Fashion Designing and Drawing Course, London: Thames and Hudson Publishers. Harold Carr, (1992). Fashion Design and Product Development, John Wiley and Son Inc.: NewYork.

Course Title of the Course Periods / Marks Credits Code week allotted for the Course USHSP103 Aesthetics in Interiors 2 50 2

Objectives : 1. To help learn the relationships that characterizes art and design practice. 2. To enable students to explore theories and apply principles of aesthetics and art criticism to theorize your own artwork. 3. To encourage experimentation with traditional and contemporary materials, technical processes and methods. 4. To impart knowledge and skills for aesthetic appreciation and evaluation.

Unit Course Content Periods I Concept of Colour: 10 a. Dimensions of colours b. Colour systems :Prang and Itten’s Star c. Planning Colour Harmonies : Related and Complimentary d. Application of Colour Harmonies in Interior and Exterior design

II Presentation techniques 10 a. Material, Media & tools: Water Colours, Pen, Ink, Charcoal, Pencil, Brushes. b. Effect of lines to represent textures. c. Rendering with Pen & Ink. d. Rendering of various materials: signs and symbols

III Drafting and Presentation of Drawings 10 a. Drafting tools & medium b. Lines c. Lettering d. Dimensions e. Drafting a single room - Plan and Elevation f. Understanding Architectural Drawings

References: Craig. H. T. (1987). Homes with Character. Glencoe Publishing Co. Inc. U.S.A. Damhorst. M. L., Miller. K. A. & Michelman. S. O. (2001). The meaning of Dress. Fairchild Publishing . New York. Diane. T. & Cassidy T. (2005). Colour Forecasting. Blackwell Publishing Co. Great Britain. Gill. R. W. (1994). Rendering with Pen & Ink. Thames & Hudson Ltd. London. Hauser. P. W. (1994). Greeting Card & Gift Wrap. North Light Books, Ohio. Hendy J. (1997). Balconies & Roof Gardens. New Holland Publishers (UK) Ltd. U.K. Hiney. I. M. (1998). Fabric Covered Boxes. Sterling Publishing Co. Inc. New York. Lehri. R. M. (1999) Folk Designs & Motifs from India. Dover Publications Inc. New York. Sheen. J. (1992). Flower Crafts. Salamander Books Ltd. New York. Wilson. J. (2005). Handbook of Textile Design – Principles, Processes & Practice. Woodhead Publishing Ltd. England.

SEMESTER II

COURSE COURSE TYPE TITLE OF THE COURSE WORKLOAD NO. OF CODE CREDITS L P T P USHS201 Core Couse Basic Nutrition 3 - 3 -

USHS202 Core Couse Adolescent Development 3 - 3 -

USHS203 Core Couse Psychology of Clothing 3 - 3 -

USHS204 Core Couse Introduction to Tourism and 3 - 3 - Hospitality Industry

USHS205 Foundation Course - Environment & Sustainable - Ability Enhancement Development 3 - 2 Course 2

USHSP201 Core Course Introductory Food Analysis - 3 - 2 Practical and Biochemistry

USHSP202 Core Course Pattern Making, Garment 2 Practical Construction and Styling for - 3 - Kidswear

USHSP203 Core Course Skills for the Hospitality 2 Practical Industry - 2 -

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Course Title of the Course Lectures / Marks Credits Code week allotted for the Course USHS201 Basic Nutrition 3 100 3

Objectives:- 1. To enable students to understand the relation of nutrition to health. 2. To enable students to understand functions, sources, requirements and effects of deficiency of macronutrients. 3. To enable students to understand digestion, absorption and metabolism of Macronutrients.

Unit Course Content Lectures I Introductory Nutrition: 15 Important terminologies and concepts in Nutrition such as:  Balanced diet,  Food guide pyramids,  Food plate concept,  Macro & micro nutrients,  Malnutrition Energy:  Forms of Energy  Energy expenditure  Components of energy expenditure – BMR, TEF and Physical activity  Factors influencing & Requirements of energy expenditure  Requirements of energy

II Functions, classification, sources, basic structures, tests for 15 identification, metabolism and RDA Macronutrients:  Carbohydrates  Lipids  Proteins

III Functions, classification, sources, basic structures, tests for 15 identification, metabolism and RDA Micronutrients:  Vitamins –Fat soluble and water soluble vitamins  Minerals – Macro, Micro & Trace Minerals

Water  Functions & Imbalances

References: Srilakshmi,B., (2003), Nutrition Science, New Age International Ltd. Gopalan, C et al (2004), Nutritive value of Indian Foods, NIN, ICMR, Hyderabad ICMR(2010)Nutrient requirements and Recommended Dietary Allowances for Indians-A report of the expert group of the ICMR, NIN, Hyderabad. Swaminathan,M., (1998), Essentials of Food and Nutrition.2nd edition, volume I&II, Printing & Publishing,Banglore Ramarao A.V.S.S., (1998), A textbook of Medical Biochemistry, New Delhi:UBS Publications Guthrie,H., (1986), Introductory Nutrition,6th edition Times Mirror/Mosby college Publication. Bamji,M., Praihad Rao,N., and Reddy,V., (1996), Textbook of Human Nutrition. Oxford and TBH Publishing Co, Pvt, Ltd.

Course Title of the Course Lectures / Marks Credits for Code week allotted the Course

USHS202 Adolescent Development 3 100 3

Objectives: 1. To introduce students to the scientific study of adolescence. 2. To help students learn about key areas of adolescent development: puberty, health, cognitive and moral development, self, identity, emotions, gender, personality, and sexuality. 3. To have students understand the contexts which influence adolescent development: family/parents/siblings, peers/friends, school, and culture. 4. To sensitize students to the common challenges during adolescence. 5. To acquaint students with the various ways in which one can create well-being in adolescence.

Unit Course Content Lectures I Introduction, History, and Biological Development 15 (a) Historical perspective of the study of adolescence: adolescence as a new stage in human development, stereotyping of adolescents, positive youth development theory (b) Importance of studying adolescents; status of adolescents in the world and in India (c) Puberty: determinants, growth spurt, sexual maturation, secular trends in puberty, pubertal timings and health care, psychological dimensions (d) Adolescent health as a critical juncture: nutrition, exercise and sports, sleep, leading causes of death Cognitive and Moral Development (a) Experience-dependent plasticity of the brain in adolescence. (b) The cognitive development view: Piaget’s and Vygotsky’s theories and extensions (c) The information processing view: characteristics of the information-processing view, attention, memory, executive functioning (decision-making, reasoning, critical thinking, creative thinking) (d) Moral development: Piaget, Kohlberg, Gilligan and extensions Religion and spirituality II Self, Identity, and Emotions 15 (a) Self: what is the self, multidimensionality, self-concept vs. self- esteem, theories (James, Cooley, Harter), characteristics of an adolescent’s self (b) Identity: Erikson’s identity vs. role diffusion, psychosocial moratorium, identity crisis, Marcia’s four statuses of identity, current perspective on identity development (c) Emotions: definition, relationship with self-esteem, adolescence as a period of storm and stress, hormones and emotions, social aspects and emotions, emotional competence Personality, Gender, and Sexuality (a) Personality: different conceptions of personality, the Big Five model of personality, person vs. situation as determinants of behavior (b) Gender : femininity, masculinity, gender classifications, androgyny as a healthy option, role of culture in gender development, sex vs. gender, gender differences (activities and interests, personal-social attributes, social relationships, styles and symbols) (c) Sexuality: sex vs. sexuality, importance of sexuality in adolescence, challenges related to sexuality III Contexts of Adolescent Development 15 (a) Reciprocal socialization and the family as a system. (b) Parents: developmental changes in parents and adolescents, changing parent-adolescent relationships, parents as managers, parenting styles, parent-adolescent conflict, autonomy and attachment (c) Siblings: sibling roles (d) Peer relations: peer group functions, family-peer linkages, peer conformity, peer statuses, friendship, dating and romantic relationships (e) Schools; adolescence as a critical juncture in achievement; technology (f) Role of culture; youth in poverty Challenges, Problems and Wellbeing in Adolescence (a) Teen suicide: statistics, common situations in which adolescents commit suicide, symptoms of depression, prevention and intervention (b) Academic stress: statistics/profile of adolescents in India related to academic stress, reasons, strategies for coping (c) Bullying, ragging, aggression/violence, and juvenile delinquency: statistics/profile of adolescents in India, prevention and intervention (d) Substance abuse: smoking, alcohol and drugs; influence of peers; prevention and intervention (e) Strategies for creating well-being in adolescence

References: th Dolgin, K. G. (2010). The adolescent: Development, relationships, and culture (13P P ed.). NY: Pearson. Garrod, A., Smulyan, L., & Powers, S. I. (2011). Adolescent protraits: Identity, relationships, and th challenges (7P P ed.). NY: Pearson. th Santrock, J. W. (2013). Adolescence (15P P ed.). NY: McGraw-Hill.

Course Title of the Course Lectures Marks Credits for Code / week allotted the Course

USHS203 Psychology of Clothing 3 100 3

Objectives: 1. To understand the psychology of clothing. 2. To give an insight into the relationship between clothing, fashion and body types. 3. To understand the various factors affecting clothing behavior in relation to personality and roles.

Unit Course Content Lectures I Origin and Theories of Dress and Adornment 15  Early Interest / Use  Purpose for Dress – Modesty, Adornment, Protection and Utility Clothing and Physical Self:  Body Image and Social Ideals  Bodily Traits and Social Influences  Physical Attractiveness  Physical Disabilities and Appropriate Clothing  Selection of fabrics for various age groups and end uses with self – help features II Clothing, Socialization and Concept of Self 15  Stages in Self-concept formation  Social feedback  Self-comparison / perception / esteem  Clothing in groups and organizations  Social constraints in clothing  Clothing society and self  Socio-cultural variations in clothing  Impact of mass media on clothing III Clothing, Fashion, Personality and Roles 15  Symbolic interactive theory  Role theory  Role acquisition / conflict / embracement  Dramaturgy  Clothing and personality  Fashion Theory Process  Recent developments

References: Kaiser S. B. (1985). The Social Psychology of Clothing. New York: MacMillan

Course Title of the Course Lectures Marks Credits for Code / week allotted the Course USHS204 Introduction to Tourism and Hospitality 3 100 3 Industry

Objectives: 1. To enable students to understand the meaning, concept, origin and development of the hospitality industry. 2. To provide technical, analytical and conceptual skills appropriate for the hospitality industry. 3. To develop young women into professional experts, to manage hospitality industry in general and hotels in particular.

Unit Course Content Lectures

I Overview of the Tourism and Hospitality Industry 15 History: a. Travel :International / Domestic b. History of Hotels and Motels c. History of Travel Agency & Tour Operations d. Origin of Food Service Industry e. Growth of Air Travel Careers in the Industry a. Career paths and career goals b. Professionalism and etiquette c. Social responsibility in the business d. Careers in Travel and Tourism; Managed services, Restaurants and Lodging, Club management, MICE, Recreation, Leisure, Amusement, Theme parks etc Customer Service a. Definition and Importance b. Types of customers: External and Internal c. Customer Relations Management d. Customer services : before, during and after sale e. Challenges encountered in providing service f. Customer Service and Technology

II The Hotel Industry 15 Introduction a. Definition b. Categorizations of Hotels c. Hotel brands in India Organization of the Hotel a. Organizational Structure of Hotel : Small and Large Hotel b. Departments /Divisions in Hotel i. Revenue and Non - revenue departments ii. Front office and Back office departments Hotel Guestrooms Types of guests: Types of Food service facilities: Commercial and Institutional food facilities Future trends in Hospitality

III The Tourism Industry 15 Introduction and Role of Tourism Factors Influencing growth of Tourism a. Religion and Spirituality b. Leisure c. Sight seeing d. Culture e. Adventure f. Other Tourism Activities Tour Operators and Travel Agents a. Role of Travel Agent and Tour Operators b. E- Trade c. Web – Marketing Tourist Organizations: Indian and International organizations Future Tourism Trends

References: Agarwal. A. andAgarwal. M. (2000). Careers in Hotel Management. Vision Books Pvt. Ltd, New Delhi. Alan. T. S. andWortman. J. F. (2006). Hotel and Lodging Management – An Introduction. John Wiley and Sons. New Jersey. Andrews. S. (1982). Hotel Front Office – Training manual. Tata McGraw Hill Publishing Co. Ltd. New Delhi. Andrews. S. (2003). Hotel Housekeeping – Training manual. Tata McGraw Hill Publishing Co. Ltd. New Delhi. Branson J. and Lennox M. (1992). Hotel, Hostel and Hospital Housekeeping. Hodderand Stoughton Educational Press, Great Britain. Brown G. andHepner. K. (1996). The Waiter’s Handbook. Hospitality Press Pty Ltd, Australia Casado. M. A. (2000). Housekeeping Management. John Wiley. New York. Ford. R. C. and Heaton. C. P. (2000). Managing the Guest Experience in Hospitality. Delmar Thomson Learning. New York. Hurst. R. (1983). Housekeeping Management for Hotels and Residential Establishments. Heinemann, London. O’ Shannessy. V andHaby. S. Richmond (2001). Accommodation Services. Prentice Hall, Australia Raghubalan. G. andRaghubalan. S. (2007). Hotel Housekeeping Operations and Management. Oxford University Press. New Delhi Walker. J. R. (2005). Introduction to Hospitality Management. Pearson Education Pvt. Ltd, Delhi.

Course Title of the Course Lectures Marks Credits for Code / week allotted the Course USHS205 Environment and Sustainable 3 100 2 Development

Objectives: 1. To provide an insight into recent ecological and environmental issues and concerns. 2. To create sensitivity and consideration towards ethics, conservation ad sustainable development for environmental problems. 3. To give an exposure into legal aspects and environmental laws at the National and Global level.

Unit Course Content Lectures I ECOSYSTEMS, BIODIVERSITY , RESOURCES AND 15 ETHICS.  Definition and scope of Environmental Science.  Natural Ecosystems : Global, national and local issues  Biodiversity :Concepts and global, national and local concerns  Resources-Natural and Manmade  Energy-renewable and non-renewable  Land- Food production ,weather and climate, Soil erosion and desertification, Agricultural practices and its effects on land  Sustainable methods for resource conservation  Environmental ethics-Concept of intrinsic and extrinsic value of human and non human life  Ecospirituality. II POLLUTION AND ITS IMPACT ON THE ENVIRONMENT 15 Each subtopic will be discussed with regards the following: Sources of pollution, Effects on environment and human health, methods of eliminating effects of pollution ,controlling and preventing pollution  Air Pollution  Water Pollution  Thermal and Radiation Pollution  Noise Pollution  E-waste III NATURAL RESOURCES, CONSERVATION AND 15 SUSTAINABLE DEVELOPMENT  Natural disasters due to ecological damage and environmental degradation.(2 recent case studies can be discussed)  Legal provisions and laws empowering sustainable development.(National and Global)  Sustainable methods of waste management  Sustainable methods for resource conservation  Solid waste management  Effluent treatment  E waste management  Principles of conservation : Reduce, Reuse and Recycle  Recent trends, initiatives and outcomes in recycling and conservation of biodiversity and resources(Global and National)

References:  Bharucha E.Textbook of Environmental Studies for Undergraduate Courses.Naabhi Publications, 2013.  Bellamy j.,Clark B. AND York R.The Ecological Rift.Monthly Review Press ,2011.  Boubel R.,Fox D. Fundamentals of Air Pollution .Naabhi Publications,2005.  Dixit N. Water Use and Waste Water Management. Naabhi Publications, 2006  Ernst F. Schumacher E. Small Is Beautiful: Economics as if People Mattered. Harper Perennial,1989  MacKay D. Sustainable Energy - Without the Hot Air. W. W. Norton & Company ,1999.  McDonough W. Braungart. Cradle to Cradle: Remaking the Way We Make Things. North Point Press,2002  P.Panday, Bhola Mahato, R.K. Singh, L.B. Singh and B.N. Pandey, A Text Book of Environmental Pollution. Narendra Pub, 2010

Course Title of the Course Periods / Marks Credits for Code week allotted the Course USHSP201 Introductory Food Analysis & 3 50 2 Biochemistry

Objectives: To familiarize the students with 1. Basic techniques of food analysis. 2. Techniques of identifying food adulteration. 3. Concept of food quality.

Unit Course Content Periods I Introductory Food Analysis 15  Standardization of acids and alkalies Proteins:  Colour reactions of Amino acids-Biuret Method, Ninhydrin test, Xanthoproteic test, etc.

 Precipitatory reactions of proteins

II Carbohydrates: 15 Qualitative analysis  Benedicts’s test, Molisch test, Iodine test, etc.

 Quantitative analysis - Cole’s Method, Benedicts quantitative test.

 Analysis of dietary fibre

III Lipids 15  Qualitative tests for lipids

 Determination of Acid value

Vitamins  Estimation of Vitamin C- DCIP method

Pigments  Effect of heat, acid & alkali on vegetable & fruit pigments (Chlorophyll, carotenoids & anthocyanins)

References: Jamesen, K. (1998). Food science laboratory manual New Jersey. Prentice Hall. Mcwilliams, M. (1984). Experimental foods laboratory manual. New Delhi: Surjeet Publication.

Course Title of the Course Periods / Marks allotted Credits Code week for the Course USHSP202 Pattern Making, Garment 3 50 2 Construction and Styling for Kidswear

Objectives: 1. To apply the basics of styling and garment construction techniques. 2. To plan and stitch garments that are aesthetically and functionally designed for kids. 3. To apply the basic techniques of clothing construction in garment making.

Unit Course Content Periods I Apron 15 Wardrobe Styling Exploring types of garments in kids’ wardrobe learning to coordinate mix- n-match and style attire to create different looks by accessorizing with suitable footwear/head-gears/scarves/ties/belts/bows/sashes/hair- dos/jewelry, etc. Dressing up for specific occasion for example formal/birthday party/traditional occasions as per kids body types and lifestyles

II Girls: 15 A-line Frock Knickers III Boys: 15 Shirt Shorts

The course includes:  Planning and styling of garments with different garment details and adorning with different embellishing techniques (after having browsed through pattern books and Internet).  Sourcing and selecting suitable fabrics (preferably cotton) and other trimmings and findings.  Folding of fabrics, placement of drafts considering fabric consumption and minimum wastage, pinning, cutting and marking methods  Stitching of the planned garments using suitable seams, neckline, armhole and edge finishes.  Journal as a compilation of drawings, patterns and swatches with colorful photographic presentations.  Some instructional classes may be used as make-up periods and for conducting examinations as per predetermined schedules.

Course Title of the Course Periods / Marks Credits Code week allotted for the Course USHSP203 Skills for the Hospitality Industry 2 50 2

Objectives: 1. To inculcate professional competence and confidence among the students. 2. To provide students with basic technical and practical skills appropriate for the hospitality industry

Unit Course Content Periods I Illustrating the Organizational structure of 10 a. Large hotel b. Small hotel Categorization of hotels according to a. Size b. Star rating c. Location d. Clientele / Guests Ownership /Affiliation Hotel departments- classification and introduction to a. Front Office b. House keeping c. Food & Beverages d. Food & Beverage service equipment – Laying of a table, laying of a cover II Hotel Guest rooms 10 a. Types b. Sample layouts c. Supplies and Amenities Hotel Brochures and pricing: a. Room rates b. Pricing c. Marketing through advertisements - Sales promotion materials for hospitality and tourism promotion III Tourism product of Maharashtra 10 a. Cultural Heritage b. World Heritage monuments c. Adventure tourism d. Hill Resorts e. Beaches f. Tourism festivals g. Pilgrimage Centre’s h. Arts and Crafts i. Performing Arts Tourist Transport – An Overview a. Air travel b. Surface transport c. Rail transport i. Major railway of world - British railway, Euro rail, Japanese rail, Amtrak Onent Express, Tibetan Rail ii. Indian railways d. Water transport i. Cruise ship ii. Ferries iii. Hovercrafts & Boats

References: Agarwal A. andAgarwal M, (2000). Careers in Hotel Management. Vision Books Pvt Ltd, New Delhi Andrews, S. (1982). Hotel Front Office – Training Manual. Tata McGraw Hill Publishing Co. Ltd., New Delhi. Andrews S. (2003). Hotel Housekeeping – Training Manual. Tata McGraw Hill Publishing Co. Ltd., New Delhi. Brown G.andHepner, K.. The Waiter’s Handbook. Hospitality Press Pty Ltd, Australia Ford, R.C. and Heaton, C. P, (2000). Managing the Guest Experience in Hospitality. Delmar Thomson Learning, New York. Lockwood A. (1996). Quality Management in Hospitality: Best Practice in Action. Cassell Publishing House, London. O’ Shannessy, V., Haby, S. and Richmond,P. (2001). Accommodation Services. Prentice Hall, Australia Raghubalan G. andRaghubalan S. (2007). Hotel Housekeeping Operations and Management. Oxford University Press, New Delhi Van Der Wagen, L. (2006). Professional Hospitality Core Competencies. Hospitality Press Pvt Ltd, Australia

SchemeU of Examination

F.Y.B.Sc.U (Home Science) 2016-17 onwards

QuestionU Paper Pattern for Semester End Theory Examination of

100 marks for three unit course

1) Duration – 3 hours for 100 marks paper 2) There shall be four questions 3) There will be one question on each unit and fourth question will be based on the entire syllabus. 4) All Questions will be of 25 marks each (40 marks with internal options) 5) All questions shall be compulsory with internal choice within the questions. 6) Questions may be sub divided into sub questions as a, b, c, d & e etc. and the allocation of marks depends on the weightage of the topic. 7) No sub question shall exceed 12½ marks.

All Practical courses out of 50 marks with no internal assessment for all levels of undergraduate courses.

The learners to pass a course shall have to obtain a minimum of 40% marks for each course.

Note – It is noted that the same be implemented to Semester I and Semester II from the academic year 2016 – 2017.

Semester III to VI will follow the scheme of examination of 2015-16.

S.Y.B.Sc. Home Science SEMESTER III

COURSE TITLE OF THE COURSE STUDENT NO. OF CODE WORKLOAD CREDITS L P T P USHS301 Foundation - -

Course 3 2

USHS302 Nutrition and Meal Planning 3 - 3 -

USHS303 Marriage and the Family 3 - 3 -

USHS304 Traditional Textiles and Costumes of 3 - 3 - India

USHS305 Principles of Management 3 - 3 -

USHSP301 Nutrition and Meal Planning - 3 - 2

USHSP302 Human Development Principles of - 3 - 2 Working with Children

USHSP303 Pattern Making, Garment - 3 - 2 Construction and Styling for Women’s Wear

15 9 14 6

Course Code Title of the Lectures / week Marks allotted Credits for the Course Course USHS301 Foundation 3 100 2 Course

Objectives: 1. Develop a basic understanding about issues related to human rights violations, ecology and urban‐rural disparities in access to health and education 2. Gain an overview of significant skills required to address competition in career choices 3. Appreciate the importance of developing a scientific temper towards technology and its use in everyday life

Unit Course Content Lectures I Human Rights Violations and Redressal 15 A. Types and nature of human rights violations faced by vulnerable groups, Women & Children B. Human Rights violations faced by People with Disabilities and by the Elderly population C. Constitutional provisions and laws protecting the rights of vulnerable groups. Right to Equality, Right to Freedom, Right against Exploitation. Salient features of some important Acts like The Prevention of Atrocities (Against SC/ST) Act, 1989; The Domestic Violence Act, 2005; Vishakha Guidelines for Preventing Sexual Harassment at Workplace, 1997; The Child Labour (Prohibition and Regulation) Act, 1986; The Persons With Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995; D. Redressal mechanisms at the National and State levels‐ The National Human Rights Commission (NHRC), the National Commission for Women. II Dealing With Environmental Health & Education Concerns 15 A. Threats to the environment arising from extinction, loss of habitat, degradation of environment, pollution, climate change B. Some locally relevant case studies of environmental disasters C. Concept of Disaster and general effects & management of Disasters on human life‐ physical, psychological,economic and social D. Science and Superstition‐ the role of science in exploding myths, blind beliefs and prejudices; role of science and scientific temper in promoting tolerance and harmony in social groups E. I) Right to Health‐ right to a system of health protection to all without discrimination; right to prevention, treatment and control of diseases; Access to essential medicines; II) Issues of access, affordability and availability in promoting Right to Health F. I) Right to Education‐ universalization of education and obstacles to free and compulsory education for all II) Issues of access, affordability and availability in the education sector III)Contemporary challenges in the Education sector‐increasing privatisation of education, decreasing fund allocation by Government III Soft Skills for Effective Interpersonal Communication 15 A Listening I) Effective Listening‐ importance and features II) Verbal and non‐verbal communication; public‐speaking and presentation skills III) Barriers to effective communication; importance of self‐awareness and body language B Communication I) Formal and Informal communication‐ purpose and types II) Writing formal applications, Statement of Purpose (SOP) and resume III) Preparing for Group Discussions, Interviews and Presentations C Leadership I) Leadership Skills and Self‐improvement‐ characteristics of effective leadership II) Styles of leadership and team building Sugg ested Readings [Note: This is not an exhaustive or prescriptive list; it is merely suggested reading] Unit 1 (Human Rights, Consumer Rights, Public Interest) Shivananda, J. Human Rights. Alfa Publications, New Delhi,. 2006 Rajawat, M. Human Rights and Dalits.Anmol Publications, New Delhi, 2005 Kaushal, R. Women & Human Rights in India; Kaveri Books, New Delhi, 2000 Bajpai, A. Child Rights in India; Oxford University Press; New Delhi; 2003 Biju, M.R. Human Rights in a Developing Society; Mittal Publications, New Delhi, 2005 Prakash Kumar &Rai, K. B. Right to Know; Vikas Publishing House, NOIDA, 2008 Naib, Sudhir The Right to Information Act,2005: A Handbook; OUP, New Delhi; 2011 Sathe, S. P. Judicial Activism in India; OUP; New Delhi, 2002 Unit 2 (Ecology, Health, Education, Urban‐Rural Issues) Satpathy, N. Sustainable Development (An Alternative Paradigm); Karnavati Publications, Ahmedabad, Pachauri R.K & 1998 Pereira, W Inhuman Rights: The Western System and Global Human Rights Abuse; Apex Press; 1997 Pereira, W & Asking the Earth: Farms, Forestry and Survival in India; Earthscan Seabrook J Publications; 1991 Goel, S.L. Encyclopedia of Disaster Management, Vol. I, II & III; Deep and Deep Publications Pvt. Ltd., New Delhi; 2006 Parasuraman S. &Unnikrishnan P.V: India Disasters Report; Oxford University Press, New Delhi, 2000 AzimPremji The Social Context of Education in India;2004. Foundation www.azimpremjifoundation.org/; Higher Education in India; UGC Report; 2003 Chaterjee, C Health and Human Rights; Vulnerable Groups in India, CEHAT, Mumbai &Sheoran, Gunjan May 2007 Datta, Prabhat The Great Indian Divide; Frontline;Volume 21 ‐ Issue 14, Jul. 03 ‐ 16, 2004 Kundu, Amitabh Rural Urban Economic Disparities in India: Database and Trends; December 2010; http://www.indiapolicyforum.org/node/21 Unit 3 (Effective Communications Skills) Covey, Stephen 7 Habits of Highly Effective People; Free Press, 2004 Iyer, Prakash The Habit of Winning; Penguin, India; 2011 Goldratt, Eliyahu The Goal; The Northriver Press; 3rd Edition; 2004 Goldratt, Eliyahu It’s Not Luck; The Northriver Press; 1994

Course Code Title of the Lectures / week Marks allotted Credits for the Course Course USHS302 Nutrition and 3 100 3 Meal Planning- I

Objectives: 1. To understand the concept of balanced diet 2. To introduce the concept of adaptations of normal diets. 3. To enable students to understand and learn the RDA and plan meals for individuals during different periods of life cycle and physiological conditions. 4. To understand: The correct nutrition and lifestyle choice to prevent disease and maintain health OR Major public health problems –Causes, symptoms, Prevention and control programme OR Communicable Diseases. Note: The following is a flexi syllabus in the CBSGS scheme wherein units I and II are compulsory and the students has to choose any one unit from units III, IV and V. The third unit taught will be that which has been chosen by the majority of the students.

UNIT COURSE CONTENT PERIODS I 15  Overview of Balanced diet, Food groups, Food guide pyramid, Recommended Dietary Allowances  Modification of normal diet for consistency, texture, caloric and nutrient density and route of Delivery(introduction to enteral and parenteral nutrition)  Hygiene practices and food handling for safety  Meal planning for the adult  Factors affecting meal planning  Using exchange list to plan meals  Planning of a meal for the individual and families  Nutrition concepts for preventive Nutrition plan for the adult  Lifestyle recommendations for the adult to maintain health

II Nutrition in Pregnancy and Lactation 15  Physiological changes in pregnancy  Nutritional Requirements of pregnancy  Issues and Complications of pregnancy  Lactation physiology  Advantages of breast feeding  Problems associated with lactation  Nutritional requirements of the lactating mother.

III Nutrition concepts and principles for optimum health 15 and disease prevention.  Chronic degenerative diseases.  Obesity  Metabolic syndrome  Bone health  Cancer prevention strategies

IV Major public health problems –Causes, symptoms, Prevention and control programme. 15  Iodine Deficiency Disorder  Vitamin A deficiency  Anaemia  PEM  Cancer

V Communicable Diseases 15  Study of infectious diseases  Waterborne  Air borne  Vector borne  Food borne  AIDS  Symptoms, prevention and control programmes.  References: Agostoni C.(ed) and Brunser O. (ed).(2007). Issues in Complementary Feedingn(Nestle Nutrition Workshop Series-Pediatric Programme ,vol 60).Nestec Ltd./ S. Karger Ag.: Vevey.(Switzerland). Bender R.N.(2003).Introduction to Nutrition and Metabolism. Taylor & Francis Ltd.: New York. Bhargav.P and Chand T.(2005).Food and Nutrition. Commonwealth Publishers.: New Delhi, 2005. Brown J.E. (2002). Nutrition through the life cycle. Wadsworth: Thomas learning. E.N. and Rolfes S.R. (2002). Understanding Nutrition. Wadsworth:Thomson Learning Garrow, J. S. & James, W. P. T. (1993). Human Nutrition and Dietetics. New York: Churchill Livingstone. Ghosh, S. (1977). Feeding and Care of Infants and Young Children. New Delhi: Voluntary Health Association of India. Guthrie, H. A. (1986). Introductory Nutrition. St. Luis Toronto Times Mirror/ Mosby College Publications Indian Council of Medical Research. (2010). Nutrient requirements and recommended dietary allowances for Indians. ICMR, Hyderabad. Insel, Paul; Turner, R. Elaine.; Ross, Don.(2006).Discovering Nutrition. Jones And Barlett Publishers: Sudbury,Ma Insel. P. et al (2004) Nutrition. Jones & Bartlett Publishers Maney, N. S. and ShadakSharswamy, M. (1988). Food Facts and Principles. New Delhi: New Age International. Mudambi R and Rajagopal M.V.(2012).Fundamentals of Foods,Nutrition and Diet Therapy. New Age International : New Delhi. Robinson, G. H. &Lowler, M.R. (1984). Normal and Therapeutic Nutrition. N.Y.: Macmillan Publications. Roth, R. A. & Townsend C.E. (2003). Nutrition and Diet Therapy. Canada: Delmar Learning. Sharma, S.; Sundararaj, P.(2000).Food and Nutrition update: Challenges ahead. Phoenix Publishing House Pvt. Ltd.: New Delhi. Sizer F. and Whitney E.(2000).Nutrition: Concepts and Controversies. Wadsworth/ Thomson Learning.: Belmont California. Thompson J. and Manore M. (2005). Nutrition: An Applied Approach. Benjamin Cummings. Tortora S.P. and Grasowski S.R.(2000).Principles of Anatomy and Physiology, New York :John Wiley and Sons. Wadhwa A. and Sarma S. (2003)Nutrition in the Community. New Delhi: Elite Pub.House Pvt Ltd.

Objectives:

Course Code Title of the Lectures / week Marks allotted Credits for the Course Course USHS303 Marriage and 3 100 3 the Family 1. To provide students with an overview of changing families in changing times. 2. To help students examine the issues related to close interpersonal relationships in the family, especially with regard to (a) the marital dyad and (b) parent-child relationships. 3. To sensitize students to special issues in the study of marriage and the family such as relationships with grandparents and siblings/intergenerational relationships, family caregiving, family conflict, family violence/abuse, and family interface with other institutions like religion and media.

Note: The following is a Flexi Syllabus in the CBSGS scheme wherein Units I and II are compulsory and the students (as a group) have to choose any one unit from Units III, IV and V. The third unit taught will be that which has been chosen by the majority of the students. Unit Course Content Periods I Introduction and overview 15 (a) Brief overview of changing families, changing times, demographics  Optimal functioning families: Diversity and complexity  Contemporary two-parent families: Strengths and challenges  Multi-generation and joint families: Diversity, strengths and challenges  Diversity, strengths, and challenges of single-parent households

(b) Family Life Cycle theory and its limitations

(c) Mate selection  Arranged marriages, self-choice marriages and other ways of selecting one’s partner: Indian perspective  Western theories of “Who marries whom and why?”

Close Interpersonal Relationships in the Family: The Marital Dyad Marriage and alternative arrangements: A multicultural perspective (a) Demographic data (world statistics, Indian statistics) (b) Components of romantic love (c) Changing marital roles (d) Benefits of marriage (e) Concepts of marital quality, marital satisfaction and marital stability; characteristics of high quality marital relationships; creating personal and dyadic well-being in marriages (f) Alternative arrangements: Singlehood, widowhood, divorce, remarriage, reconstituted families, cohabitation, communal habitation/co-living, and homosexual unions (g) Sexuality in marriage and in alternative arrangements

II Close Interpersonal Relationships in the Family—Parent- 15 Child Relationships: A multicultural perspective (a) Demographic data (b) Parent-child relations over the life course  Development, continuities, transitions, discontinuities  Changing roles, delayed parenthood  The influence of parents on children, and that of children on parents  Characteristics of high quality parent-child relationships (c) Mothers versus fathers: Gender discrimination, gender specificity or gender equity? (d) Parent-child relationships in diverse families (e.g., single- headed households, reconstituted families) (e) Voluntary childlessness; Adoptive families

Contemporary relevant topics/issues

III Other Close Interpersonal Relationships in the Family: A 15 multicultural perspective (a) Relationship between Grandparents and Grandchildren  Roles, functions and status of grandparents in the family and in society  Grandmothers versus grandfathers: Gender discrimination, gender specificity or gender equity?  Roles of grandchildren: A life-course perspective

(b) Sibling relationships: A life-course perspective

IV Family Conflict and Family Violence/Abuse 15 (a) Family Conflict  Nature of family conflict and communication  Impact of marital conflict on spouses and children  Parent-child conflict  Sibling conflict

(b) Family violence/abuse  Dowry-related violence in Indian families  Wife battering; concept of marital rape  Physical, emotional and sexual child abuse in the family  Elder neglect and abuse

V Family Interface with other Institutions 15

Religion and Families  Impact of religion on the family  Impact of family changes on religion  Relational dynamics in interfaith marriage

Media-Family Interface  The Wired Family (Television, movies, and the Internet): Family and media technology in the new era  Cyberkids

References:  Lemme, B. (2006). Development in adulthood (4th ed.). New York, NY: Pearson.  Gottman, J., & Silver, N. (2015). The seven principles for making marriage work. New York, NY: Harmony.  Lamanna, M. A., Riedmann, A., & Stewart, S. (2015). Marriages, families, and relationships: Making choices in a diverse society (12th ed.). Belmont, CA: Wadsworth , Cengage Learning.  Olson, D. H., DeFrain, J., & Skogrand, L. (2013). Marriage and families: Intimacy, diversity, and strengths (8th ed.). New York, NY: McGraw-Hill Education.  Roy, P. K. (2003). Family diversity in India: Patterns, practices and ethos. New Delhi: Gyan Books.  Turner, L. H., & West, R. (Eds.) (2006). The family communication sourcebook. New Delhi: Sage.  Walsh, F. (Ed.) (2012). Normal family processes. Growing diversity and complexity (4th ed.). New York, NY: Guilford Press.

Course Code Title of the Lectures / week Marks allotted Credits for the Course Course USHS304 Traditional 3 100 3 Textiles and Costumes of India

Objectives: 1. To acquaint the student with the rich Indian heritage of woven, dyed, printed, painted and embroidered Textiles. 2. To provide introductory knowledge regarding various traditional textiles of the Western, Southern, Central states of India Northern, Eastern and North Eastern states of India. 3. To acquaint the students to the traditional costumes and jewelry of the Western, Southern, Central states of India Northern, Eastern and North Eastern states of India. 4. To introduce the students to contemporary developments of these rich Indian Textiles.

Note: The following is a flexi syllabus in the CBSGS scheme wherein each student has to choose only one option from Unit III. The course taught will be based on the majority of the choice

Unit Course Content Lectures I West India: (Rajasthan, Gujarat and Maharashtra) 15 Dyed, printed and painted textiles, Woven textiles, Embroidery, Costumes and Jewelry, Floor coverings

South India: (Andhra Pradesh, Karnataka, Kerala, Tamil Nadu) Dyed, printed and painted textiles, Woven textiles, Embroidery, Costumes and Jewelry, Floor coverings

Central India: ( Madhya Pradesh) Dyed, printed and painted textiles, Woven textiles, Embroidery, Costumes and Jewelry, Floor coverings

II North India: (Jammu & Kashmir, Punjab, Himachal Pradesh, Uttar 15 Pradesh) Dyed, printed and painted textiles, Woven textiles, Embroidery, Costumes and Jewelry, Floor coverings, Shawls

East: (West Bengal, Bihar, Orissa) Dyed, printed and painted textiles, Woven textiles, Embroidery, Costumes and Jewelry, Floor coverings

North East India: (Assam, Manipur, Mizoram, Sikkim, Arunachal Pradesh, Meghalaya, Nagaland, Tripura) Dyed, printed and painted textiles, Woven textiles, Embroidery, Costumes and Jewelry, Floor coverings

III Contemporary developments in textiles, costumes, floor coverings and 15 jewelry of Western and Southern India IV Contemporary developments in textiles, costumes, floor coverings and 15 jewelry of Central and Northern India V Contemporary developments in textiles, costumes, floor coverings and 15 jewelry of Eastern and Northeastern India

References: Bhandari V. (2004). Costume, Textiles & Jewellery of India – Traditions in Rajasthan. New Delhi: Prakash Books India (P)Ltd. Biswas. A. (1985). Indian Costumes. New Delhi: Publication Division Ministry of Information and Broadcasting.Books India (P) Ltd. Chattopadhyaya K. (1976). Carpets and Floor coverings of India. (Revised edition). Bombay: D.B. Dedhia E and Hundekar M (2008). Ajrakh: Impressions and Expressions. Colour Publication Ltd. Taraporewala Sons & Co. Pvt Ltd. Chattopadhyaya K. (1985). Handicrafts of India. (Revised Edition). New Delhi: Indian Council for Cultural Relations. Gillow J and Barnard N. (1991). Traditional Indian Textiles. London: Thames and Hudson Ltd. Irwin J. and Hall M. (1971). Indian Painted and Printed Fabrics. Ahmedabad: Calico Museum of Textiles. Kothari G. (1995). Colourful Textiles of Rajasthan. Jaipur: Jaipur Printers Pvt. Ltd. Lynton L. (1995). The Sari. London: Thames and Hudson Ltd. Murphy V. and Gill R. (1991). Tie-dyed Textiles of India. London: Victoria and Albert Museum. Naik S. (1996). Traditional Embroideries of India. New Delhi: A.P.H. Publishing Corporation. Pathak A. (2005). Pashmina. New Delhi: Roli Books. Untracht O. (1997). Traditional Jewellery of India. London: Thames and Hudson Ltd

Various Google links for contemporary developments of designers and brands involved in such work

Course Code Title Lectures/week Marks Credits USHS305 Principles of 3 100 3 Management Objectives: 1. To help students understand the fundamental concepts and Principles of Management 2. To assist students in gaining knowledge about the theoretical aspects and practices applicable to the managerial process. 3. To enable students to know how to effectively utilize resources such as time, energy, money, and space.

Note: The following is a flexi syllabus in the CBSGS scheme wherein units I and II are compulsory and the students has to choose any one unit from units III, IV and V. The third unit taught will be that which has been chosen by the majority of the students.

Unit Course Content Lectures I Introduction: 15 1.1 Introduction to management a. Definition of management b. Importance and role of management c. Overview of the management process d. Fayol’s principles of management 1.2 Modern management challenges and opportunities a. Managing in a global environment b. Corporate social responsibility and related ethics c. Entrepreneurship 1.3 Resources a. Meaning and definitions of resources b. Role and characteristics of resources c. Types of Resources 1.4 Functions of Management: Planning a. Principles of planning b. Decision-making c. Strategic planning d. II Functions of Management: 15 2.1 Organizing a. Fundamentals of organizing b. Responsibility, authority and delegation c. Managing change and innovation 2.2 Leading and influencing a. Fundamentals of influencing b. Leadership c. Motivation d. Understanding groups and teams 2.3 Controlling a. Control Process b. Managerial Control c. III Time, Energy and Money Management 15 3.1 Time as a Resource a. Nature b. Tools in Time Management c. Time Plan 3.2 Energy as Human Resource: a. Work Simplification b. Fatigue and impairment 3.3 Money as a Resource a. Concept of income b. Sources and types of income c. Steps in money management d. Budgeting e. IV Introduction to Human Resource Management 15 4.1 Introduction a. Definition and Importance b. Objectives of HRM 4.2 HRM Process 4.3 Job Design a. Job Analysis b. Techniques of Job Design c. Factors affecting Job Design d. V Introduction to Marketing Management 15 5.1 Introduction a. Basic concepts: needs, wants, types of demand, products, exchange b. Marketing functions and their characteristics c. Marketing Mix: 5 Ps 5.2 Marketing management process a. Grading, Standardization, b. Branding, c. Labelling, d. Packaging 5.3 Consumer Buying Behaviour a. Consumers’ Purchasing Decisions b. Factors influencing consumer Decision Making process c.

References: Arora, S. P. (2009). Office Organization and Management. Mumbai. Vikas Publishing House. Aswathappa, K. (2013). Human Resource Management-Texts and cases. Bhat, A. (2015). Management: Principles, Process and Practices (1st Ed.) New Delhi. Oxford University Press. Carpenter, M., Banee, T. & Erdogan, B. (2009). Principles of Management. Pearson Education Pvt. Ltd. Certo, S. C., & Certo, S. T. (2006). Modern Management (10th Ed.). Delhi, India: Pearson Prentice Hall. Dayal, R. (1996) : Dynamics of Human Resource Development, Mittal Publications,New Delhi. Deacon, R.E. and Firebaugh, F.M. (1975) : Home Management Context and Concept. Houghton, Miffen, Boston. Deacon, RE. and Firebaugh, F.M. (1981) Resource Management Principles and Applications, Allyn and Bacon, Boston. DeCenzo, Stephens, P. (1998). Personnel/Human Resource Management, (3rd Ed.). Prentice Hall India Pvt. Ltd. New Delhi. Drucker, P. F. (1975). Management - Tasks, Responsibilities, Practices Bombay. Allied Publishers Pvt. Ltd Dwivedi, R.S. (1981) : Dynamics of Human Behaviour of Work, Oxford and IBH, New Delhi. Edgar, M., Ashleigh, M., George, J. M. (2007). Contemporary Management. Mc Graw Hill Education. Govindrajan, M., Natarajan, S. (2005). Principles of Management. PHI Learning Pvt. Ltd. Gross I. H, Crandall E. W. (1967) Management for Modern Families Sterling Publishers (P) Ltd. Iyancevich J.M. eta] (1980) : Managing for performance, Business Publications INC, Texas. Kapur, S.K. (1996) : Professional Management, S.K. Publishers, New Delhi. Koontz, H., Weihrich, H. (2012). Essentials of Management - An International & Leadership Perspective. (8th Ed.). Tata McGraw Hill Education. Prasad L. M. (1999) Principles and Prctice of Management, Sultan Chand and Sons. Raman, M., Singh, P. (2012). (2nd Ed). Business Communication. Oxford University Press. Robbins, S., Coulter, M. (2002). Management (7th Ed.). Prentice Hall of India Pvt. Ltd. Saiyadain, M S. (1988) : Human Resource Management, Tata McGraw Hill, New Delhi. Seetharaman, P., Sonia, B., Mehra, P. (2005). Introduction to Family Resource Management (1st Ed.). CBS Publishers & Distributors. Sherman A_W. et al (1988) : Managing Human Resources, South-Western Publication Co Cincinnati. Tripathi, P. C., Reddy, P. N. (2012). Principles of Management. (7th Ed.). McGraw Hill Education (India) Pvt. Ltd.

Course Title of the Course Lectures / week Marks allotted Credits for the Code Course USHSP301 Nutrition and 3 50 2 Meal Planning-1

Objectives: 1) To help the students understand and utilize advanced techniques of cooking with emphasis on nutrient-rich recipes. 2) To enable the students develop well-planned menus-Indian, continental and oriental 3) To develop skills in presentation of dishes. Unit Topic No. of Periods I 1. A. Preparing, cooking and presenting menus accordance with 15 traditional requirements so as to meet the needs of reference man and woman as well as pregnant and lactating women.  Maharashtrian  Central India (MP,UP)  Gujarati &Rajasthani  Parsi

II 1. B. 15 Punjabi  Sindhi  Bengali .

III 1.C. 15  South Indian  Cookery across the Globe/Continental

Course Code Title of the Lectures / week Marks allotted Credits for the Course Course USHSP302 Human 3 50 2 Development Principles of Working with Children Objectives: 1. To introduce students to three types of developmentally-appropriate activities (art and craft; storytelling; music, movement and dance) that can be planned for children (3 -12 years old). 2. To build elementary skills in planning three types of developmentally-appropriate activities (art and craft; storytelling; music, movement and dance) for children (3 -12 years old).

Unit Topic No. of Periods I Art and Craft Activities for 3–to-12-year-old children 15

(a) Overview of the course (b) Art and Craft Activities for 3–to-6-year-old children  Characteristics of 3–to-6-year-old children  Chalk activities, crayon activities, printing and painting activities, paper activities (c) Art and Craft Activities for 6–to-9-year-old children  Characteristics of 6–to-9-year-old children  Chalk activities, crayon activities, printing activities, painting activities, sketching and paperwork (c) Art and Craft Activities for 9–to-12-year-old children  Characteristics of 9–to-12-year-old children  Sketching and drawing, colouring, painting, paperwork, fabric-work.  3-dimensional artwork: paper relief, mobile making, stabile making, container creations.  II Storytelling Activities for 3–to-12-year-old children 15

(a) Overview of the unit: Storytelling Activities for 3–to-12-year-old children (b) Diorama for storytelling: making and using the diorama as a storytelling prop. (c) Puppets and storytelling  Introduction to the different types of Puppets used in Storytelling  Finger puppets & stick puppets  Glove puppets, sock puppets, & box/bag puppets  Body puppets  Demonstration of the use of different types of puppets for storytelling.  Experimenting/rehearsing using different types of puppets for storytelling.  Making any two types of the following three types of puppets: o Finger puppets/stick puppets o Glove puppets/sock puppets/box puppets/bag puppets o Body puppets (d) Flashcards & storytelling  Introduction to flashcards for storytelling.  Selecting a story and breaking it into a sequence of short episodes or scenes.  Making flashcards: Artwork and text.  Using flashcards to tell a story  III Music and Movement Activities for 3–to-12-year-old children 15

(a) Overview of the unit: Music and movement activities for 3–to-12- year-old children (b) The use of rhymes, poems, and action songs with children.  Collecting a repertoire of rhymes, poems, and action songs for use with children in multiple languages (e.g., English, Hindi, Marathi, Gujarati).  Rehearsing/Demonstrating/Presenting action songs/rhymes for children (c) Making action songs for children  Adapting existing action songs and rhymes  Composing new actions songs and rhymes: Selecting a theme, rhyme words, humour, interesting sound, repetition, refrain, music; making drafts; finalising the text of the action song; selecting and refining the actions of the action song (e) Musical instruments  Introduction to the different types of musical instruments that can be made for use with children  Making simple musical instruments from waste  Using these musical instruments 

Method:  Overview of the course is shared in the first session.  Both individual and small-group activities are used in the practical.  Students maintain a portfolio of their work.

References Darley, S., & Heath, W. (2008). The expressive arts activity book: A resource for professionals. London: Jessica Kingsley. Edwards, L. (2010). The creative arts: A process approach for teachers and children (5th ed.). New York, NY: Pearson. Edwards, L. (2012). Music and movement: A way of life for the young child. (7th ed.). New York, NY: Pearson. Fox, J. E., & Schirrmacher, R. (2014). Art and creative development for young children. (8th ed.). Stamford, CT: Cengage Learning. Isenberg, J. P., & Jalongo, M. R. (2013). Creative thinking and arts-based learning: Preschool through fourth grade (6th ed.). New York, NY: Pearson. Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. L. (2014). Developmentally appropriate curriculum: Best practices in early childhood education (6th ed.). New York, NY: Pearson. Mayesky, M. (2014). Creative activities and curriculum for young children (11th ed.). Stamford, CT: Cengage Learning. Mellon, N., & Moore, T. (2013). Storytelling with children. Stroud, Gloucestershire: Hawthorn Press. Thomas, B. (2009). Creative coping skills for children: Emotional support through arts and crafts activities. London: Jessica Kingsley.

Course Title of the Course Lectures Marks Credits for Code / week allotted the Course USHSP303 Pattern Making, Garment Construction 3 50 2 and Styling for Women’s Wear

Objectives: 1. To train students for women’s pattern making and garment construction of garments 2. To train the students in the fundamentals of clothing to stitch few types of plackets, collars, pockets and corner finishes which would be required for the above garments. 3. To help students develop skills in styling women’s wear using limited products and also to understand current trends and future trend forecast for styles and silhouettes.

Unit Course Content Lectures I Pattern Making 15 a) Adult’s Basic Block, Torso and Adult’s Basic Sleeve using Armstrong method b) Displacement of darts.(shoulder to side seam, shoulder to center front, French, centralizing shoulder dart, shoulder to big waist dart) & Concealment of darts (armhole and shoulder) c) Sleeves - (any two depending upon the trend) e.g. Leg-O- Mutton, Bell, Puff, etc. d) Kurta / Top (any 1) e) Salwar/ Churidar (any 1)

II A. Fundamentals 15 a) Corner Finishes- Mitre corner, Outer and Inner corners, Square neck, Reinforcement b) Collars- Chinese collar (with shaped V/Square/round neckline), Polo collar, etc (any two) c) Plackets-Faced, Kurta Placket B. Garment Construction a) Kurta / Top (any 1) b) Salwar/ Churidar (any 1)

III Styling for Women’ wear for different occasions & Study of 15 Current Trends and Future trend forecast in styles and silhouettes for a) College-wear b) Birthday Parties c) Sports activities Based on the above occasions to include: Clothes, Accessories, Hairdo, Makeup – for the complete look

The course includes: nning and styling of garments with different garment details and adorning with different embellishing techniques (after having browsed through pattern books and Internet).

-scaled for the journal sheets.

presentations. rm of samples. -up periods and for conducting examinations as per predetermined schedules.

References: Armstrong, H (2014) Ed. 5th, Pattern Making for Fashion Design. Delhi India: Dorling Kindersley Private Limited, Charlotte M, Calasibeta, Tortora P, 3rdEdition (2003) The Fairchild Books Dictionary of Fashion. USA: Fairchild publications. Dingemans, J. (Aug 1999) Mastering Fashion Styling (Palgrave Master Series) Paperback, McMillan Doongaji, S & Deshpande, R. (1968). Basic Processes and Clothing Construction. India: New Raj Book Depot. Indian Garment Design Course Book, Usha International Limited, India, 2011 Kerr, Hillary. (2009) Who What Wear: Celebrity and Runway Style for Real Life. New York: Abrams. Kim, Eundeok. (2011) Fashion Trends: Analysis and Forecasting. Oxford; New York: Berg. Marian L Davis, (1996). Visual Design and Dress, Third Edition, Prentice Hall: New Jersey. Martin, Raymond. (2010) The Trend Forecaster's Handbook. London: Laurence King, 2010. McCall`s. (1964). Sewing in Colour. London: The Hamlyn Publishing Group Ltd. McKelvey, Kathryn. (2008) Fashion Forecasting. Chichester, U.K.; Ames, IA: Wiley- Blackwell. Nichole M (2013) Lifestyle Trend Book Autumn/Winter 2014-2015. Reader’s Digest, (1993). Step by Step Guide: Sewing and Knitting, Auckland: Reader’s Digest. Suzanne G Marshall, Hazel O Jackson (2000). Individuality in Clothing and Personal Appearance, Prentice Hall, New Jersey. Tungate M (2008) 2nd ed. Fashion Brands: Branding Style from Armani to Zara. USA: Kogan Page Limited.

S.Y.B.Sc. Home Science SEMESTER IV

COURSE TITLE OF THE COURSE STUDENT NO. OF CODE WORKLOAD CREDITS L P T P USHS401 Foundation Course - -

*Computer Applications 3 2

(Value-Added)

USHS402 Nutrition and Meal Planning 3 - 3 -

USHS403 Development in Adulthood: Special 3 - 3 - Topics

USHS404 Sectors of Textiles & Apparel Industry 3 - 3 -

USHS405 Introduction to Ergonomics 3 - 3 -

USHSP401 Nutrition and Meal Planning-II - 3 - 2

USHSP402 Human Development Principles of - 3 - 2 Working with Adolescents and Adults

USHSP403 Pattern Making, Garment Construction - 3 - 2 and Styling for Women’s Wear

15 9 14 6

 Additional fee will be charged for the computer classes. Unless a student passes the Computer Examination, the student will not get the credits of the said paper.

Course Code Title of the Lectures / Marks allotted Credits for the Course week Course USHS401 Foundation 3 100 2 Course

Unit Course Content Lectures I Significant Rights of Citizens 15 A. Right to Information‐ Genesis and relation with transparency and accountability; important provisions of the Right to Information Act, 2005; some success stories B. Protection of Citizens’/Public Interest‐Public Interest Litigation, need and procedure to file a PIL; some landmark cases. C. Rights of Consumers- right to safety, right to be informed, right to choose, right to be heard, right to seek redressal, right to consumer education.

II Ecology: Approaches, Ethics and Issues 15 A. Understanding approaches to ecology‐ Anthropocentrism, Biocentrism and Eco centrism, Ecofeminism and Deep Ecology B. Environmental Ethics‐ Libertarian ethics, Ecologic Extension and Conservation; concept of intrinsic and extrinsic value of human and non‐human life; eco spirituality. C. Some significant principles and issues‐ ‘polluter pays’ principle and global and local issues of fair share of carbon space

III Science and Technology 15 A. Technology and Development‐ the interconnectedness between growth of technology and development of societies B. Dyed, printed and painted textiles, Woven textiles, Embroidery, Costumes and Jewelry, Floor coverings Some significant modern technologies, their basic features and applications: Laser Technology‐ Light Amplification by Stimulated Emission of Radiation"; use of laser in remote sensing, GIS/GPS mapping, medical use Satellite Technology‐ various uses in satellite navigation systems, GPS, and imprecise climate and weather analyses Information and Communication Technology‐ electronic systems such as telecommunication, radio, television, video and internet aided by computer‐based information systems; convergence of various technologies like satellite, computer and digital in the information revolution of today’s society Biotechnology and Genetic engineeriong‐ applied biologyand uses in medicine, pharmaceuticals and agriculture; genetically modified plant, animal and human life. Nanotechnology‐ definition: the study, control and application of phenomena and materials at length scales below 100 nm; uses in medicine, military intelligence and consumer products C. Issues of control, Access and Misuse of Technology

Suggested Readings [Note: This is not an exhaustive or prescriptive list; it is merely suggested reading] Unit 1 (Human Rights, Consumer Rights, Public Interest) Shivananda, J. Human Rights. Alfa Publications, New Delhi,. 2006 Rajawat, M. Human Rights and Dalits.Anmol Publications, New Delhi, 2005 Kaushal, R. Women & Human Rights in India; Kaveri Books, New Delhi, 2000 Bajpai, A. Child Rights in India; Oxford University Press; New Delhi; 2003 Biju, M.R. Human Rights in a Developing Society; Mittal Publications, New Delhi, 2005 Prakash Kumar &Rai, K. B. Right to Know; Vikas Publishing House, NOIDA, 2008 Naib, Sudhir The Right to Information Act,2005: A Handbook; OUP, New Delhi; 2011 Sathe, S. P. Judicial Activism in India; OUP; New Delhi, 2002 Unit 2 (Ecology, Health, Education, Urban‐Rural Issues) Satpathy, N. Sustainable Development (An Alternative Paradigm); Karnavati Publications, Ahmedabad, Pachauri R.K & 1998 Srivastava L. (eds.)Global Partners for Sustainable Development; Tata Energy Research Institute, New Delhi; 1994 Shiva, Vandana Ecology and the Politics of Survival: Conflict over Natural Resources in India; Sage Publications, California, 1991 Pereira, W Inhuman Rights: The Western System and Global Human Rights Abuse; Apex Press; 1997 Pereira, W & Asking the Earth: Farms, Forestry and Survival in India; Earthscan Seabrook J Publications; 1991 Goel, S.L. Encyclopedia of Disaster Management, Vol. I, II & III; Deep and Deep Publications Pvt. Ltd., New Delhi; 2006 Parasuraman S. &Unnikrishnan P.V: India Disasters Report; Oxford University Press, New Delhi, 2000 AzimPremji The Social Context of Education in India;2004. Foundation www.azimpremjifoundation.org/; Higher Education in India; UGC Report; 2003 Chaterjee, C Health and Human Rights; Vulnerable Groups in India, CEHAT, Mumbai &Sheoran, Gunjan May 2007 Datta, Prabhat The Great Indian Divide; Frontline;Volume 21 ‐ Issue 14, Jul. 03 ‐ 16, 2004 Kundu, Amitabh Rural Urban Economic Disparities in India: Database and Trends; December 2010; http://www.indiapolicyforum.org/node/21 Unit 3 (Effective Communications Skills) Covey, Stephen 7 Habits of Highly Effective People; Free Press, 2004 Iyer, Prakash The Habit of Winning; Penguin, India; 2011 Goldratt, Eliyahu The Goal; The Northriver Press; 3rd Edition; 2004 Goldratt, Eliyahu It’s Not Luck; The Northriver Press; 1994

Course Title of the Course Lectures / week Marks allotted Credits for the Code Course USHS402 Nutrition and 3 100 3 Meal Planning-II

Note: The following is a flexi syllabus in the CBSGS scheme wherein each student has to choose only one option from Unit III. The course taught will be based on the majority of the choice

UNIT COURSE CONTENT PERIODS I Nutrition during infancy and Childhood. 15  Physiological Development and nutritional requirements of the infant  Breast feeding protocol  Complementary feeding and weaning schedule  Physiological changes in toddlerhood, preschooler, early and late childhood.  Nutritional requirements and factors affecting food intake in toddlerhood, preschooler, early and late childhood.  Role of family meals in developing sound eating habits  Nutritious packed lunches and snacks.  Lifestyle recommendations to maintain health

Nutrition during adolescence  Physiological changes seen in adolescence  Nutritional requirements of the adolescent  Food habits of the adolescent, factors influencing food habits in the adolescent and strategies to ensure nutritional adequacy.  Lifestyle recommendations to maintain health.

II Geriatric nutrition 15  Physiological changes in the geriatric population  Factors affecting food intake  Nutritional Requirements in the Elderly and nutrition principles to address the physiological changes seen  Lifestyle recommendations for the elderly to maintain health

III Overview of nutrition principles for preventing and managing 15 common disorders/conditions seen in childhood .adolescence and the elderly populations  Childhood  Worm infestation, infections and challenges to immune status  Dental Caries  PEM ,Vitamin A deficiencies  Childhood Obesity  Adolescence  Sub optimal bone health ,adolescent anaemia  Effects of substance abuse  Teenage pregnancy  Eating disorders  Geriatric population  Neurological issues- senility ,depression, Alzheimer’s Disease  Bone health & Dental issues

IV  Menu Planning 15  Menu Planning for individuals ,institutions and events.  A brief overview of the types of menus and types of service  Standardisation of recipes  Stepping up of recipes.    V Food safety 15  Basic concepts of food safety.  Preventing nutrient losses from foods.  Health and hygiene practices  Prevention of food borne infections 

References: Agostoni C.(ed) and Brunser O. (ed).(2007). Issues in Complementary Feedingn(Nestle Nutrition Workshop Series-Pediatric Programme ,vol 60).Nestec Ltd./ S. Karger Ag.: Vevey.(Switzerland). Bender R.N.(2003).Introduction to Nutrition and Metabolism. Taylor & Francis Ltd.: New York. Bhargav.P and Chand T.(2005).Food and Nutrition. Commonwealth Publishers. New Delhi, 2005. Bhojwani M. (2007), Food service management: Principles and practice Brown J.E. (2002). Nutrition through the life cycle. Wadsworth: Thomas learning. DK(2014).ACEP First Aid Manual, 5th Edition .American College of Emergency Physicians. E.N. and Rolfes S.R. (2002). Understanding Nutrition. Wadsworth:Thomson Learning Frazier W.C.and Westhoff D.C. (2008)Food Microbiology,4th edition. New Delhi: Tata McGraw Hill Co. Garrow, J. S. & James, W. P. T. (1993). Human Nutrition and Dietetics. New York: Churchill Livingstone. Ghosh, S. (1977). Feeding and Care of Infants and Young Children. New Delhi: Voluntary Health Association of India. Guthrie, H. A. (1986). Introductory Nutrition. St. Luis Toronto Times Mirror/ Mosby College Publications Hubbard J.(2013).Living Ready Pocket Manual - First Aid: Fundamentals for Survival. Living Ready. Indian Council of Medical Research. (2010). Nutrient requirements and recommended dietary allowances for Indians. ICMR, Hyderabad. Insel, Paul; Turner, R. Elaine.; Ross, Don.(2006).Discovering Nutrition. Jones And Barlett Publishers: Sudbury,Ma Insel. P. et al (2004) Nutrition. Jones & Bartlett Publishers Maney, N. S. and ShadakSharswamy, M. (1988). Food Facts and Principles. New Delhi: New Age International. Mudambi R and Rajagopal M.V.(2012).Fundamentals of Foods,Nutrition and Diet Therapy. New Age International : New Delhi. Robinson, G. H. &Lowler, M.R. (1984). Normal and Therapeutic Nutrition. N.Y.: Macmillan Publications. Roth, R. A. & Townsend C.E. (2003). Nutrition and Diet Therapy. Canada: Delmar Learning. Sharma, S.; Sundararaj, P.(2000).Food and Nutrition update: Challenges ahead. Phoenix Publishing House Pvt. Ltd.: New Delhi. Sizer F. and Whitney E.(2000).Nutrition: Concepts and Controversies. Wadsworth/ Thomson Learning.: Belmont California. Thompson J. and Manore M. (2005). Nutrition: An Applied Approach. Benjamin Cummings. Tortora S.P. and Grasowski S.R.(2000).Principles of Anatomy and Physiology, New York :John Wiley and Sons. Wadhwa A. and Sarma S. (2003)Nutrition in the Community. New Delhi: Elite Pub.House Pvt Ltd.

Course Code Title of the Lectures / week Marks allotted Credits for the Course Course USHS403 Development in 3 100 3 Adulthood: Special Topics

Objectives: 1. To promote interest among students about the scientific study of development in adulthood. 2. To introduce students to examples of the latest conclusions about adulthood, including the challenges and opportunities in late adulthood. 3. To enable students to build appropriate knowledge and attitudes about special topics in development in adulthood. 4. To help nurture values in students such as respect for the elderly, acceptance of diversity in life paths, healthful living, and successful aging.

Unit Course Content I Introduction to the study of development in adulthood (a) Demography, a changing view of adulthood, need for studying adult development (b) Theories/conceptualizations relevant to understanding development in adulthood  Erik Erikson’s psychosocial stages corresponding to adulthood  Levinson’s seasons of a man’s life & Havighurst’s developmental tasks  Stage theory: Major criticisms; Life span theory as an alternative (developmental principles & SOC theory)

Cognitive processes in Adulthood: Dimensions and directions (a) Evidence of Cognitive Decline: The Decrementalist View—Major findings and conclusions (b) Evidence of Cognitive Growth: The Continued-Potential View:  Adult life-span learning  Quantitative versus qualitative gains in adult cognition  Expertise, wisdom and creativity  Successful cognitive aging (c) Brain plasticity in adulthood and old age

Contemporary relevant topics/issues

II Aging, Health, Prevention and Adaptation (a) Primary versus secondary aging and current conceptions of aging (b)Physical health, disease and disability  Review of the changes in structure and function as individuals move across adulthood  Defining and measuring health, disease and illness  Age and health  Three levels of prevention; risk factors versus moderating or protective variables; relationship between mind and body; overview of preventive behaviours  Context of health and illness: An ecological view  Medication use among older adults  Successful aging: A multi-dimensional effort (c) Mental health, happiness and mental disorders  Age-related trends in psychological health  Risk factors and protective factors; a life-span view of protection  Two mental health disorders in adulthood: Major depression and Alzheimer’s disease  Determinants of happiness  Religious involvement and spirituality

Death, Dying and Bereavement (a) The changed nature of death; changing life expectancies and mortality rates (world, Western countries, India) (b) Attitudes toward death  The Western/urban death-denying societies; Eastern societies and attitudes toward death  Psychology’s approach to death  Death anxiety

(c) The dying person Contributions of Kübler-Ross Dying well  Right-to-die-movement: Suicide, assisted suicide and euthanasia  Hospice care; improving care of the dying

(d) Grief and Bereavement  Cultural and historical context of grief  Resilience in the face of loss  Grief process  Unanticipated and anticipated death  Health and mortality risks of bereavement  The funeral, cremation and other leave-taking rituals, condolence behaviours: Differences across cultures  Bereavement as a transition

Contemporary relevant topics/issues

III Self in Adulthood (a) Multiple meanings of time and age (b) You're only as old as you feel: The impact of subjective age (c) Age and self-esteem; strategies for increasing self-esteem in old age

Personality in Adulthood (a) The case for stability: The five factor model and criticism (b) Longitudinal studies of dispositional traits; intraindividual change (c) Qualitative stages in adulthood: Jung’s theory, Erikson’s theory, Loevinger’s theory, theories based on life transitions (d) Life narratives, identity, and the self: McAdam’s Life-Story Model (e) Whitbourne’s Identity theory

Memory (a) Working memory, long-term memory, remote memory/autobiographical memory, implicit memory, false memories (b) Discourse memory (c) Memory in everyday life: spatial memory, memory of activities, prospective memory, memory of pictures (d) Sources of age differences in memory; age differences in memory monitoring; normal and abnormal memory aging; memory and mental health; memory, nutrition and drugs (e) Remediating memory problems IV Work and Retirement (a) Nature of work  Significance of work in adult life; why do people work; using Maslow’s theory to understand why people work  A changing world of work; the career life cycle model and its limitations

(b) Career Development theories/conceptualizations  Holland’s RIASEC model  Super’s life-span life-space theory of career development  Arulmani’s Jiva model  SCANS: a three-part foundation and five competencies for success at work

(c) Gender and work: Women’s career paths and special career issues  Changing nature of women’s work and working women  Multiple roles: homemaker role, role overload/role conflict in dual-earner families, interrupted career paths, higher variability and complexity  Gender discrimination: occupational segregation, glass ceiling effect, gender gap in earnings/gender disparity  Gender benders

(d) Retirement  What is retirement; does everyone retire; types of retirement; retirement as a complex phenomenon at individual and societal levels; a brief social history of retirement  Retirement as a process rather than as an event; retirement as a developmental process  Predictors of the quality of retired life  Impact of retirement on individual well-being V Social relationships and social support; friendship; leisure a) Overview of social relationships  Nature of relationships  Benefits of relating  Social support  Convoy model of social relationships  Equity theory: A theory of social interaction  Ethnic differences b) Friendships  Nature of friendship  Functions of friendship  Gender differences  Friendship development over the life span  The future of friendship

c) Leisure Activities  Types of leisure activities  Developmental changes in leisure  Consequences of leisure activities References:  Cavanaugh, J. C., & Blanchard-Fields, F. (2002). Adult development and aging (4th ed.). Belmont, CA: Wadsworth/Thomson Learning.  Lemme, B. (2006). Development in adulthood (4th ed.). New York, NY: Pearson.

Course Title of the Course Lectures Marks allotted Credits for Code / week the Course USHS404 Sectors of Textiles & Apparel 3 100 3 Industry

Objectives: 1. To acquaint the student with the basics of the various sectors of Textile, Apparel & Fashion 2. To provide conceptual basic knowledge regarding various sectors of Technical Textiles 3. To acquaint the students to the services available in the Textile & Apparel Industry 4. To orient students to the various Textile & Apparel Industries

Unit Course Content Lectures I Contemporary Sectors in Apparel & Costumes – 15 Scope & Challenges, Few examples of Brands & Designers i) Apparel sector- Knits & Woven- Menswear, Women’s wear, Kids wear- Domestic & Exports – Lifestyle brands and Global Luxury brands, designers boutiques, Indian & Western wear. Clothing for different occasion. ii) Costumes - for Films, Television serials and Theatres

II Technical Textile - 15 Uses of each and special features Home Textiles, Sports Textiles, Industrial Textiles, Medical Textiles, Agro Textiles, Geotextiles, Automobile Textiles, Protective Textiles, Ecological Protective Textiles, Packaging Textiles, Building Textiles, Mobile/Transport Textiles, Smart Textiles & Apparel (Electronic Textiles & Apparel) etc

III Product & Lifestyle Design- basic variety of products and their features. 15 Jewelry design, Interior accessories, craft-based accessories for Costume, Precious and semi precious jewelry, other accessories such as shoes, belts, bags, Headgears etc.

IV Fashion Media Communication: Basic types. 15 Print, electronic or news media - events and promotions (public relations and advertising) of Fashion. Fashion Value Chain, Fashion Weeks, e-Fashion, Retail, Trend Forecasting- for the promotion of fashion and lifestyle brands. Editing and writing for different formats such as print, broadcast and digital. Visual merchandising, Styling, Graphic Design, Display and Exhibit design, Advertising, Public Relations and Creative Writing.

V Industries: 15 Type, Scope & Challenges, Clusters located in India

Fibre Industry, Fabric- Weaving, Knitting, Nonwoven Industry, Process houses, Dye houses, Printing houses, Finishing Industry, Denim washing Industry, Laundry Industry, Garment Industry, Textile Design houses, Fashion Design houses, Embroidery houses, Boutiques, Recycling Industry, Textile and Fashion Writing houses, Retail houses, E Retailing, Single and Multi-Brand Stores, Designer Stores, Styling and Grooming Houses, Costume Design Houses, Technical Textile Production Industries and other ancillary industries, etc

References: Agnès Rocamora, 2009, Fashioning the City: Paris, Fashion and the Media. I B Tauris, London. Christopher Breward, 2003 Fashion (Oxford History of Art). 1st Edition, Oxford University Press, USA. Clinton Kelly, Stacy London, 2003, Dress Your Best: The Complete Guide to Finding the Style That's Right for Your Body. Three River Press. Djurdja Bartlett (Editor), Shaun Cole (Editor), Agnès Rocamora (Editor), 2013, Fashion Media: Past and Present. Bloomsbery group, London. Helen Goworek, 2006, Careers in Fashion and Textiles. 1st Edition, Blackwel publishing. Horrocks, A.R.; S.C. Anand, 2000, Handbook of Technical Textiles. The Textile Institute. Woodhead Publishing Limited. Marie O’Mahone, 2011, Advanced Textiles for Health and Wellbeing. Thames and Hudson. Noemia D’Souza, 1998, Fabric Care, New Age International, India. Philip Parker, 2009 The 2010-2015 Outlook for Commercial Laundry Machinery in India, Icon Group International. Richard Jones, 2006, The Apparel Industry, Blackwell publishing, UK.

Course Title of the Course Lectures / Marks Credits for Code week allotted the Course USHS405 Introduction to Ergonomics 3 100 3

Objectives: 1. To sensitize students to the role of ergonomics in work effectiveness and efficiency. 2. To facilitate students in understanding how to identify a good fit between products and users. 3. To help students understand the importance of keeping in mind the user’s perspective in the evolution of product and space design. 4. To equip students with the knowledge of how to create a safe and comfortable work environment.

Note: The following is a flexi syllabus in the CBSGS scheme wherein each student has to choose only one option from Unit III. The course taught will be based on the majority of the choice

I. Introduction 15 1.1 Definition and basic terms a. Definition and meaning of Ergonomics b. Scope of Ergonomics c. Goals/Aims of Ergonomics d. Elements of an Ergonomics program 1.2 History of Ergonomics 1.3 Man – Machine – Environment System a. Types of system b. Human Characteristics, Capabilities and Limitations 1.4 Interdisciplinary and nature of Ergonomics

II. Domains of Ergonomics 15 2.1 Organizational Ergonomics a. Work Design b. Work organization c. Problems arising from poor work design 2.2 Cognitive Ergonomics a. Perception and Cognition b. Memory c. Decision Making d. Perception of Risk e. Work Stress f. Motivation and Behaviour 2.3 Physical Ergonomics a. Work Environment

III. Anthropometry and Design 15 3.1 Introduction a. Definition b. History of Anthropometry c. Body planes d. Body Somatotypes e. Design implications in the Indian Context 3.2 Factors affecting anthropometry data 3.3 Anthropometric data a. Measuring procedures: Direct and Indirect b. Types of anthropometric data 3.4 Applied Anthropometry

IV. Biological Ergonomics 15 4.1 Introduction a. Structure and Functions of Muscles b. The Musculoskeletal system c. Spine – Anatomy 4.2 Work Physiology a. Muscular effort : Static and Dynamic b. Body metabolism c. Work capacity d. Fatigue 4.3 Posture a. Definition, types b. Awkward posture and its ill-effects

V. Workplace Layout and Equipment Design 5.1 Principles of Workplace and Work system design a. Layout of workspaces b. Workshops and other work areas 5.2 Workstation and Equipment Design d. Work Areas e. Working position f. Work Height g. Tools h. Chairs and Seating i. Computers and Workstation Design 5.3 Information, Displays and Controls a. Design principles for Displays and Controls b. Information and Displays c. Danger and Information Signals d. Controls

References: Bridger, R. S. (2003).Introduction to Ergonomics. Taylor & Francis Ltd. Great Britain. Chengalur, S. N., Rodgers, S. (2004). Kodak’s Ergonomic Design for people at work. New Jersey. John Willey and Sons. Dabra, S. (1983). Textbook of Work study (3rd Ed). Standard Publishers Distributers. New Delhi. Grandjean, E., Kromer, K. (1997). Fitting the Task to the Human. London: Taylor and Francis. Jan Dul, Weerdmuster, B. (2008). Ergonomics for Beginners – A Quick reference guide (3rd Ed). CRC press. Khan, M. I. (2010). Industrial Ergonomics. PHI Publishers Kumar, S. J. (2007). Ergonomics - An Introduction. DB Publishers, New Delhi Morris, B., Wilson, J. R. (2001). Designing Safety into Products. London: Taylor & Francis. Norman, D. (2013). The Design of Everyday Things. Basic Books. Pheasant, S. (1996). Body Space: Anthropometry, Ergonomics & the Design of work. (2nd Ed). Taylor and Frances Ltd. London. Course Title of the Course Lectures / Marks Credits for Code week allotted the Course USHSP401 Nutrition & Meal Planning-II 3 50 2

Objectives: 1. To enable the students develop well-planned balanced menus 2. To help the students understand and utilize advanced techniques of cooking with emphasis on nutrient-rich recipes. 3. To develop skills in standardizing and stepping up recipes.

Unit Course Content Lectures I Entire day Menu plan for a healthy adult 15 (Principles of planning, calculating the nutrient content and cooking of the menu)

II Preparation of nutrient rich 15 recipes  Protein  Fiber  Vitamin A  Iron  Calcium

III  Menu planning 15  Standardisation of recipes  Stepping up of recipes  Planning and preparing for events/themes(microcanteen) The above cooking techniques will make the use of equipment like Microwave, Tawa / kadhai, Pressure Cooker and Tandoor.

References Bhojwani M. (2007), Food service management: Principles and practice Ceserani, V, Kinton, R. and Foskett, D. (1995). Practical Cookery. (8th Ed.) London: ELBS. Larousse. Gastronomique, (1988). The world’s greatest encyclopedia. London: Paul Hamlyn. Karla, J. and Dasgupta, P. (1986). Prashad. Cooking with Indian masters. Ahmedabad: Allied Publishers. Philip. T. E. (1981). Modern cookery for teaching and the trade. Vols. I and II, (3rd Ed.).Bombay, Orient Longman (Ltd.)

Course Title of the Course Lectures / Marks Credits for Code week allotted the Course USHSP402 Human Development Principles of 3 50 2 Working with Adolescents and Adults

Objectives : 1. To introduce students to three types of techniques (group games and activities; street plays; focus group interviews) employed in Human Development and allied fields when working with adolescents and adults. 2. To build elementary skills in using three types of techniques (group games and activities; street plays; focus group interviews) that are relevant for working with adolescents and adults in Human Development and allied fields.

Unit Topic No. of Periods I (a) Overview of the course 15 (b) Group games and activities to foster developmental assets (e.g., self-esteem, interpersonal competence) among adolescents and adults  Overview of group games and activities as method of fostering developmental assets among adolescents and adults  Brief overview of the characteristics of selected age-group of adolescents/adults as relevant for group games and activities  Group games and activities to foster developmental assets (e.g., self-esteem, interpersonal competence, building values) among adolescents and adults:  The teacher facilitates students in playing each of a series of group games (small-group and large-group games) and engage in group activities which promote developmental assets.  Each activity/game is a reflexive exercise. A teacher-moderated reflexive discussion follows the game. Students write their reflections on each activity/game in their journal afterwards.  Next, students devise their own game/activity along with a list of discussion questions on the developmental asset(s) of their choice.  Board Game: Small-group activity: Introduction to devising a board game on any issue pertaining to the students. This is achieved in stages 1 through 7 as follows: 1. Identifying/listing and discussing issues. 2. Selecting one issue to work on (with the help of the teacher). 3. Goal Setting: Identifying and specifying the goal(s) which will help address the selected issue. 4. Identifying steps that lead to or detract from achieving the goal: Making two lists (one for steps that lead to achievement of goal; second list of obstacles or deterrents that detract from the achievement of goal). 5. Planning a creative way to use these steps leading to or detracting from the goal to make a board game (layout, graphics, accessories, number of players, rules, scoring). 6. Making of the board game. 7. Presentation/displaying/using of the board game. 8. Playing on each other’s board games. II (a) Introduction to dramatization techniques used in human 15 development and allied fields. (b) Street plays to sensitise audience to socially-relevant issues pertaining to human development (e.g., women’s empowerment, ageism)  Overview of street play as a technique  Brief overview of the characteristics of selected age-group of adolescents/adults as relevant for street plays  Viewing of a street play (YouTube or other video)  In two groups (within one practical group), making a list of socially- relevant issues pertaining to human development (e.g., women’s empowerment, ageism)  Selecting an issue to work on (with the teacher’s guidance).  Scripting the street play, working on theatrical presentation in the street play, rehearsing the street play.  Performing the street play in front of an audience (within the college or outside the college to a target group). III (a) Introduction to interviews used in human development and allied 15 fields. (b) Focus group interviews to enable guided reflection on key topics pertaining to human development (e.g., intergenerational relationships)  Overview of focus group interviews as a technique  Brief overview of the characteristics of selected age-group of adolescents/adults as relevant for focus groups  Demonstration of an FGI by the teacher.  In smaller groups, making of a list of key topics pertaining to human development (e.g., intergenerational relationships) that can be used for focus group interviews.  Selecting an issue to work on (with the teacher’s guidance).  Designing and executing one focus group interview: Participating in a focus group interview with each group member taking turns in being the moderator.  Each student then switches to another sub-group and facilitates the FGI with that sub-group.

Method:  Overview of the course is shared in the first session.  For each unit, many of the exercises are done in subgroups (ranging from 3-4 for board games to 10-12 for the street play).  Reflexive exercises that follow the main activities can be done in the large group through a discussion, as well as individually through writing in the journal after the practical.  Students are expected to maintain a portfolio of activities. References Ackerman, M. A. (2004). Conversations on the go: Clever questions to keep teens and grown- ups talking. Minneapolis, MN: Search Institute. Kimball-Baker, K. (2003). Tag, you’re it! 50 easy ways to connect with young people. Minneapolis, MN: Search Institute. Krueger, R. A., & Casey, M. A. (2015). Focus groups: A practical guide for applied research (5th ed.). Thousand Oaks, CA: Sage. Probst, K. (2006). Mentoring for meaningful results: Asset-building tips, tools, and activities for youth and adults. Minneapolis, MN: Search Institute. Ragsdale, S., & Saylor, A. (2007). Great group games: 175 Boredom-busting, zero-prep team builders for all ages. Minneapolis, MN: Search Institute. Vaughn, S., Schumm, J. S., & Sinagub, J. (1996). Focus group interviews in education and psychology. Thousand Oaks, CA: Sage.

Course Title of the Course Lectures Marks Credits for Code / week allotted the Course USHSP403 Pattern Making, Garment Construction 3 50 2 and Styling for Women’s Wear

Objectives: 1. To train students for women’s pattern making and garment construction of garments 2. To train the students in the fundamentals of clothing which would be required for the above garments. 3. To help students develop skills in styling women’s wear using limited products.

Unit Course Content Lectures I Pattern Making based on Armstrong method 15 a) Night wear (Top and Pyjama) b) Skirt and Blouse/shirt

II A. Fundamentals 15 15 Any 2 suitable/required for the garments B. Garment Construction a) Night wear (Top and Bottom) b) Skirt and Blouse/shirt

III Styling for Women’ wear for different occasions & Study of 15 Current Trends and Future trend forecast in styles and silhouettes for following categories: a) Office wear b) Beach wear/Resort wear c) Outdoor activities like treks/hikes/picnics Based on the above occasions to include: Clothes Accessories Demonstrations of: Hairdo, Makeup, etc.

References: Armstrong, H (2014) Ed. 5th, Pattern Making for Fashion Design. Delhi India: Dorling Kindersley Private Limited, Charlotte M, Calasibeta, Tortora P, 3rdEdition (2003) The Fairchild Books Dictionary of Fashion. USA: Fairchild publications. Dingemans, J. (Aug 1999) Mastering Fashion Styling (Palgrave Master Series) Paperback, McMillan Doongaji, S & Deshpande, R. (1968). Basic Processes and Clothing Construction. India: New Raj Book Depot. Kerr, Hillary. (2009) Who What Wear: Celebrity and Runway Style for Real Life. New York: Abrams. Kim, Eundeok. (2011) Fashion Trends: Analysis and Forecasting. Oxford; New York: Berg. Marian L Davis, (1996). Visual Design and Dress, Third Edition, Prentice Hall: New Jersey. Martin, Raymond. (2010) The Trend Forecaster's Handbook. London: Laurence King, 2010. McCall`s. (1964). Sewing in Colour. London: The Hamlyn Publishing Group Ltd. McKelvey, Kathryn. (2008) Fashion Forecasting. Chichester, U.K.; Ames, IA: Wiley- Blackwell. Nichole M (2013) Lifestyle Trend Book Autumn/Winter 2014-2015. Reader’s Digest, (1993). Step by Step Guide: Sewing and Knitting, Auckland: Reader’s Digest. Suzanne G Marshall, Hazel O Jackson (2000). Individuality in Clothing and Personal Appearance, Prentice Hall, New Jersey. Tungate M (2008) 2nd ed. Fashion Brands: Branding Style from Armani to Zara. USA: Kogan Page Limited.

AC______Item No. ______

UNIVERSITY OF MUMBAI

Syllabus for Approval Sr. No. Heading Particulars B. Sc. (Home Science), Title of the 1 Branch I: Foods, Nutrition and Dietetics Course Semesters V and VI • S.Y.B.Sc. Home Science (general or any 2 Eligibility for Admission specialization) • Admission will be based on merit. 3 Passing Marks 40% (Theory) and (Practical) Ordinances / Regulations 4 O. 6086 with effect from 2014-15 and thereafter ( if any) 5 No. of Years / Semesters 1 year/ 2 Semesters P.G. / U.G./ Diploma / Certificate 6 Level ( Strike out which is not applicable) Yearly / Semester 7 Pattern ( Strike out which is not applicable) New / Revised 8 Status ( Strike out which is not applicable) To be implemented from 9 From Academic Year 2017-18 Academic Year

Date: 10.04.2017 Signature :

Name of BOS Chairperson / Dean : ___Dr Geeta Ibrahim______

UNIVERSITY OF MUMBAI

Essentials Elements of the Syllabus

B. Sc. (Home Science) 1 Title of the Course Branch I: Foods, Nutrition and Dietetics Semester V and VI 2 Course Code USHSI 3 Preamble / Scope The B.Sc. in Home Science specializing in Foods, Nutrition and Dietetics is designed to impart advanced knowledge and skills that is life oriented, career and community oriented. It has special relevance to industry and hospital application with the help of weekly field work, rural camp and hospital/industry internship programme.

Objective of Course / Course Outcome

• To equip students to plan diets for clinical and therapeutic conditions within a hospital, 4 fitness center or gym setting. • To impart students a systematic approach to basic and applied aspects of food processing and technology. • To familiarize students with the various theoretical and practical aspects of food quality and its control. • To provide students with an opportunity to conduct independent research.

Eligibility • S.Y.B.Sc. Home Science (general or any specialization) • Admission will be based on merit as per norms of the University of Mumbai

Fee Structure T.Y.B.Sc. (HOME SCIENCE) BRANCH I : FOODS, NUTRITION AND DIETETICS SEMESTERS V & VI

PROPOSED FEE STRUCTURE 2017-2018

No. Particulars of the Fees Amounts 1 Tuition 800.00 2 Laboratory 800.00 3 Library 200.00 4 Gymkhana 400.00 5 Other/Ext.Curr.Act.Fees 250.00 6 Group Insurance 50.00 7 Magazine Fees 100.00 8 Identity Card/Library Card 50.00 9 Students welfare Fund 50.00 10 Utility Fees 250.00 11 Development Fund 500.00 12 Exam fees 2120.00 13 Vice Chancellor's Fund 20.00 14 E. Charges 20.00 15 Ashwamedha/Indradhanushya 30.00 16 Disaster relief fees 10.00 17 E. Services 50.00 18 Convocation Fees 250.00 19 National Services Scheme 10.00 20 Field trips/Activities 1000.00

Total 6960.00

* FEES ARE DUE TO BE REVISED

7 No. of Lectures 18 periods per week 8 No. of Practical 16 periods per week 9 Duration of the Course 1 year 10 Notional hours 10 periods per week 11 No. of Students per Batch: 30-40(Theory) & 15-20 (Practical) 12 Selection- Merit at the qualifying examination Assessment– included in the syllabus copy as Scheme of Examination 13 14 Syllabus Details – included in the syllabus copy 15 Title of the Unit– included in the syllabus copy 16 Title of the Sub-Unit – included in the syllabus copy 17 Semester wise Theory – included in the syllabus grid 18 Semester wise List of Practical – included in the syllabus grid 19 Question Paper Pattern – included in the syllabus copy as Scheme of Examination 20 Pattern of Practical Exam– included in the syllabus copy as Scheme of Examination 21 Scheme of Evaluation of Project / Internship- – included in the syllabus copy 22 List of Suggested Reading– included in the syllabus copy 23 24 List of Websites – included in the syllabus copy wherever applicable 25 List of You-Tube Videos –Not Applicable List of MOOCs–Not Applicable

T.Y. B.Sc. (HOME SCIENCE)

BRANCH I : FOODS, NUTRITION AND DIETETICS

SEMESTER V

Revised w.e.f. June 2017

Course Title Internal Semester Total Periods/ Credits Code Assessment End Marks Week/ Marks Exam Division/ Batch USHSI501 Nutritional 25 75 100 3 2 Biochemistry-I USHSI502 Clinical Nutrition and 25 75 100 3 2 Diet therapy USHSI503 Food Microbiology and 25 75 100 3 2 Preservation USHSI504 Human Nutrition - 25 75 100 3 2 Macronutrients USHSI505 Community Health and 25 75 100 3 2 Nutrition USHSI506 Food Production and 25 75 100 3 2 Service in Institutions USHSIP501 Part A – Diet Therapy - 50 50 4 2

USHSIP502 Part B – Food Analysis - 50 50 4 2 & Clinical Biochemistry-I Part A – Community - 50 50 4 2 USHSIP503 Nutrition USHSIP504 Part B – Applications - 50 50 4 2 of Food Production and Service Total 800 34 20

Course Code Title Periods/Week/Division Marks Credits USHSI501 Nutritional Biochemistry- 3 100 2 I Objectives: 1. To enable the students to apply the knowledge of nutrition and role of nutrients in the body. 2. To understand the chemistry and metabolism of the nutrients in the living system during health and disease.

Course Content Periods Unit I • Cell membrane structure and transport mechanism across 15 cell membrane (Passive and active) Carbohydrates: • Types of chemical bonds, significance of asymmetric C atom (isomerism) • Classification of carbohydrates: • Monosaccharides - reactions of glucose (oxidation, reduction, enediol formation) • Disaccharides: structure and properties • Oligosaccharides: structure and properties • Polysaccharides: Homoglycans and Heteroglycans (structure of starch and cellulose only) • Carbohydrate Metabolism: Reactions of EMP, TCA (with structures), HMP, Cori’s cycle, Gluconeogenesis (no structures), Glycogen metabolism (no structures), Galactose and fructose metabolism • Blood Glucose Homeostasis • Disorders of carbohydrate metabolism • Energy rich compounds: ATP, Creatine phosphate, Oxidative phosphorylation, Electron Transport Chain

Unit II Protein Chemistry 15 • Classification of amino acids, classification of proteins (both based on structure and function) • Protein structure: four levels of protein organization, bond stabilizing the structure, structure of α-helical and β-pleated sheet. Structure of Insulin and haemoglobin • Amino acid transport • Amino Acid metabolism (general reactions of amino acids) • Detoxification of NH3: Krebs-Hensleit cycle • Inborn errors of Phenylalanine, Tyrosine Tryptophan metabolism • Unit III • Enzyme Chemistry 15 • Definition and classification IUB (up to 1 digit) of enzyme, enzyme specificity, turnover number • Units: Katal, IU • Factors affecting enzyme activity • Definition of km and significance • Enzyme inhibition • Definition of Holoenzyme, Coenzyme, cofactor, Allosteric site, active site, prosthetic group, isoenzyme References Berg, Jeremy Mark, Tymoczko, John L and Stryer. (2002). Biochemistry 5th Ed. New York. W.H. Freeman and Co. Brody Tom. (2004). Nutritional Biochemistry 2nd Ed. New Delhi. Elsevier/Reed. Elsevier. India Pvt. Ltd. Chatterjee, M.N. Shinde and Rana. (2012). Textbook of Medical Biochemistry, 8thEd. New Delhi, Jaypee Brothers. Medical Publisher. DandekarSucheta P. (2002). Medical Biochemistry (Prep Manual for U.G.) 2nd Ed. New Delhi B-1 Churchill Livingstone Pvt. Ltd. David L. N.,Michael M. C., (2013) Lehninger Principles of Biochemistry 6th Ed. W. H. Freeman and Co. Rastogi S.C. (2003). Biochemistry 2nd Ed.New Delhi, Tata McGraw Hill Publishing Co. Ltd.

Course Code Title Periods/Week/Division Marks Credits USHSI502 Clinical Nutrition 3 100 2 and Diet Therapy Objectives: 1. To impart the concept of modifying normal diets to therapeutic diets. 2. To enable the students to understand the underlying disease conditions, possible complications and pathological states and to understand principles of appropriate nutrition intervention approaches. 3. To enable the students to focus on the preventive role of nutrition in the current life style situations.

Medical Nutrition therapy Each of the diseases to be discussed under the following heads of Etiology, Pathophysiology, Diagnosis, and principles of Management with special emphasis on nutritional care and Prevention. Course Content Periods Unit I • Principles of diet therapy 15 • Team work in nutritional care • Review of Normal diet and Standard hospital diet • Overview of Nutritional Care process and counseling • Weight management • Regulation of food intake: Short term and Long term regulation, Set point theory • Obesity and Overweight: Classification, Etiology and assessment, Complications and Management (Nutrition and lifestyle, Pharmacological, Surgical and Behavioral) • Juvenile Obesity (in brief) • Underweight • Eating disorders - Anorexia Nervosa and Bulimia: Management (Medical, Nutritional care, Psychological support) and Prevention Unit II • Diabetes Mellitus 15 • Etiology, Classification and Diagnosis • Long and short term complications(brief) • Management (Dietary Management, Insulin Therapy, Exercise, Pharmacological) • Overview of special conditions: Diabetes in Childhood, Pregnancy • Role of Nutrition in Prevention • Nutrition in Infections • Typhoid • Tuberculosis • HIV Unit III • Cardiovascular diseases 15 • Hypertension: Oetiology and Risk factors, Pathophysiology, Management • Pathophysiology and Management of Atherosclerosis • Angina Pectoris, Myocardial Infarction • Congestive cardiac failure • Hyperlipidemia– classification, diagnosis and nutritional management (brief) • Metabolic syndrome and role of nutrition in its prevention. • The hyper catabolic state, Surgery and Burns- An overview • Nutritional Support • Enteral Nutrition • Parenteral Nutrition References Antia F.P. (1997). Clinical dietetics and nutrition. (4th Ed.) New Delhi: Oxford University Press. Bennion, M. (1997). Clinical nutrition. (7th Ed.) New York: Harper and Row Publishers. Briony, T. (1995). Blackwell Manual of Dietetic Practice. (2nd Ed.) Oxford: New York Scientific Publication. Burton, B.T. (1980). Human nutrition. (3rd Ed.) New Delhi: Tata McGraw Hill. Davidson and Passmore. Human nutrition and dietetics. (18th Ed.) New Delhi: Tata McGraw Hill Publications. Garrow, J.S. (1993). Human nutrition and dietetics. (9th Ed.) New York: Churchill Livingstone. Mahan, L. K., Escott-Stump and Raymond, J.L. (2012). Krause’s Food and the Nutrition Care Process. (13th Ed.) Missouri: Elsevier. Robinson: (1989). Normal and therapeutic nutrition. (7th Ed.) New York: Macmillan Pub. Company. Zeeman, F. J. (1998). Applications of Clinical Nutrition. Englewood Cliffs: Prentice Hall International

Course Code Title Periods/Week/Division Marks Credits USHSI503 Food Microbiology 3 100 2 and Preservation Objectives 1. To introduce students to the field of microbiology and its relevance to food deterioration and preservation. 2. To impart knowledge regarding deteriorative factors and principles & techniques of preserving foods. Course Content Periods Unit I • Major groups of microorganisms 15 Introduction to Bacteria, Yeast, Mold, Algae, Protozoa and Virus. Classification, morphology, reproduction and growth requirements of Bacteria, Yeast and Mold • Intrinsic and extrinsic parameters of foods that affect microbial growth Intrinsic factors: pH, moisture content, oxidation-reduction potential, nutrient content, antimicrobial constituents and biological structures. Extrinsic factors: Temperature of storage, relative humidity of environment, presence and concentration of gases in the environment. • Microbial flora, spoilage, sources, characteristics and contamination in the following foods and their products Cereals, Pulses, Vegetables, Fruits, Milk, Meat, Fish & Poultry Processed and convenience foods D. Food Borne Illness- Pathogens, Toxins produced, Effects Unit • Non microbial deteriorative factors in foods 15 II Food enzymes and other chemical reactions, Infestation (insects, parasites, rodents), Temperature, Moisture, Oxygen, Light, Time, Physical stress and abuse. • Food quality and its Meaning and Importance General Principles of Food Preservation: Meaning, mode of action, and changes in foods- An overview. Techniques of Preservation: 1. Use of fermentation technology Benefits and mechanism of fermentation- Factors controlling fermentations in foods. 2. Use of food additives Broad classes of food additives and their application (Preservatives, Antioxidants, Sequesterants, Surface active agents, Stabilizers, Thickeners, Bleaching and Maturing agents). Unit Techniques of Preservation(Continued) 15 III 3. Use of high temperature (Heat Preservation) Degrees of heat preservation (blanching, pasteurization, canning, commercial sterilization); heat resistance of microorganisms (Thermal Death Time); selection of appropriate temperature. Protective effects of food constituents; methods used for heating food before and after packaging. 4. Use of low temperature (Cold Preservation) Refrigeration and cool storage, Requirements of refrigerated storage Freezing and frozen storage Freezing methods (Air Freezing, indirect contact freezing, immersion freezing) Changes in foods during refrigeration and frozen storage 5.Use of dehydration and concentration Benefits and factors affecting heat and mass transfer Physical and chemical changes during dehydration and concentration Methods of dehydration and Concentration 6. Use of ionizing radiations and microwave heating: Ionising radiations (Gamma Radiation and Electron Beam Radiation), Sources and underlying principles, radiation effects, Application of radiation technology Other emerging technologies- Hurdle technology, Infrared heating, ohmic heating, high pressure processing References Frazier, W. C. and Westoff, D. C. (1998) Food Microbiology New Delhi; Tata McGraw Hill James, M. J. (1996) Modern Food Microbiology (4th Ed.) New Delhi: Published by S.K. Jain for C. B.S. Publishers and distributors. Pelczar, M. J., Reid, R. D. and Chan (2000) Microbiology. New Delhi: Tata McGraw Hill. Potter, N. H. and Hotchkiss, J. H. (1996) Food Science,(5th Ed.)New Delhi:C.B.S. Publishers and distributors. Subbulakshmi, G and Udipi, S. A. (2001) Food Processing and Preservation. New Delhi: New Age International Ltd. Publishers.) Manay, N. S. and Shadaksharswamy, M. (2004) Food Facts and Principles, New Delhi: New Age International Ltd Publishers.

Course Code Title Periods/Week/Division Marks Credits USHSI504 Human Nutrition- 3 100 2 Macronutrients

Objectives : 1. To reinforce the basic principles of nutrition 2. To impart in-depth knowledge on the functions, deficiency and toxicity of macronutrients 3. To enable the students apply knowledge of nutrition to daily life.

Course content Periods Unit I • Energy 15 Definitions, Units of energy, Components of Energy Expenditure, Physical activity (light, moderate, and heavy); Components of energy expenditure- Physical activity, BMR and Thermic effect of food Measurement of energy expenditure: Direct and Indirect calorimetry Computation of Energy requirements by factorial approach Energy requirements for various groups of population and during exercise; Energy imbalances • Carbohydrates Classification, Digestion and Absorption – an overview Dietary fibre; nutritional importance; Glycemic load and Glycemic Index- Factors influencing Resistant Starch-types & health benefits Carbohydrate needs of population Carbohydrate needs during exercise Unit II Proteins 15 An overview of Classification and functions of Proteins and amino acids; Digestion and Absorption Evaluation of Quality of Proteins: Biological and Chemical methods Amino Acid imbalances Assessment of protein nutritional status- anthropometrical, biochemical and clinical methods Protein requirements in various stages of life and in exercise Protein Deficiency in vulnerable groups of population: Concerns of protein supplementation Unit III A: Lipids 15 Overview of classification, functions, Digestion, absorption and Transportation EFA –Functions, Requirements and sources, Trans-fats and their health effects Nutritional importance of MCTs Requirement of fat - Fatty acid ratios Consequences of deficiency and excess of dietary fat intake B: Interrelationship between Macronutrients References Anderson, L., Dibble, M. and Mitchell, H. (1992) Nutrition in health and disease, 17th ed., J.B. Lippincott Co. Philadelphia Bamji, M., Rao, P. N. and Reddy, V. Textbook of Human Nutrition, Oxford: IBH Pub. Co. Davidson, S., Passmore, R., Brock, J and Truswell, A., (1975) Human nutrition and dietetics, 6th ed., ELBS Edinburgh. Guthrie, H. (1986) Introductory Nutrition, 6th ed., Times Mirror/Mosby College Publication. Williams, S. (1981) Nutrition and diet therapy, 4th ed., Missouri: The C.V. Masby Co.Brown, J. E. (1999) Nutrition Now. 2nd ed. West/Wadsworth-International Thomson Publishing Co. USA.Grodd, J.L. and Gropper, S.S. (1999) Advanced Nutrition and human metabolism. Belmount CA Wodworth/ Thomson learning

Course Code Title Periods/Week/Division Marks Credits USHSI505 Community Health and 3 100 2 Nutrition Objectives: 1. To create an awareness among students about the nutritional problems of the community with special emphasis on vulnerable sections. 2. To understand the different methods of assessing nutritional status of the community. 3. To recognize the deleterious effects of malnutrition in the development of our nation and means of combating the same. Course content Periods Unit I Concept of Health, Public health, Public Health Nutrition 15 Nutritional Epidemiology and Community nutrition. -Demography, demographic cycle Health Indicators and their significance – Birth and death rates, IMR, MMR, TFR, U5MR etc Identification of vulnerable groups - Pregnant women, Nursing mother, Infants, Children, Special emphasis to girl child (including adolescents), Geriatric Health Care System in India – Primary, Secondary and Tertiary, National Health Policy, National Nutrition Policy-An overview.. Emerging Nutritional public health problems, their risk factors & Monitoring: - NCD”s,VAD, IDD, Anaemia, Malnutrition Unit II Indicators and data sources from existing macro and micro systems of 15 information in India (NFHS, NSSO, ICDS, NSS, CENSUS) Impact of Malnutrition on National development Factors affecting malnutrition in India -, /Underlying causes of Malnutrition in India; Ultimate cost of malnutrition Background of the Problems of Malnutrition in India. Food Availability & related problems, Poverty, Illiteracy & Ignorance, Population explosion, Social & Cultural factors Food based strategies for control of common nutritional deficiencies-: Beri -Beri, Pellagra, Ariboflavinosis, Scurvy, Rickets & Osteomalacia Strategies for augmenting food production - Green, White, Brown and Blue revolution Unit III Communicable and infective disease control : Nature of 15 communicable diseases, infections, contamination, transmission, vector borne diseases, environmental agents, control and prevention, Community water and waste management – Importance of water to the community, etiology and effects of toxic agents, water borne infections, safe drinking water, potable water, waste and waste disposal – liquid and solid waste References K. Park (2011). Texbook of Preventive and Social Medicine, 21st Edition. Banarsidas Bhanot Publishers. Jabalpur ISBN13:9788190607995. Sheila ChanderVir (ed)(2011)Public Health Nutrition in Developing countries –Part I & Part II Ebrahim G. J. (1983) Nutrition in mother and child health – London Mac Millan and Co. Goel, S. L. (2001) Community Health Care (New Delhi) Deep and Deep Publication Goel, S. L. (2001) Community Health Care (New Delhi) Deep and Deep Publication Goel, S. L. (2001) Health Care System and Management Vol 1 – 4, New Delhi: Deep and Deep Publication Gopaldas, T. Seshadri S. (1987) Nutrition monitoring and assessment Delhi: Oxford University Press. Jelliffe, D.B, Jellife E.P (1989) Community Nutritional Assessment . Oxford University Press, New Delhi Wadhwa, A and Sharma S. (2003) Nutrition in the Community, New Delhi: Elite Publishing House Pvt. Ltd.

Course Code Title Periods/Week/Division Marks Credits USHSI506 Food Production and 3 100 2 Service in Institutions Objectives : 1. To be aware of the scope of food service management in commercial and welfare organizations. 2. To understand the purpose and goals of a food production and service institution with relevance to safety and ethics. 3. To acquire knowledge about facility planning and the process of the working of the food production and service institution.

Course Content Periods Unit I The Purpose and Goals of a Food production and service 15 institution • Introduction and overview of types of food production and service institutions • Relevance and purpose of such institutions • Current trends in catering • Role of Nutritionists in food production and service institutions • Styles of service • Goals of a food production and service institution • Food Safety and hygiene • Control of microbial quality • Food handling and prevention of food borne illness • Personnel hygiene • Waste disposal and pest control • Environmental sanitation • Food standards and laws • Environmental and ecological concerns • Futuristic vision of food production and service • Global outlook • Creativity and innovation to meet needs • Technological and IT competence Unit II Facility planning of a food production and service institution. 15 • Overview of space allocation • Formulation of project report • Kitchen design and planning with respect to area and space consideration, equipment requirements, ventilation and safety • Receiving and storage area design and layout • Service facilities in hospitals • Types –centralized and decentralized • Equipment required Unit III The process of running a food production and service institution 15 • Concept of food and work flow • Procurement • Purchasing • Methods of purchasing • Purchasing process • Receiving Procedures • Storage and inventory • Role of a store keeper • Outline of scheduling pre –production production process and forecasting • Standardisation and stepping up • Menu planning • Avoidance of waste and waste disposal References Bhojwani M. (2007), Food service management: Principles and practice Eckel P. J. (1985), College and University Food Service Management Delfakis H, Nancy L, Van Burns J (1992), Food Service Management Spears M. C ,Vaden A. E (1985), Food Service Organizations—A management and systems approach Drummond K. (1997) Nutrition for the Food Service Personnel National Association Institute (1998) Handbook for Food Service Management Verghese B (1999) Professional Food and Beverage Service Management Singh, Y. P. (2001) Effective Food Management Fox A. (1971) Hygiene and Food Production

Course Code Title Periods/Week/Batch Marks Credits USHSIP501 Diet Therapy 4 50 2

Objectives : 1. To familiarize the students with basic concepts of raw and cooked weights of foods the appropriate weights 2. To impart the concept of modifying normal diets to therapeutic diets. 3. To learn to plan therapeutic diets for management of clinical disease conditions 4. To teach diet modification through use of food exchange lists and calculated values.

Course content Periods Unit I Standardization 15 • Weights and measures • Recipes from different food groups Unit II Weight management 15 • Obesity and over weight • Underweight • PEM Unit III Diabetes Mellitus 15 • Type I • Type II • Gestational DM Unit IV Cardiovascular diseases 15 References Roth, R. A. and Townsend C. E. (2003), Nutrition and Diet Therapy. Thomson, Delmar Learning. Whitney E.N. and Rolfes S.R. (2002) Understanding Nutrition. Wadsworth, Thomson Learning. Thompson J. and Manore. M (2005). Nutrition : An Applied Approach. Benjamin hummings. Aronson. V. (1986). The Dietetic Technician. CBI book, Van Nostrand Reinhold Company, New York. Rolfes, Pinn and Whitney (2006). Understanding Normal and Clinical Nutrition. Thompson Wadsworth. Peckenpaugh. N. J. (2003) Nutrition Essentials and Diet Therapy. Saunders Publications. Additional Reading Mermel, V.L. (1995). Focus on Nutrition Mosby Publications. Williams. S.R. (1993) Nutrition and Diet Therapy. Mosby Publication.

Course Code Title Periods/Week/Batch Marks Credits USHSIP502 Food Analysis and 4 50 2 Clinical Biochemistry-I

Objectives : 1. To impart practical skills in analytical procedures of foods and synthetic body fluids 2. To impart skills in the microbiological analysis of foods 3. To enable the students understand the principles of various analytical techniques. Course content Periods Unit I • Qualitative analysis of carbohydrates 15 • Quantitative estimation of total sugars in different foods by Lane– Eynon’s method. • Extraction of amylase from sweet potato and its use in starch hydrolysis. • Estimation of crude fibre • Determination of refractive index in fruit juice– Demonstration • Estimation of blood glucose by Folin-Wu method Unit II • Qualitative analysis of amino acids: 15 • Colour reactions of amino acids • Identification of amino acids by paper chromatography- Demonstration • Quantitative estimation of protein in food by Micro Kjeldahl method- Demonstration • Estimation of the gluten content in cereal flours. • Estimation of serum total protein, albumin and globulin by Biuret’s method. Unit III • Microbial analysis of foods: 15 • Techniques of sterilization and preparation of media • Plating techniques- Spread plating and pour plating • Staining techniques- Simple staining and differential staining (Acid fast and Gram staining) • Unit IV • Detection of Food Quality 15 • Detection of Food adulterants • Bacteriological analysis of milk- MBRT • Estimation of titratable acidity in curd/ • References Raghuramulu N., Madhavan K., Kalyanasundaram S. (2003). A manual of laboratory techniques (Second Edition) by ICMR Mayer, L.H. (1987). Food Chemistry. CBS Publishers and Distributors Oser, L.B. (1976). Hawk’s physiological chemistry (14th Ed.)Tata McGraw Hill Pub. Co. Ltd. Pearson, D. (1970). Chemical analysis of foods.(6th Ed.) London: J. A. Churchill

Course Code Title Periods/Week/Batch Marks Credits USHSIP503 Community Nutrition 4 50 2

Objectives : 1. To acquire skills for different methods in assessment of nutritional status of the community. 2. To prepare and use the various types of communication aids for imparting nutrition education. 3. To learn various methods of research and apply it in project development.

Course content Periods Unit I • Development of various tools for Nutritional Education such as - 15 powerpoint, short films, puppets (finger, glove, body puppets, cardboard, paper etc) • Preparation of visual aids like flashcards, brochures, pamphlets, charts etc • Developing other techniques like skits, role play, street plays, demonstrations, songs etc Unit II • Developing data collection tools like diet survey, questionnaires, 15 Food frequency questionnaires etc. • Implementing the developed tools Unit III • Conducting mini surveys 15 • To analyze and interpret the data collected Unit IV • To present the data or Seminar on topics of current interest 15 • To conduct nutrition education in the field scenario • Visit to relevant GO’s, NGO’s and industries References Gopaldas, T. Seshadri S. (1987) Nutrition monitoring and assessment Delhi: Oxford University Press. Jelliffe, D. (1966) The assessment of Nutritional Status of the Community. Geneva WHO. Swaminathan, M. (1985) Essential of Food and Nutrition Vol I and II Bangalore, Bangalore Printing and Publishing Ltd. Kothari C.R. Research methodology- Methods and Techniques, 2nd revised Edition, New Age International Publishers. Mahajan B.K. Methods in Biostatistics- For medical students and research workers, 7th Edition, Jaypee Brothers Medical Publishers (P) Ltd.

Course Code Title Periods/Week/Batch Marks Credits USHSIP504 Applications of Food 4 50 2 Production and Service

Objectives : 1. To enable students to learn the process of recipe planning, standardization and menu planning 2. To study quantity cookery production and retailing with respect to varied meals and styles of service

Course content Periods Unit I Standardization of recipes 15 Unit II Planning, preparation and retailing of packed meals 15 Unit III Planning, preparation and retailing for various styles of service 15 Unit IV Planning, preparation and retailing for events 15 References Bhojwani M. (2007), Food service management: Principles and practice Eckel P. J. (1985), College and University Food Service Management Delfakis H, Nancy L, Van Burns J (1992), Food Service Management Spears M. C ,Vaden A. E (1985), Food Service Organizations—A management and systems approach Drummond K. (1997) Nutrition for the Food Service Personnel National Association Institute (1998) Handbook for Food Service Management Verghese B (1999) Professional Food and Beverage Service Management Singh, Y. P. (2001) Effective Food Management Fox A. (1971) Hygiene and Food Production

T.Y.B.Sc. (HOME SCIENCE) BRANCH |i : FOODS, NUTRITION AND DIETETICS SEMESTER- VI

Revised w.e.f. June 2017

Course Title Internal Semester Total Period/ Week/ Credits Code Assessment End Marks Division/Batch Marks Exam USHSI601 Nutritional 25 75 100 3 2 Biochemistry –II USHSI602 Clinical 25 75 100 3 2 Nutrition and Diet therapy USHSI603 Food Processing 25 75 100 3 2 USHSI604 Human Nutrition 25 75 100 3 2 – Micronutrients and Functional foods USHSI605 Nutritional 25 75 100 3 2 Surveillance USHSI606 Entrepreneurship 25 75 100 3 2 in Food Nutrition USHSIP601 Diet Therapy - 50 50 4 2

Food Analysis - 50 50 4 2 USHSIP602 and Clinical

Biochemistry- II Applied - 50 50 4 2 USHSIP603 Nutrition Entrepreneurial - 50 50 4 2 USHSIP604 Skill

Development Total 800 34 20

Course Code Title Periods/Week/Division Marks Credits USHSI601 Nutritional Biochemistry- 3 100 2 II Objectives : 1. To enable the students to apply the knowledge of nutrition and role of nutrients in the body. 2. To understand the chemistry and metabolism of the nutrients in the living system during health and disease.

Course Content Periods Unit I Lipids 15 • Definition, classification of lipids: • Simple lipids • Compound lipids (Phospholipids, Lipoproteins, Sulfolipids, Glycolipids, Sphingolipids • Derived Lipids: Fatty acids – EFA, w-3, w-6, Eicosanoids and Prostaglandins (biosynthesis and functions ), Cholesterol: Structure, functions, synthesis (without structure) and degradation • Lipid Metabolism: Knoop’s β-oxidation of even C fatty acid (no structures),ketone body formation and utilization ,fatty acid biosynthesis of Palmitic acid (no structure), triglyceride synthesis • Lipid uptake and mobilization from adipose tissue • Lipid storage disorders Unit II Nucleic acid Chemistry 15 • Structures of purines, pyrimidines, Nucleosides, Nucleotides • DNA- Watson and Crick model DNA replication - a brief outline • RNA – structure and types • Protein synthesis: Transcription, Translations • Protein degradation: ubiquitin and proteasome system (an overview) • Introduction to Nutrigenomics (brief) • Disorders of purine metabolism Unit III • Hormones: Definition, classification, mode of action of Hormones. 15 • Secretion, functions and common disorders of hormones with reference to hormones of the Pituitary gland (GH,TSH, α- MSH, oxytocin and ADH), Thyroid gland (T3 & T4) in brief synthesis of T3 and T4 without structure, pancreas (insulin, glucagon ), adrenal cortical hormones and adrenal medullary hormones (synthesis in brief without structure), G.I. hormones (gastrin, secretin, CCK, ghrelin), Male and female sex hormones ,adipose tissue hormones (Leptin, adip0nectin) • Acid-Base balance Buffers: definition, types of buffers Role of lungs, kidneys and haemoglobin in Acid-Base balance Chloride shift mechanism Disorders of Acid-Base imbalance • Fluid and electrolyte balance: Fluid compartments of the body, Regulation of fluid and electrolyte balance (Hormonal Mechanism) References Berg, Jeremy Mark, Tymoczko, John L and Stryer. (2002). Biochemistry 5th Ed. New York. W.H. Freeman and Co. Brody Tom. (2004). Nutritional Biochemistry 2nd Ed. New Delhi. Elsevier/Reed. Elsevier. India Pvt. Ltd. Chatterjee, M.N. Shinde and Rana. (2012). Textbook of Medical Biochemistry, 8thEd. New Delhi, Jaypee Brothers. Medical Publisher. DandekarSucheta P. (2002). Medical Biochemistry (Prep Manual for U.G.) 2nd Ed. New Delhi B-1 Churchill Livingstone Pvt. Ltd. David L. N.,Michael M. C., (2013) Lehninger Principles of Biochemistry 6th Ed. W. H. Freeman and Co. Rastogi S.C. (2003). Biochemistry 2nd Ed. New Delhi, Tata McGraw Hill Publishing Co. Ltd.

Course Code Title Periods/Week/Division Marks Credits USHSI602 Clinical Nutrition 3 100 2 and Diet Therapy Objectives : 1. To impart the concept of modifying normal diets to therapeutic diets. 2. To enable the students to understand the underlying disease conditions, possible complications and pathological states. 3. To train students to plan appropriate nutrition intervention approaches and diets. 4. To enable the students to focus on the preventive role of nutrition in the current life style situations.

Medical Nutrition therapy Each of the diseases to be discussed under the following heads: Etiology, Pathophysiology, principles of management (with special emphasis on nutritional care), Prevention.

Course Content Periods Unit I • Diseases of the Gastrointestinal System 15 • GERD, oesophagitis • Acute and chronic gastritis and peptic ulcer disease (gastric and duodenal) • Gluten induced enteropathy • Lactose intolerance • Diarrhoea, constipation, flatulence • Irritable Bowel Syndrome • Inflammatory bowel diseases • Food Allergies and intolerances –A Brief Overview Unit II • Diseases of the Liver, Biliary system and Pancreas 15 • Liver: Functions of the liver, Viral Hepatitis (brief), Alcoholic liver disease, Cirrhosis, Hepatic encephalopathy • Biliary System: Cholelithiasis, Cholecystitis • Pancreatic diseases: Pancreatitis (acute and chronic) • Inborn Errors of metabolism • Phenylketonuria • Wilson’s disease • Cancer – Role of nutrition in the aetiology, prevention and its management – an overview Unit III • Renal diseases 15 • Functions of the kidney • Nephritis – acute and chronic • Nephrotic syndrome • Renal failure- ARF, CRF, Dialysis • Renal Transplant • Nephrolithiasis • Chronic Obstructive Pulmonary Disease References Antia F.P. (1997). Clinical dietetics and nutrition. (4th Ed.) New Delhi: Oxford University Press. Bennion, M. (1997). Clinical nutrition. (7th Ed.) New York: Harper and Row Publishers. Briony T. (1995). Blackwell Manual of Dietetic Practise. (2nd Ed.) Oxford: New York Scientific Publication. Burton B.T. (1980). Human nutrition. (3rd Ed.) New Delhi: Tata McGraw Hill. Davidson and Passmore. Human nutrition and dietetics. (18th Ed.) New Delhi: Tata McGraw Hill Publications. Garrow J.S. (1993). Human nutrition and dietetics. (9th Ed.) New York: Churchill Livingstone. Mahan, L. K., Escott-Stump and Raymond, J.L. (2012). Krause’s Food and the Nutrition Care Process. (13th Ed.) Missouri: Elsevier. Robinson: (1989). Normal and therapeutic nutrition. (7th Ed.) New York: Macmillan Pub. Company. Zeeman, F. J. (1998). Applications of Clinical Nutrition. Englewood Cliffs: Prentice Hall International

Course Code Title Periods/Week/Division Marks Credits USHSI603 Food Processing 3 100 2

Objectives : 1. To impart a systematic knowledge of basic and applied aspects of food processing and technology. 2. To gain in-depth knowledge about processing and preservation of techniques used for different food groups. 3. To emphasize the importance of effective food packaging and food quality control.

Course content Periods Unit I • Cereal and cereal product technology 15 • Structure, composition, nutritive value, milling and other basic processing techniques- An Overview. • Processing technology of the following: Yeast leavened breads, Cakes, Biscuits, Breakfast cereals, Pasta • Pulses and legume technology • Composition, Nutritive value and basic processing –An Overview • Toxic factors and their elimination. • Processing Technology of the following: Extruded soya products, Fermented soya products, Soya milk and ground nut milk • Technology of oil seeds and oil processing. • Extraction of oils • Refining of oil • Hydrogenation, plasticizing and tempering • Oil Blends • Margarine, shortenings and spreads • Confectionary fats, cocoa butter, cocoa powder • Mayonnaise Unit II • Fruit and Vegetable technology 15 • Frozen vegetables and fruits • Canned vegetables and fruits • Dried fruits and vegetables • Chutney, pickle and sauces • Jams, jellies and marmalades and fruit cheese • Tomato juice & orange juice processing- Puree, pastes and powders • Dairy technology-An overview of the following:- • Milk composition • Factors affecting milk quality • Physical and chemical properties • Milk processing- Pasteurization, Homogenization, Standardization • Effect of processing on nutritive value • Milk Products- Milk powder, Sweetened condensed milk, Butter, Cheese, Ice cream, Shrikhand, Yogurt/ Probiotic products, Whey Protein Concentrate, Milk substitutes Unit III Flesh Food Technology:-Meat, Fish, Poultry and Egg 15 Composition, Nutritive value and basic processing : An Overview Meat Processing: Bacon, Ham, Sausages Poultry and Egg Processing: Frozen poultry, Poultry nuggets, Poultry meat products, Egg products Fish Processing: Meal, Fish oil, Frozen fish, Canned fish, Dried and smoked fish Beverages: Alcoholic Beverages- Beer, Wine, Non Alcoholic Beverages, Coffee, Tea, & Carbonated beverages Newer trends in beverages Convenience foods- Snack food technology Food fortification Food packaging: Functions and requirements of food packaging. Types of containers and Packaging materials, Packages with special features, Newer trends in packaging technology Food laws and standards and systems (National and International) Role of HACCP ,TQM and FSSAI in controlling quality of foods. References SBP Board of consultants and Engineers (1998). SBP Handbook of Oil Seeds, Oil, Fats and Derivatives. Delhi:SBP House. Booth, G.R. (1997). Snack Food, New Delhi: CBS Publishers and distributors. Salunkhe, D.K. &Kadam, S.S. (2005).Handbook of Vegetable Science and Technology.Marcel Dekker, INCFirst Indian Reprint . D’Cunnha, J.F. (1998). Modern Food Packaging, Mumbai: IIP. Duffy, J.I., (1981). Snack Food Technology, New Jersey: Noyes Data Corporation. Smith, J.S. &Hui, Y.H. (2004).Food Processing Principles and Applications.Blackwell Publishing. Kent N.L. (1993). Technology of cereals (4th ed.) Pergamon Press. Chakraborty, M.M. (2003). Chemistry and Technology of Oils and Fats Allied publishers Pvt. Ltd. Mahadeviah, M. &Gowramma, R.V. (1996).Food Packaging Materials. New Delhi: Tata McGraw Hill Pub.Co. Ltd. Fellows, P. &Hampton, A. (1992).Small Scale Food Equipment Intermediate Technology.Publications in Association with CTA. Potter, N. & Hotchkiss, J. H. (1997).Food Science New Delhi: CBS Publishers and Distributors. Ahulluwalia, V. (2007).Food Processing , New Delhi: Paragon International Publishers.

Course Code Title Periods/Week/Division Marks Credits USHSI604 Human Nutrition- 3 100 2 Micronutrients and Functional Foods

Objectives : 1. To reinforce the basic principles of nutrition 2. To impart in-depth knowledge on the functions, deficiency and toxicity of micronutrients. 3. To enlighten students on the health benefits of functional foods 4. To enable the students to apply knowledge of nutrition to daily life.

Course content Periods Unit I Vitamins – Chemistry, Metabolism, functions, Sources, RDA, 15 deficiency and toxicity Effect of cooking and/or processing (wherever applicable) of Fat soluble vitamins (A, D, E and K) Water soluble vitamins (B-Complex and C) Unit II • Minerals- Metabolism, Functions, Effect of processing, Factors 15 influencing absorption, Sources, RDA, Deficiency and Toxicity of Macro-minerals (Ca, P, Na, K, Mg) Micro-minerals (Iron, Iodine, Zn & Fluorine) Trace elements (Se, Cu) Unit III A: Inter-relationship between Vitamins and Minerals; Macro- 15 nutrients and Micro-nutrients B: Drug Nutrient Interactions C: Functional foods –Classification, Mechanism of action, Food sources References Anderson, L., Dibble, M. and Mitchell, H. (1992) Nutrition in health and disease, 17th ed., J.B. Lippincott Co.Philadelphia Bamji, M., Rao, P. N. and Reddy, V. Textbook of Human Nutrition, Oxford: IBH Pub. Co. Davidson, S., Passmore, R., Brock, J and Truswell, A., (1975) Human nutrition and dietetics, 6th ed., ELBS Edinburgh. Guthrie, H. (1986) Introductory Nutrition, 6th ed., Times Mirror/Mosby College Publication. Williams, S. (1981) Nutrition and diet therapy, 4th ed., Missouri: The C.V. Masby Co.

Course Code Title Periods/Week/Division Marks Credits USHSI605 Nutritional Surveillance 3 100 2

Objectives 1. To create an awareness among students about the nutritional problems of the community with special 2. emphasis on vulnerable sections. 3. To understand the different methods of assessing nutritional status of the community. 4. To recognize the deleterious effects of malnutrition in the development of our nation and means of combating the same.

Course Content Periods Unit I Nutritional Surveillance and surveillance systems 15 Understanding Nutritional Surveillance and its purpose, Definitions of terms used in nutritional surveillance – Long term nutrition monitoring, Evaluation of programmes impact, timely warning and intervention systems. Types of nutritional surveillance appropriate to different situations Assessment of Nutritional Status of a community -A, B, C and D Approach • Anthropometry Measurement of height, weight, head and chest circumferences, mid upper arm circumference, skin fold thickness, interpretation of measurements and comparison with standards (NCHS, ICMR,WHO), classification according to grades of malnutrition Anthropometric ratios - WHR, W/H, A/H Rapid Field Assessment Techniques • Biochemical parameters for assessing nutrition status Clinical signs and symptoms of PEM, mineral and vitamin deficiencies Unit II • Understanding the Clinical Signs in various Conditions 15 • Nutritional Deficiency disorders - Clinical signs and symptoms of PEM, SAM, MAM, mineral and vitamin deficiencies • Diet Surveys • Meaning, Importance, Objectives and Methods • Role of NNMB and highlights of NFHS Unit III • Communication for Behavior change-: 15 Nutrition education – Training, Channels, Methods, Planning ,Implementation & Evaluation.,– Components of Behavior change communication (BCC), Various types of communication interpersonal, mass media, visual, verbal/nonverbal. Features of successful BCC, market research and social marketing • Role of various governmental, non-governmental organizations, National and International agencies in promoting nutrition and health status of the vulnerable sections of society e. g. FAO, WHO, UNICEF, NIN, CFTRI,CARE,NNMB, National Food Security act • National guidelines on infant and young child feeding (ICMR) • Public Distribution System (PDS)- ICDS, Mid-day Meal Programmes References K. Park (2011). Texbook of Preventive and Social Medicine, 21st Edition. Banarsidas Bhanot Publishers. Jabalpur ISBN13:9788190607995. Sheila ChanderVir (ed)(2011)Public Health Nutrition in Developing countries –Part I & Part II Ebrahim G. J. (1983) Nutrition in mother and child health – London Mac Millan and Co. Goel, S. L. (2001) Community Health Care (New Delhi) Deep and Deep Publication Goel, S. L. (2001) Community Health Care (New Delhi) Deep and Deep Publication Goel, S. L. (2001) Health Care System and Management Vol 1 – 4, New Delhi: Deep and Deep Publication Gopaldas, T. Seshadri S. (1987) Nutrition monitoring and assessment Delhi: Oxford University Press. Jelliffe, D.B, Jellife E.P (1989) Community Nutritional Assessment . Oxford University Press, New Delhi Wadhwa, A and Sharma S. (2003) Nutrition in the Community, New Delhi: Elite Publishing House Pvt. Ltd.

Course Code Title Periods/Week/Division Marks Credits USHSI606 Entrepreneurship in 3 100 2 Food Nutrition

Objectives : 1. To study planning an entrepreneurial venture and executing the plan. 2. To understand the requirements of the process of running a business with respect to marketing and human resources. 3. To gather inputs into finance, accounting procedures and profit management. 4. To understand the ethical and legal aspects of an entrepreneurial venture.

Course Content Periods Unit I Planning an entrepreneurial venture 15 • Definition and meaning of entrepreneurship • Types, classification and trends of Entrepreneurial ventures in foods and nutrition • Qualities and skills of an entrepreneur • Resources required for a business • Project formulation and evaluation • Business planning • Legal ,ethical and environmental considerations of the entrepreneurial venture • Overview of business regulation by the government Unit II Business Processes 15 • Concepts of marketing • Marketing structures and marketing mix • Channels of distribution • Marketing strategies • Market segmentation, targeting and positioning • Concepts of Human Resource Management • Recruitment and selection • Training and development • Performance appraisal • Personnel action, retention and productivity improvement • Overview of Labour management and relations. Unit III Financial considerations of entrepreneurship 15 • Funding for the business proposal • Government and non-government opportunities for funds and resources. • Franchising opportunities • Product pricing and profit generation • Tools of analysis of costing, cost control and budgeting • Accounting procedures and financial statements

References Barrow Colin, Brown Robert, Clarke Liz, (2006). The Successful Entrepreneurs guide book. London: Kogan and Page. Shring S, Jardine R., Mills J. (2001). Introduction to Catering. India: Delmar – Thomson Learning Coltman Michael M. (2000). Start and Run Profitable Restaurant. Mumbai: Jaico Publishing House. Erdosh George (2000). Start and Run a Profitable Catering Business. Mumbai: Jaico Publishing House.

Course Code Title Periods/Week/Batch Marks Credits USHSIP601 Diet Therapy 4 50 2

Course content Periods Unit I Gastrointestinal Diseases 15 Unit II Liver Diseases 15 Unit III Gall Bladder and Pancreatic diseases 15 Unit IV Renal Diseases 15 References Roth, R. A. and Townsend C. E. (2003), Nutrition and Diet Therapy. Thomson, Delmar Learning. Whitney E.N. and Rolfes S.R. (2002) Understanding Nutrition. Wadsworth, Thomson Learning. Thompson J. and Manore. M (2005). Nutrition : An Applied Approach. Benjamin hummings. Aronson. V. (1986). The Dietetic Technician. CBI book, Van Nostrand Reinhold Company, New York. Rolfes, Pinn and Whitney (2006). Understanding Normal and Clinical Nutrition. Thompson Wadsworth. Peckenpaugh. N. J. (2003) Nutrition Essentials and Diet Therapy. Saunders Publications. Additional Reading Mermel, V.L. (1995). Focus on Nutrition Mosby Publications. Williams. S.R. (1993) Nutrition and Diet Therapy. Mosby Publication.

Course Code Title Periods/Week/Batch Marks Credits USHSIP602 Food Analysis and 4 50 2 Clinical Biochemistry-II Objectives : 1. To impart practical skills in the analytical procedures of: • Foods for micronutrients, anti-nutritional factors & adulterants. • Synthetic body fluids: urine sample for creatinine and abnormal constituents and blood for haemoglobin content 2. To enable students to understand the significance of various food components in food quality. Course content Periods Unit I • Estimation of moisture content in foods 15 • Estimation of ash content in foods and preparation of ash solution • Estimation of minerals in ash solution • Estimation of calcium content in foods by EDTA method • Estimation of phosphorus content in foods by Fiske Subbarow method • Estimation of iron content in foods by Ramsay’s method Unit II • Estimation of Sodium and Potassium content in foods by Flame 15 photometry- demonstration • Estimation of vitamin C content in foods by dye method • Determination of antinutritional factors in foods- Tannins • Estimation of total antioxidant capacity of foods Unit III • Urine analysis: 15 • Detection of abnormal constituents in urine • Quantitative estimation of creatinine in urine • Complete Blood Count (CBC)- Demonstration: • Determination of haemoglobin- Sahli’s and Drabkin’s method • Determination of RBC, WBC, Haematocrit, MCV, MCH, platelet count, ESR, bleeding time, clotting time etc Unit IV • Determination of refractive index & specific gravity of oils- 15 Demonstration • Estimation of total fat in foods by Soxhlet’s method- Demonstration • Analysis for chemical constants in oils: Acid Value, Iodine Value, Peroxide value & Saponification value • Estimation of serum total cholesterol References Raghuramulu N., Madhavan K., Kalyanasundaram S. (2003). A manual of laboratory techniques (Second Edition) by ICMR Mayer, L.H. (1987). Food Chemistry. CBS Publishers and Distributors Oser, L.B. (1976). Hawk’s physiological chemistry.(14th Ed.) Tata McGraw Hill Pub. Co. Ltd. Pearson, D. (1970). Chemical analysis of foods.(6th Ed.) London: J. A. Churchill

Course Code Title Periods/Week/Batch Marks Credits USHSIP603 Applied Nutrition 4 50 2

Course content Periods Unit I Assessment of Nutritional Status 15 To learn techniques of measurement of height, weight, head and chest circumferences, mid upper arm, skin fold thickness Unit II Interpretation of measurements and comparison with standards 15 (NCHS, ICMR), Classification according to grades of malnutrition Unit III To learn to plot and interpret growth monitoring charts 15 To counsel and guide mothers to improve nutritional status of the children Unit IV Visits to governmental and non-governmental community centres 15

References Gopaldas, T. Seshadri S. (1987) Nutrition monitoring and assessment Delhi: Oxford University Press. Jelliffe, D. (1966) The assessment of Nutritional Status of the Community. Geneva WHO. Swaminathan, M. (1985) Essential of Food and Nutrition Vol I and II Bangalore, Bangalore Printing and Publishing Ltd.

Course Code Title Periods/Week//Batch Marks Credits USHSIP604 Entrepreneurial 4 50 2 Skill Development

Objectives : 1. To study planning an entrepreneurial venture and executing the plan 2. To understand the requirements of the process of running a business with respect to marketing and human resources. 3. To gather inputs into finance, accounting procedures and profit management. 4. To understand the ethical and legal aspects of an entrepreneurial venture.

Course content Periods Unit I Product /service conceptualization 15 • Idea generation with market research • Project selection and evaluation. Unit II Budgeting for the project 15

Unit III Executing the proposed plan 15 • Product development • Logistics and protocol development • Packaging and labeling idea generation Unit IV Marketing the developed product/service 15 • Applications of marketing concepts • Evaluation References Barrow Colin, Brown Robert, Clarke Liz, (2006). The Successful Entrepreneurs guide book. London: Kogan and Page. Shring S, Jardine R., Mills J. (2001). Introduction to Catering. India: Delmar – Thomson Learning Coltman Michael M. (2000). Start and Run Profitable Restaurant. Mumbai: Jaico Publishing House. Erdosh George (2000). Start and Run a Profitable Catering Business. Mumbai: Jaico Publishing House.

Examination Scheme for B.Sc. Home Science Semesters V and VI:

Part A: Theory Papers

All theory papers of 100 marks are to be evaluated in two parts.

INTERNALS: 25 marks. This comprises 20 marks for a 30-minute unit test, of which 10 marks are for objective-type of questions and 10 marks for questions requiring longer (but not essay) answers. The objective 10 marks can include the following types of questions:

• Agree/Disagree and give a one-or-two sentence reason. • Fill in the blanks • Answer in one or two sentences. • Name the following. • Define the following.

Please note that the objective 10 marks cannot have the following types of questions:

• MCQs. • State whether True or False (without giving a reason). • Match the following.

The remaining 5 marks indicate the extent to which the student was a responsible learner.

SEMESTER-END EXAMINATION: 75 marks. The semester-end question paper is for 2 ½ hours. The semester-end examination question paper has to be set with 100% choice within each set of questions. For all three unit syllabi, the question paper must have four sets of questions; each of the four questions is compulsory, with options within each question:

• Question 1, carrying 20 marks, has a set of sub-questions from Unit I. • Question 2, carrying 20 marks, has a set of sub-questions from Unit II. • Question 3, carrying 20 marks, has a set of sub-questions from Unit III. • For Questions 1, 2 and 3, no 20-mark question is permitted. In other words, this question cannot have a choice between two 20-mark questions. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 4, or any 4 out of 8, or any 5 out of 10. • Question 4, carrying 15 marks, has a set of sub-questions from Units I, II, and III. No 15- mark question is permitted. In other words, this question cannot have a choice between two 15-mark questions. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 4, or any 3 out of 6.

Part B: For Courses with Practical : There will not be any Internal Examination or marking for practicals

External Semester End Examination for Practical :

Sr. Particulars for External Total Marks Duration of No. Practical Examination Semester End Semester End Practical Practical Examination Examination 1 Laboratory Work 40 marks

50 3 ½ hours 2 Journal 5 Marks 3 Viva 5 Marks

AC______Item No. ______

UNIVERSITY OF MUMBAI

Syllabus for Approval Sr. No. Heading Particulars B. Sc. (Home Science) Title of the 1 Branch II: Human Development Course Semesters V and VI • S.Y. B.Sc. Home Science (general or any 2 Eligibility for Admission specialization) • Admission will be based on merit. 3 Passing Marks 40% (Theory) and (Practical) Ordinances / Regulations 4 O. 6086 with effect from 2014-15 and thereafter ( if any) 5 No. of Years / Semesters 1 year/ 2 Semesters P.G. / U.G./ Diploma / Certificate 6 Level ( Strike out which is not applicable) Yearly / Semester 7 Pattern ( Strike out which is not applicable) New / Revised 8 Status ( Strike out which is not applicable) To be implemented from 9 From Academic Year 2017-18 Academic Year

Date: 10.04.2017 Signature :

Name of BOS Chairperson / Dean : ___Dr Geeta Ibrahim______

UNIVERSITY OF MUMBAI

Essentials Elements of the Syllabus

B. Sc. (Home Science), Branch II: Human 1 Title of the Course Development, Semesters V and VI 2 Course Code USHSII 3 Preamble / Scope The BSc in Home Science, with a specialisation in Human Development, is designed to facilitate the construction of knowledge and skills related to Human Development and allied field. The subjects—both theory and practical, offer potential starting points for

entry into a variety of disciplines of Human Development or disciplines allied to Human Development such as Human Development itself, Early Childhood Education, School Education, Special Education, Educational Technology, Psychology (e.g. Counselling, Clinical, Organisational, Forensic), Business or Management Studies, Social Work, and Media Studies. 4 • We strive for empowerment of women through an education that is: – life-oriented – career-oriented – community-oriented

Objective of Course / Course Outcome • To facilitate students to be competent in the following areas: development across the life span; methods of studying human behavior and development; counselling methods, psychological tests; curriculum planning for young children, DAP activities for varied age groups; categories of exceptionality, psychological disorders; organisation/ management of HD agencies; family studies; group dynamics/social psychology; theories of HD. • To facilitate students to build/strengthen the following skills: interpersonal skills & team-work; leadership skills; oral & written articulation; computer skills; planning, executing, and evaluating activities for varied age-groups in community and other settings; identifying children with special needs; selecting/evaluating/designing children’s media; how to set up an NGO; selecting, planning, designing methods of studying human behavior and development; basic research skills.

Eligibility • S.Y. B.Sc. Home Science (general or any specialization) • Admission will be based on merit as per norms of the University of Mumbai

Fee Structure T.Y. B.Sc. (HOME SCIENCE) BRANCH II: HUMAN DEVELOPMENT SEMESTERS V & VI

PROPOSED FEE STRUCTURE 2017-2018

No. Particulars of the Fees Amounts

1 Tuition 800.00

2 Laboratory 800.00

3 Library 200.00

4 Gymkhana 400.00

5 Other/Ext.Curr.Act.Fees 250.00

6 Group Insurance 50.00

7 Magazine Fees 100.00

8 Identity Card/Library Card 50.00

9 Students welfare Fund 50.00

10 Utility Fees 250.00

11 Development Fund 500.00

12 Exam fees 2120.00 13 Vice Chancellor's Fund 20.00 14 E. Charges 20.00 15 Ashwamedha/Indradhanushya 30.00 16 Disaster relief fees 10.00

17 E. Services 50.00 18 Convocation Fees 250.00 19 National Services Scheme 10.00 20 Field trips/Activities 1000.00

Total 6960.00

* FEES ARE DUE TO BE REVISED

7 No. of Lectures 18 periods per week 8 No. of Practical 4 practicals of 2 periods each = 8 periods per week 9 Duration of the Course 1 year 10 Notional hours 12 periods per week 11 No. of Students per Batch: 30-40 (Theory) & 15-20 (Practical) 12 Selection- Merit at the qualifying examination 13 Assessment– included in the syllabus copy as Scheme of Examination 14 Syllabus Details – included in the syllabus copy 15 Title of the Unit– included in the syllabus copy 16 Title of the Sub-Unit – included in the syllabus copy 17 Semester wise Theory – included in the syllabus grid 18 19 Semester wise List of Practical – included in the syllabus grid 20 Question Paper Pattern – included in the syllabus copy as Scheme of 21 Examination 22 Pattern of Practical Exam– included in the syllabus copy as Scheme of 23 Examination 24 Scheme of Evaluation of Project / Internship- Not Applicable 25 List of Suggested Reading– included in the syllabus copy List of Websites – included in the syllabus copy wherever applicable List of You-Tube Videos –Not Applicable List of MOOCs–Not Applicable

T. Y. B.Sc (Home Science) SEMESTER V BRANCH II: HUMAN DEVELOPMENT Revised w.e.f. June 2017

Course Title Internal Semester Total Periods/Week/ Credits Code Assessment End Marks Division/Batch Marks Examination USHSII501 Introduction to Counselling 25 75 100 3 3 USHSII502 Human Exceptionality I 25 75 100 3 3 USHSII503 Curriculum Planning and 25 75 100 3 3 Assessment in Early Childhood Education I USHSII504 Theories of Human Behaviour 25 75 100 3 3 and Development USHSII505 Methods of Studying Human 25 75 100 3 2 Behaviour and Development USHSII506 School Administration 25 75 100 3 2 USHSIIP501 Part A: Curriculum Planning for -- 50 50 2 2 Children in Education Settings Part B: Conducting -- 50 50 2 Developmentally-Appropriate Activities for Children in Education Settings USHSIIP502 Part A: Methods of Studying -- 50 50 2 2 Human Behaviour and Development Part B: School Administration -- 50 50 2 800 26 20

Course Code Title Periods/week/ Marks Credits Division

USHSII501 INTRODUCTION TO COUNSELLING 3 100 3

Objectives 1. To introduce students to key concepts in counselling. 2. To have students construct knowledge about the counseling process and related professional skills. 3. To familiarize students with selected methods /approaches /models /specializations which are especially relevant for child and adolescent counselling?

Course Content Periods Unit I Classic and/or Exemplary Definitions of Professional Counselling 15 Key ideas; Illustration of key ideas (using transcripts of counselling) Goals of counselling Mental Health Professionals and Services Difference between counselling, clinical psychology, and psychiatry; distinguishing counseling from psychotherapy Types of mental health professionals Relevance and Need for Counselling Children, Adolescents, and Adults Indicators of distress in children, adolescents, and adults Developmental concerns/challenges in childhood, adolescence, and adulthood Challenges/problems faced by children, adolescents, and adults that are not developmental in nature (e.g., physical abuse, sexual abuse) Characteristics of current society that accentuate the need for professional counselling services for children, adolescents, and adults; environmental challenges that children, adolescents, and adults face

Unit II The Counselling Process 15 Overview of the Number and Variety of Counselling Techniques/Approaches/Methods Preparing for the counselling interview Arranging the physical space Creating an optimal socioemotional space What are some things to consider during the first interview? A general model for counselling Step 1: Defining the problem through active listening Step 2: Clarifying the client’s expectations Step 3: Exploring what has been done to solve the problem Step 4: Exploring what new things could be done to solve the problem Step 5: Obtaining a commitment to try one of the problem-solving ideas Step 6: Closing the counseling interview/terminating the counselling sessions Questions counsellors ask What types of questions should the counsellor use? How can silences be used in counselling? Should counsellors give advice? Should counsellors give information? What about the issue of confidentiality?

Unit III Selected Counselling Techniques/Approaches Especially Suitable for Use with 15 School Children and Adolescents Individual Counselling Methods Carl Roger’s Person-Centered Counselling/Therapy (PCC/PCT) Solution-Focused Brief Counselling/Therapy (SFBC/SFBT) Play Therapy Group Counselling Group leadership skills Steps in group counselling Professional School Counseling Distinguishing School Counselling from General Counselling Advancements in the Conceptualization of School Counselling: Norman Gysber’s Developmentally Comprehensive School Counselling Model ASCA-Promoted Comprehensive School Counselling Programs Role of the professional school counsellor References Corey, G. (2015). Theory and practice of group counseling (9th ed.). Boston, MA: Cengage Learning. Capuzzi, D., & Gross, D. A. (2008). Counseling and psychotherapy: Theories and interventions (4th ed.). NJ: Prentice-Hall. George, R. L., & Cristiani, T. L. (1995). Counseling: Theory and practice (4th ed.). Boston: Allyn & Bacon. Gibson, R. L., & Mitchell, M. H. (2008). Introduction to counseling and guidance (7th ed.). New Jersey: Prentice- Hall. Hornby, G., Hall, C., & Hall, C. (2003). Counseling pupils in schools: Skills and strategies for teachers. London: Routledge-Falmer. Kotler, J. A. (2004). Introduction to therapeutic counseling: Voices from the field (5th ed.). Pacific Grove, CA: Brooks/Cole. Thompson, C., Rudolph, L. B., Henderson, D. (2004). Counseling children (6th ed.). Pacific Grove, CA: Brooks/Cole.

Course Code Title Periods/week/ Marks Credits Division

USHSII502 HUMAN EXCEPTIONALITY I 3 100 3

Objectives 1. To help students develop an awareness and concern for individuals with exceptionality (both children and adults), their needs and problems. 2. To help students gain knowledge about the different categories of exceptionality, their prevalence, causes, prevention, and characteristics. 3. To introduce students to the education, assessment and rehabilitation of exceptional children and adults, with special reference to the Indian context.

Course Content Periods Unit I Introduction to Human Exceptionality and Special Education 15 (a) Definition and terminology: • Exceptional children and adults • Disability versus handicap • Developmentally delayed and at-risk • Special education (b) Brief history of the development of special education. (c) Categories and labels. (d) Legislative history of special education (US and Indian Laws). (e) Professionals who work with individuals with exceptionalities. (f) Service delivery teams. (g) Current and future challenges.

Unit II High-Incidence Disabilities 15 1. Mental Retardation/Intellectual Developmental Disorder/Intellectual Disability (a) Definition of mental retardation. (b) Classification of individuals with mental retardation. (c) Prevalence, causation, characteristics, assessment, prevention. (d) Educational considerations. (e) Services for children and adults with mental retardation. (f) Family and community contexts. (g) Trends, issues, and controversies. 2. Learning disability (a) Definition of learning disability. (b) Classification of individuals with learning disability. (c) Prevalence, causation, characteristics, assessment, prevention. (d) Educational considerations. (e) Services for children and adults with learning disability. (f) Family and community contexts. (g) Trends, issues, and controversies.

Unit III Exceptional, Gifted and Talented 15 1. Gifted and talented individuals (a) Defining giftedness. (b) Differences among individuals who are talented and gifted. (c) Prevalence, causation, characteristics, assessment. (d) Educational considerations. (e) Services for children and adults who are talented and gifted. (f) Family and community contexts. (g) Trends, issues, and controversies.

References American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association. Gargiulo, R. M. (2015). Special education in contemporary society: An introduction to exceptionality (5th ed.). New York: Sage. Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2013). Exceptional learners: An introduction to special education (12th ed.). Boston, MA: Pearson Education. Hardman, M. L., Egan, M. W., & Drew, C. J. (2017). Human exceptionality: School, community, and family (12th ed.). Boston, MA: Cengage Learning. Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.). Boston, MA: Pearson Education. Kharge, M. T. (2014). Rights of persons with disabilities bill, 2014. Retrieved from http://www.prsindia.org/uploads/media/Person%20with%20Disabilities/The%20Right%20 of%20Persons%20with%20Disabilities%20Bill.pdf Srivastava, P., & Kumar, P. (2015). Disability, its issues and challenges: psychosocial and legal aspects in Indian scenario. Delhi Psychiatry Journal, 18(1), 195-205.

Course Code Title Periods/week/ Marks Credits Division

USHSII503 CURRICULUM PLANNING AND 3 100 3 ASSESSMENT IN EARLY CHILDHOOD EDUCATION I

Objectives 1. To help students develop an understanding of developmentally-appropriate teaching-learning practices to be used in early childhood education settings. 2. To introduce students to the historic overview of educators and approaches/curriculum models in early childhood education. 3. To have students develop an understanding of the role of environment in child’s learning and behaviour including schedules, materials, arrangement of learning activities indoor and outdoor, and centre-based learning.

Course Content Periods Unit I Overview of Early Childhood Care and Education 15 (a) Quality in Early Childhood Programs Concept of developmental appropriateness; adult-child ratio; group size; mixed-age grouping; developmental-appropriateness of activities; child-adult interactions and roles; staffing; teacher stability; family involvement; child advocacy (b) Early Childhood Teachers and Caregivers Quality, attributes, and role of a good early childhood teacher; training and regulation of quality; professionalism and ethics; current issues and dilemmas (low pay, burnout, teacher turnover, teacher shortage). (c) Curriculum Meaning and definition of curriculum, components of a good curriculum.

Unit II Educators and Curriculum Models/Approaches 15 (a) History of early childhood education, historical overview of educators Jean-Jacques Rousseau, Johann Pestalozzi, Friedrich Froebel, Maria Montessori. Rabindranath Tagore, Tarabai Modak, Gijubhai Badhekha. (b) Early Childhood Education Curriculum Models Montessori Program, Bank Street Approach, Head Start Program, Reggio Emilia Approach, Rudolf Steiner and Waldorf schools, Te-whariki, Thematic Approach/Project Approach, Glenn Doman approach, new developments in ECE curriculum models.

Unit III Scheduling and Curriculum Planning 15 (a) Components of the early childhood education schedule Activity time; large-group activities; small-group activities; use of learning centres; outdoor activities; start-of-day and end-of-day activities; clean-up, meals, nap and rest; transitions. (b) Guidelines for Program Scheduling Alternating active and quiet times; alternating large-group and small- group activities; balancing child-initiated and teacher-initiated activities; building time for individual interactions; taking into account activity level and developmental level of the children; seasonal considerations; types of schedules. (c) Curriculum Types of curriculum; theme-based learning content; child, family and community as a focus of the curriculum; planning general goals and instructional objectives/developing written plans (daily, weekly, short- term, long-term plans; planning an overall curriculum (units, lesson planning, activities and emergent curriculum).

References

Amin, R. (1997). Learning for life…from birth to five. Nurturing the growing child. Mumbai: Books for Change. Brewer, J. A. (2006). Introduction to early childhood education: Preschool through primary grades (6th ed.). Boston, MA: Pearson Education. Catron, C. E., & Allen, J. (2007). Early childhood curriculum: A creative play model (4th ed.). Boston, MA: Pearson Education. Christian Children’s Fund. (1994). Early childhood care and development (0 to 6 years): Trainers’ manual. Chennai: Author. Dopyera, M., & Dopyera, J. E. (1992). Becoming a teacher of young children (5th ed.). New York: McGraw-Hill, Inc. Essa, E. L. (2013). Introduction to early childhood education (7th ed). Belmont, CA: Wadsworth. Gestwicki, C. (2013). Developmentally appropriate practice: Curriculum and development in early education (5th ed.). Belmont, CA: Wadsworth. Kaul, V. (1991). Early childhood education programme. New Delhi: NCERT. Leeper. S. H., Witherspoon, R. L., & Day, B. (1984). Good schools for young children: A guide for working with three-, four-, and five-year-old children (5th ed.). New York: Macmillan. Maxim, G. W. (1997). The very young: Guiding children from infancy through the early years (5th ed.). Princeton, NC: Merrill. NCERT. (1996). Minimum specifications for preschools. New Delhi: Author. Sebastian, P. (2002). Handle with care - A guide to early childhood administration. Victoria: Wiley. Seefeldt, C., & Barbour, N. (1998). Early childhood education: An introduction (4th ed.). Boston, MA: Pearson Education. Swaminathan, M. (1998). The first five years: A critical perspective on early childhood care and education in India. New Delhi: Sage.

Course Code Title Periods/week/ Marks Credits Division

USHSII504 THEORIES OF HUMAN BEHAVIOUR 3 100 3 AND DEVELOPMENT

OBJECTIVES: 1. To have students comprehend the value of theories of human behavior and development. 2. To help students have a clear and strong understanding of the different theories of human behaviour and development. 3. To facilitate students in applying their knowledge of theories of human behavior and development to various life contexts.

Course Content Periods Unit I Introduction to Theories and the Psychodynamic Perspective 15 1. Introduction • Reasons for studying theories • Definition of a theory • Limitations of developmental theories 2. The Psychodynamic Perspective: a. Sigmund Freud: Psychoanalytic Theory • Biographical sketch • Levels of consciousness • Structure of personality • Development through psychosexual stages • Nature of anxiety and defense mechanisms • Application and brief evaluation

b. Erik Erikson- Theory of Psychosocial Development • Biographical sketch • Psychosocial stages • Application and brief evaluation

Unit II The Cognitive and Moral Perspective 15 1. Jean Piaget—Developmental and Cognitive Perspectives • Biographical sketch • Key concepts in Piaget’s theory • Stages of cognitive development • Application and brief evaluation 2. Lawrence Kohlberg—The Moral Development Theory • Biographical sketch • Stages and levels of moral development • Application and brief evaluation

Unit III Individual and Environment Interactions: More Recent 15 Developments 1. Neo-Behaviorism: Albert Bandura • Overview of behaviorism (classical and operant conditioning) • Albert Bandura’s biographical sketch • Key concepts in Bandura’s theory • Application and brief evaluation 2. Ecological Perspectives: Urie Bronfenbrenner • Biographical sketch • Key concepts in Bronfenbrenner’s theory • Application and brief evaluation 3. Life Span Approaches: Paul Baltes and colleagues • Contexts impelling the development of Life Span theory • Key concepts in Life Span theory • Application and brief evaluation

References

Baldwin, A. (1980). Theories of child development (2nd ed.). New York: Wiley. Crain, W. (2016). Theories of development: Concepts and applications (6th ed.). New York: Routledge. Green, M., & Piel, J. A. (2016). Theories of human development: A comparative approach (2nd ed.). New York: Routledge. Lerner, R. M. (2015). Concepts and theories of human development (3rd ed.). New York: Routledge. Newman, B. M., & Newman, P. R. (2015). Theories of human development (2nd ed.). Hove, UK: Psychology Press. Salkind, N. J. (2004). An introduction to theories of human development. New York: Sage. Thomas, R. M. (2004). Comparing theories of child development. (6th ed.). Boston, MA: Cengage Learning. Thomas, R. M. (2000). Recent theories of human development. New York: Sage.

Course Code Title Periods/week/ Marks Credits Division

USHSII505 METHODS OF STUDYING HUMAN 3 100 2 BEHAVIOUR AND DEVELOPMENT

Objectives 1. To introduce students to the importance of the scientific study of human beings across the life span. 2. To help students develop an appreciation of observations, interviews, questionnaires/ratings scales/checklists as methods of studying human behavior and development. 3. To introduce students to newer techniques of studying human behavior and development.

Course Content Periods Unit I Introduction & Observation as a Method of Studying Human 15 Behaviour and Development 1. Introduction (a) Overview of Methods of Studying Human Behaviour and Development (b) Importance and uses of these methods: Assessment and evaluation; research (quantitative and qualitative) 2. Observation as a Technique for Studying Human Behaviour and Development: (a) Overview: meaning, use/significance of observations. (b) Observations in Quantitative research: types and methods; advantages and disadvantages of observations; selecting the phenomena to assess through observations; defining the phenomena conceptually and operationally; designing/ construction of the tool; ethics; validity and reliability of observations; sampling cases and execution of the method; coding and analysis; interpreting and reporting observational data in quantitative research.

it II Interviews and Questionnaires as Methods of Studying Human 15 Behaviour and Development 1. Interview as a Technique for Studying Human Behaviour and Development: (a) Overview: meaning, use/significance of interviews. (b) Interviews in Qualitative research: types and methods; advantages and disadvantages of interviews; selecting the phenomena to study through interviews; designing/construction of the tool (types of questions/probes); ethics; sampling cases and execution of the method/ reflexive process; analysis of interview data in qualitative research; interpreting and reporting interview data in qualitative research. 2. Questionnaires/Rating Scales/Checklists as Techniques for Studying Human Behaviour and Development: (a) Overview: meaning, use/significance of questionnaires. (b) Questionnaires/ Rating Scales/ Checklists in Quantitative research: types and methods; advantages and disadvantages

of questionnaires/rating scales/checklists; selecting the phenomena to assess; designing/ construction of the tool (types of questions/ items/ ratings); ethics; sampling cases and execution of the method; coding, analysis, and the extraction of variables; internal consistency; interpreting and reporting variables extracted from questionnaires/ratings/checklists in quantitative research. Unit Newer Techniques of Studying Human Behaviour and Development 15 III & a Focus on Research 1. Other techniques used for Studying Human Behaviour and Development: (a) Neuroscience and functional and structural MRIs. 2. Multi-method, multi-agent approaches/Triangulation 3. Application of Techniques/Methods of Studying Human Behaviour and Development in Research: (a) Brief overview of the steps of the research process. (b) Brief overview of the research report. (c) Summary of key concepts of methods of studying human behaviour and development.

References Anandalakshmy, S., Chaudhary, N. & Sharma, N. (Eds.). (2008). Researching families and children: Culturally appropriate methods. New Delhi: Sage. Anastasi, A. & Urbina, S. (1997). Psychological Testing (7th ed.). New Delhi: Pearson Education. Billman, T., & Sherman, J. (1996). Observation and participation in early childhood settings: A practicum guide. Boston, MA: Allyn & Bacon. Jam, G. L. (2003). Research methodology: Methods, tools and techniques. Jaipur: Mangaldeep Publications. Kothari, C. R. (1999). Research methodology: Methods and techniques (2nd ed.). New Delhi: New Age. Leong, F.T.L., & Austin, J. T. (Eds.) (1996). The psychology research handbook. New Delhi: Sage. Leong, F.T.L. & Austin, J. T. (Eds.) (2006). The psychology research handbook: A guide for graduate students and research assistants (2nd ed.). Thousand Oaks, CA: Sage. Mussen, P. H., & Baldwin, A. L. (1960). Handbook of research methods in child development. New Jersey: Wiley. Rubin, A., & Babbie, E. R. (2013). Research methods for social work (8th ed.). Pacific Grove, CA: Brooks/Cole.

Course Title Periods/week/ Marks Credits Code Division USHSII506 SCHOOL ADMINISTRATION 3 100 2

Objectives 1. To comprehend the school as a system; thereby, to use a systemic approach in conceptualizing school administration. 2. To evaluate selected school policies and develop critical thinking skills with regard to school policies. 3. To be introduced to best practices in school education/innovations in school policies/school reform.

Course Content Periods Unit Introduction & Overview; Conceptual Framework for Understanding School 15 I Administration Definitions/types: schools, education, administration, stakeholders, system. Functions of schools: general; from the point of view of each stakeholder/ group in the system. Conceptual framework for understanding school administration: school as a system; vision, mission, goals and objectives; process model/feedback cycle; policy-making and other decision-making. Role of School Principal/School Administrator Lead Educator and Lead Executive; management versus leadership. Interpersonal role of school principal: roles vis-à-vis students, teachers, parents, trustees/school board members/management; affective and effective role dimensions (emotional intelligence, handling negativity/handling complaints); public relations; community relations and community support.

Unit Issues/Topics in School Administration Pertaining to Students/Children 15 II Role of the child/student in the classroom. Role of the child/student in the larger school system. Classroom arrangement School size and class size Scheduling Issues: Scheduling teaching-learning periods: Block scheduling Character education; service-orientation Student evaluation: Achievement-oriented education/marks-oriented education, disadvantages, alternatives Social Promotion versus retention

(Emphasis: Impact of each policy on students and other participants in the school system; inter-relationships between policies; best practices in education)

Issues/Topics in School Administration Pertaining to Teachers Which decisions have to be made pertaining to teachers? And subjected to continuous evaluation? Role of teacher in the classroom/Role of teacher vis-à-vis students including child guidance and classroom management Role of teacher in the larger school system (vis-à-vis parents, other teachers, school administrators; as an agent facilitating school administration)

Unit Issues/Topics in School Administration Pertaining to Teachers Continued 15 III Teacher recruitment policy Teacher reward policy: Types of formal and informal rewards and their importance, Teacher remuneration or monetary compensation policy (formal reward) Professional development policy/Teacher development policy Teacher evaluation policy Innovations: Teacher Looping (Emphasis: Impact of each policy on students and other participants in the school system; inter-relationships between policies; best practices in education)

Issues/Topics in School Administration Pertaining to Parents: Role of parents in the school: various models and innovations

Exemplary School Models/Exemplary School Systems; Cross-Cultural Comparisons of Schools or School Systems Exemplary school models: Toto Chan; Rudolph Steiner and the Waldorf Schools Indian origin exemplary school models: J. Krishnamurti Schools (India and worldwide); Chinmaya Mission Schools; VishvaBharati, Shantiniketan: A Rabindranath Tagore initiative; a Mumbai Initiative: Muktangan Crosscultural comparison: India, USA, Finland, Germany, & Singapore

References Carter, M., & Curtis, D. (1998). The visionary director: A handbook for dreaming, organizing, & improvising in your center. St. Paul, MN: Redleaf Press. Cherry, C., Harkness, B., & Kuzma, K. (2000). Child care center management guide: A hands-on resource. Torrance, CA: Fearon Teacher Aids. Click, P. M. (2004). Administration of programs for young children. New York: Thomson Delmar Learning. Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St. Paul, MN: Redleaf Press. Koralek, D. G. (1995). The what, why, and how of high-quality early childhood education: A guide for on-site supervision. Washington, DC: NAEYC. Leeper, S. H., Witherspoon, R. L., & Day, B. (1984). Good schools for young children. NY: Macmillan. Morgan, G. G. (1999). The bottom line for children's programs: What you need to know to manage the money. Beltsville, MD: Gryphon House. Mosley, J. (2001). Working towards a whole school policy on self-esteem and positive behavior. Wiltshire, UK: Positive Press. Mosley, J. (2003). Quality circle time in the primary classroom. Your essential guide to enhancing self-esteem, self-discipline and positive relationships. Cambridge, UK: LDA. NAEYC. (1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC. Websites www.aasa.org (AASA: American Association of School Administrators) www.education-world.com

Course Title Periods/week/ Marks Credits Code Division USHSIIP501 PART A: CURRICULUM PLANNING FOR 2 50 CHILDREN IN EDUCATION SETTINGS PART B: CONDUCTING DEVELOPMENTALLY- 2 50 2 APPROPRIATE ACTIVITIES FOR CHILDREN IN EDUCATION SETTINGS

PART A: CURRICULUM PLANNING FOR CHILDREN IN EDUCATION SETTINGS Objectives: 1. To provide students with training in curriculum planning for education settings, particularly early childhood education settings. 2. To enable students to plan developmentally-appropriate educational and recreational activities for early childhood years. 3. To facilitate students to engage in curriculum planning in educational settings, keeping in mind the learning objectives as also the classroom arrangement, classroom enrichment, role(s) of the child, role(s) of the teacher, transition activities, learning centres, and balance in the daily and weekly schedules.

Unit Course content Periods I Attending and participating in workshops on developmentally-appropriate activities for children in the following areas:  Fine-motor and gross-motor activities (e.g. blocks, manipulatives, outdoor play)  Art and craft activities  Music and movement  Language activities (e.g., picture talk/object talk/circle time/story time)  Science and math activities  Social studies activities 15  Sociodramatic play  Transition activities  Classroom arrangement, classroom enrichment, learning centres  Classroom management  Scheduling  Group dynamics, team-building, conduct and personal grooming

II Planning developmentally-appropriate activities for young children in education settings:  Observing the conduction of lessons and activities with children in education settings.  Lesson planning for developmentally-appropriate activities: Brain-storming, discussion as well as written plans.  Preparation of teaching aids.  Planning also with regard to the classroom arrangement, classroom enrichment, role(s) of the child, role(s) of the teacher, transition activities, learning centres, field 15 trips, and balance in children’s schedules.  Mock lessons.

PART B: CONDUCTING DEVELOPMENTALLY-APPROPRIATE ACTIVITIES FOR CHILDREN IN EDUCATION SETTINGS

1. To provide students with training such that, on graduation, they can choose to be teachers of young children, and plan, execute and evaluate educational and recreational activities in early childhood education settings. 2. To expose students to different educational settings and institutions catering to the needs of young children. 3. To enable students to implement and evaluate developmentally-appropriate educational and recreational activities for early childhood years. 4. To facilitate the development of teaching and classroom management skills in students. 5. To help students to apply theoretical knowledge in practical situations.

Unit Course content Periods I Executing, and evaluating developmentally-appropriate activities for young children in education settings:  Fine-motor and gross-motor activities (e.g. blocks, manipulatives, outdoor play)  Art and craft activities  Music and movement activities  Sociodramatic play 15  Transition activities

II Executing, and evaluating developmentally-appropriate activities for young children in education settings:  Language activities (e.g., picture talk/object talk/circle time/story time)  Science activities  Math activities 15  Social studies activities  Learning centre activities  Field trips

The students make a portfolio of the lessons that they execute along with photographs or samples of child’s work and the evaluation.

Course Title Periods/week/ Marks Credits Code Division USHSIIP502 PART A: METHODS OF STUDYING HUMAN 2 50 BEHAVIOUR AND DEVELOPMENT 2 PART B: SCHOOL ADMINISTRATION 2 50

PART A: METHODS OF STUDYING HUMAN BEHAVIOUR AND DEVELOPMENT

Objectives 1. To provide students with an introductory hands-on experience of the scientific study of human beings across the life span. 2. To help students build beginning skills in studying a selected aspect of human behavior and development by designing and using at least one of the methods, namely, observations, interviews, or questionnaires/ratings scales/checklists. 3. To facilitate students in completing all the steps of a mini-project from problem formulation to report writing and presentation of the research.

Unit Course content Periods

I (a) Problem formulation, brief review of literature; selecting the phenomena to 15 assess through either of observations/ interviews/ questionnaires/ rating scales/ checklists. (b) Defining the phenomena conceptually and operationally. (c) Designing/construction of the tool. (d) Sampling cases. II (a) Execution of the method—collecting data. 15 (b) Coding and analysis of data using qualitative or quantitative strategies. (c) Interpreting and reporting observational/interview/questionnaire data. (d) Finalizing the brief research report. (e) Presentation of research findings.

PART B: SCHOOL ADMINISTRATION Objectives 1. To provide students with skills in: a. examining and evaluating the framework of administration in various schools, b. identifying exemplary features of administration in schools, and, c. selecting/designing best practices in education and related services. Unit Course content Periods

I Examining and evaluating the framework of administration in 15 various schools (day schools, residential schools, schools of different boards of education, government-run schools, government-aided schools, private schools):

Devising a framework to conceptualise, evaluate and innovate school administration/school policies (small-group work).

Debates that help reflect on best practices in school administration.

II Identifying exemplary features of administration in schools of 15 excellence:

Virtual visits to schools.

Actual visits to schools to study innovative school administration.

Exemplary examples—Indian and non-Indian: Each small group of students selects one school of excellence and reports to the large group, describing and justifying why these schools are of excellence.

Selecting/designing best practices in education: Each small group of students selects/designs and justifies (at least) one best practice in education.

T. Y. BSc (Home Science) SEMESTER VI BRANCH II: HUMAN DEVELOPMENT Revised w.e.f. June 2017

Course Title Internal Semester Total Periods/Week/ Credits Code Assessment End Marks Division/Batch Marks Examination USHSII601 Counselling & Psychological 25 75 100 3 3 Testing USHSII602 Human Exceptionality II 25 75 100 3 3 USHSII603 Curriculum Planning and 25 75 100 3 3 Assessment in Early Childhood Education II USHSII604 Human Development and Family 25 75 100 3 3 Studies USHSII605 Introduction to Psychological 25 75 100 3 2 Disorders across the Life Span USHSII606 Social Psychology 25 75 100 3 2 USHSIIP601 Part A: Community-Based -- 50 50 2 2 Services for Children and Youth Part B: Community-Based -- 50 50 2 Services for Adults USHSIIP602 Part A: Human Exceptionality -- 50 50 2 2 Part B: Children’s Media -- 50 50 2 800 26 20

Course Title Periods/week/ Marks Credits Code Division

COUNSELLING AND PSYCHOLOGICAL USHSII601 3 100 3 TESTING

Objectives 1. To introduce students to key concepts in counselling, psychological testing and assessment. 2. To have students construct knowledge about the counselling process and related professional skills. 3. To familiarize students with selected adult counselling methods/approaches/models/specializations. 4. To provide exposure to selected developmental scales, and intelligence, creativity, personality and behavioral tests. 5. To sensitize them to the professional training of counsellors and the ethics of Counselling and testing.

Course Content Periods Unit I Selected Counselling Techniques for Use with Adults; and Issues in Counselling 15 Family Counselling: Conjoint Family Therapy & Virginia Satir Transactional Analysis Status of Counselling: USA, India Code of ethics for counsellors Unit II An Overview of Psychological Testing 15 Introduction to the use of psychological tests Definition and characteristics of psychological tests Test development/construction/standardization Ethical considerations in testing Unit III Developmental Assessment of Young Children 15 Brazelton Neonatal Assessment Scale (BNAS/NBAS) Bayley Scales of Infant and Toddler Development (BSID) Assessment of Intelligence, Creativity, Personality and Interests Wechsler Intelligence Scale for Children (WISC) Torrance Tests of Creative Thinking (TTCT) Myers-Briggs Type Indicator (MBTI) Projective tests: Thematic Apperception Test (TAT) Interest Inventory: Self-Directed Search (SDS) Indian initiatives in psychological testing References Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). New Jersey: Prentice-Hall. Black, M. M., & Matula, K. (2000). Essentials of Bayley scales of infant development II assessment. NY: Wiley. Capuzzi, D., & Gross, D.A. (2008). Counselling and psychotherapy: Theories and interventions (4th ed.). NJ: Prentice- Hall. Cohen, R., & Swerdlik, M., & Kumthekar, M. M. (2014). Psychological testing and assessment: An introduction to tests and measurement (7th ed.). Boston: McGraw-Hill. Janda, L. H. (1998). Psychological testing: Theory and applications. MA: Allyn & Bacon. Kaplan, R .M., & Saccuzzo, D. P. (1997). Psychological testing. CA: Brooks/Cole. Thompson, C., Rudolph, L. B., Henderson, D. (2004). Counseling children (6th ed.). Pacific Grove, CA: Brooks/Cole. Watkins Jr., C. E., & Campbell, V.L. (Eds.) (2000). Testing and assessment in counslling practice. Mahwah, NJ: Lawrence Erlbaum Testing manuals of relevant tests.

Course Code Title Periods/week/ Marks Credits Division

USHSII602 HUMAN EXCEPTIONALITY II 3 100 3

Course Content Periods Unit I High-Incidence Disabilities 15 1. Communication Disorders (a) Definition of speech and language disorders. (b) Classification of individuals with speech and language disorders. (c) Prevalence, causation, characteristics, assessment, prevention. (d) Educational considerations. (e) Services for children and adults with speech and language disorders. (f) Family and community contexts. (g) Trends, issues, and controversies.

Unit II Low-Incidence Disabilities 15 1. Sensory Impairments: Hearing Impairment (a) Definition of hearing impairment. (b) Classification of individuals with hearing impairment. (c) Prevalence, causation, characteristics, assessment, prevention. (d) Educational considerations. (e) Services for children and adults with hearing impairment. (f) Family and community contexts. (g) Trends, issues, and controversies. 2. Sensory Impairments: Visual Impairment (a) Definition of visual impairment. (b) Classification of individuals with visual impairment. (c) Prevalence, causation, characteristics, assessment, prevention. (d) Educational considerations. (e) Services for children and adults with visual impairment. (f) Family and community contexts. (g) Trends, issues, and controversies. 3. Physical Disabilities: Cerebral Palsy, Spina Bifida and Muscular Dystrophy (a) Definitions, concepts, and types. (b) Prevalence, causes, and characteristics. (c) Intervention and services for children and adults. 4. Health Disorders: Asthma and Epilepsy (a) Definitions, concepts, and types. (b) Prevalence, causes, and characteristics. (c) Intervention and services for children and adults.

Unit III Inclusive Education, Assistive Technology, and Life Planning for Individuals with 15 Special Needs 1. Inclusive Education (a) What is Inclusive Education? (b) Differences between Inclusion, Mainstreaming and Integration. (c) Right to Education for all. (d) Challenges of Inclusive Education. (e) Benefits of Inclusive Education. 2. Assistive Technology (a) What is Assistive Technology? (b) Assistive Technology and Special Education (c) Assistive Technology and IEP (d) Assistive Technology used for different exceptionalities. 3. Transition Planning and Life Planning

References American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association. Assistive technology basics (n.d.). Retrieved from https://www.understood.org/en/school-learning/assistive- technology/assistive-technologies-basics Gargiulo, R. M. (2015). Special education in contemporary society: An introduction to exceptionality (5thed.). New York: Sage. Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2013). Exceptional learners: An introduction to special education (12thed.). Boston, MA: Pearson Education. Hardman, M. L., Egan, M. W., & Drew, C. J. (2017).Human exceptionality: School, community, and family (12th ed.). Boston, MA:Cengage Learning. Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.). Boston, MA: Pearson Education. Kharge, M. T. (2014). Rights of persons with disabilities bill, 2014. Retrieved from http://www.prsindia.org/uploads/media/Person%20with%20Disabilities/The%20Right%20of%20Perso ns%20with%20Disabilities%20Bill.pdf Srivastava, P., & Kumar, P. (2015). Disability, its issues and challenges: psychosocial and legal aspects in Indian scenario. Delhi Psychiatry Journal, 18(1), 195-205. Stanberry, K., & Raskind, M. H. (2009). Assistive Technology for Kids with Learning Disabilities: An Overview. Retrieved from http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities- overview World Health Organization. (2015). Assistive technology for children with disabilities: Creating opportunities for education, inclusion and participation: A discussion paper. Retrieved from https://www.unicef.org/disabilities/files/Assistive-Tech-Web.pdf

Course Title Periods/week/ Marks Credits Code Division USHSII603 CURRICULUM PLANNING AND ASSESSMENT IN EARLY CHILDHOOD EDUCATION II 3 100 3

Objectives 1. To have students comprehend the wide range of activities for young children that can be planned in the following areas, and how these activities promote various developmental domains as well as cater to holistic development: (a) gross-motor and fine-motor activities; (b) art and craft activities; (c) music and movement activities; (d) language activities; (e) science activities; (f) mathematics activities; and, (g) social studies activities. 2. To have students appreciate the value of play in child’s learning and development. 3. To facilitate students in building the knowledge necessary for planning, conducting and evaluating developmentally-appropriate activities for young children. 4. To introduce students to assessment, recording and reporting of child’s progress in the early childhood education setting.

Course Content Periods Unit I Creative Expression through Art and Craft & Music and Movement 15

(a) Gross-Motor Activities: Movement, jumping, climbing apparatus, following an obstacle course, rolling and tumbling, throwing and catching, kicking and batting, patting/digging sand, using tools.

(b) Fine-Motor Activities: Manipulative equipment/toys, Lego blocks, beads, sorting, drawing, painting, stacking rings, small plastic figures.

(c) Art and craft activities: Painting, printing, pasting, drawing, cutting and tearing; making a collage, modelling/sculpture (clay, dough), guided art and craft projects.

(d) Music and Movement: Goals of music and movement; singing (selecting songs, presenting songs, informal singing, group singing, playing instruments, rhythmic experiences, creating songs, listening experiences); movement and dance (fundamental movements of walking, standing, balancing, running, jumping, galloping, skipping, playing).

Unit II Creating an Environment for Exploring Activities in Early Years 15

(a) Language activities: Stories, poetry, books, sharing time/circle time, group discussion, puppets, dramatization/role play, reading corner, reading and writing readiness for preschool children.

(b) Science Activities: Defining sciencing; developmentally-appropriate science for preschool children; goals and objectives for sciencing activities; scientific process (observing, classifying and comparing, measuring, experimenting and relating, inferring and applying); science table; science walks; science projects and experiments; providing a safe environment.

(c) Mathematics activities: Defining mathematics; mathematical concepts, processes, understanding and skills (classifying, comparing, ordering, patterning, counting, shapes and space, measurement, fractions, vocabulary, numerical operations); use of toys and educational material; arithmetic readiness.

(d) Social Studies activities: Appreciating diversity; appreciating own and other cultures/communities; knowing about different occupational roles; building starting knowledge of geography/ history/ ecology. Unit III Play, Other Aspects of Curricular Planning; & Assessment/ Recording/ 15 Reporting in Early Childhood Education

(a) Significance and Role of Play: Defining play, value and purpose of play, stages/levels of play, types of play, child’s role, teacher’s role (observer, elaborator, modeller, planner, evaluator).

(b) Special Considerations in Curricular Planning: Field trips, resource persons, learning centres, parents in early childhood education programs.

(c) Assessing, Recording and Reporting Children’s Progress: • Assessment: Meaning and definition of assessment, purpose of assessment, planning assessment, types of assessment (informal and formal methods). • Recording: Meaning, purpose, and use of records; types of records. • Reporting: Meaning, purpose, and methods of reporting.

References

Maxim, G. W. (1997). The very young: Guiding children from infancy through the early years (5thed.). Princeton, NC: Merrill. NCERT.(1996). Minimum specifications for preschools. New Delhi: Author. Sebastian, P. (2002). Handle with care - A guide to early childhood administration. Victoria: Wiley. Seefeldt, C., & Barbour, N. (1998). Early childhood education: An introduction (4thed.). Boston, MA: Pearson Education. Swaminathan, M. (1998). The first five years: A critical perspective on early childhood care and education in India. New Delhi: Sage.

Journals and magazines: Childhood Education Parenting Young Children

Course Code Title Periods/week/ Marks Credits Division

USHSII604 HUMAN DEVELOPMENT AND 3 100 3 FAMILY STUDIES

Objectives 1. To help students gain knowledge of selected topics in human development and family studies. 2. To sensitize students to issues related to achievement, socio-emotional development, and gender. 3. To help students learn about some of the challenges in families today.

Course Content Periods Unit I Socio-emotional Processes in Human Development and Family Studies 15 1. Development of Achievement Motivation and Engagement a. Development of Achievement Motivation • Very early development of self-evaluation in achievement-related activities • Competence-related beliefs: Can I do the task? • Subjective task values: Do I want to do the task? • Intrinsic vs. extrinsic motivation: Why do I want to do the task? • Achievement goal orientations: Why am I doing the task? • The role of social and academic goals in achievement • Self-regulated learning • Engagement in learning and other achievement-related activities b. Gender and cultural differences in achievement motivation c. Socialisation of motivation • Family influences • School influences 2. Socio-emotional Development in Changing Families a. Socio-emotional development of children and adolescents in two-parent families with low conflict vs. high conflict b. Socio-emotional development of children and adolescents in single-parent families: divorced single mothers, single mothers by choice, single fathers • Divorced single mothers • Single mothers by choice • Single fathers c. Socio-emotional development of children and adolescents in stepfamilies d. Socio-emotional development of children and adolescents in the context of parental cohabitation • Issue: Is marriage advantageous for children? e. Socio-emotional development of children in assisted reproduction families • “High-Tech” families (IVF and ICSI) • Donor conception families • Surrogacy families

Unit II Gender and Human Development and Family Studies 15 1. Gendered Development a. Which behaviours are gendered and how large are the differences between the sexes? b. The gendered brain 2. Gender and Family Relationships a. Gender and Partnerships: Marriage • Gender differences in: Timing and incidence of marriage; marital quality and interaction; marital satisfaction and wellbeing; marital power; spousal violence

b. Gender and Partnerships: Non marital romantic relationships c. Gender and parenthood • Motherhood and fatherhood i. Gender of parents and interaction with children; relationships with children; responsibility for children ii. New research on fatherhood iii. Spotlight on India: Impact of gender of child on mother d. Gender and family work • Housework i. Gender differences in housework, childcare, eldercare, spousal career support; gender of child and housework ii. Explanations for the gender-based division of labor: Time Availability Model, Resource Model, Ideology Model, Marital Dynamics iii. Spotlight on India: Role of in-laws Gender and grandparents and grandchildren Unit III Challenges in Families Today 15 1. Family and Work Interface a. Changing employment patterns, changing family demographics, changing gender ideologies, & changing organizational responsiveness to work and family issues. b. Impact of employment on families • Spousal employment and relationship to marital stability and satisfaction • Impact of mother’s employment on children’s wellbeing • Impact of job experiences on child socialization • Impact of parental employment and poverty on children; child’s participation in family work • Impact of the organization of work life c. Effects of family on work: Effects of family responsibilities on labor market behaviour d. Multiple roles in the family and workplace: Emotional well-being, role enrichment, role stress and role strain e. Individual coping strategies f. Institutional change to promote work-life balance: The Mommy Track; Part-Time Work; Home-based employment; flextime; work-from-home; unpaid family leave; dependent care assistance; paid family leave; shorter standard work weeks; supervisor training; Counselling and educational programs; improvements in job conditions/pay; determinants of family-friendly policies. 2. Marital Dissolution a. Divorce: Antecedents, causes, or predictors of divorce i. Macro-level antecedents: demographic factors, legal factors, cultural/attitudinal factors ii. Micro-level antecedents: social exchange theory, vulnerability-stress- adaptation, cascade theory, other individual risk factors of divorce b. Theoretical models of the divorce process i. Six levels or stations of divorce ii. Divorce as a process of mourning iii. Divorce as a psychological process iv. Divorce as a psychosocial process c. Consequences of divorce on children and adults i. Legal, psychological and emotional, and economic consequences of divorce for parents ii. Consequences for parenting, inter-parental relationships, disruptions in parent- child relationships iii. Child maladjustment to pre-separation marital conflict and violence d. Marital separation, annulments, widowhood 3. The Future of Families

References Bernades, J. (1997). Family studies: An introduction. Oxford, UK: Routledge. Bengston, V. L., Acock, A. C., Allen, K. R., Dilworth-Anderson, P., & Klein, D. M. (Eds.) (2005). Sourcebook of family theory & research. New Delhi: Sage. Golombok, S., & Tasker, F. (2015). Socioemotional development in changing families. In R. M. Lerner (Series Ed.) & M. E. Lamb (Vol. Ed.), Handbook of child psychology and developmental science, Vol. 3: Socioemotional processes (pp. 419-463). New York, NY: Wiley. Gottman, J. (1998). Why marriages succeed or fail: And how you can make yours last. New York: Simon & Schuster. Gottman, J. (2002). The relationship cure: A 5 step guide to strengthening your marriage, family, and friendships. New York: Three Rivers. Gottman, J., & Silver, N. (2000). Seven principles for making marriage work: A practical guide from the country’s foremost relationship expert. New York: Three Rivers. Hines, M. (2015). Gendered development. In R. M. Lerner (Series Ed.) & M. E. Lamb (Vol. Ed.), Handbook of child psychology and developmental science, Vol. 3: Socioemotional processes (pp. 657-700). New York, NY: Wiley. Kumar, A. (2006). Women and family welfare. New Delhi: Anmol Publications. Lamb, M. E. (Vol. Eds.) Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and developmental science. Vol. 3: Socioemotional processes. Hoboken, NJ: Wiley. Peterson, G. W., & Bush, K. R. (Eds.). (2013). Handbook of Marriage and the Family (3rd ed.). New York, NY: Springer. Price, S. J., McKenry, P. C., & Murphy, M. J. (Eds.) (2000). Families across time: A life course perspective (Readings). Los Angeles: Roxbury. Roy, P. K. (2003). Family diversity in India: Patterns, practices and ethos. New Delhi: Gyan. Shireman, J. F. (2003). Critical issues in child welfare (2nd ed.). New York: Columbia University Press. Steel, L., Kidd, W., & Brown, A. (2001). The family (2nd ed.). London: Palgrave Macmillan. Sussman, M. B., & Steinmetz, S. K. (Eds.) (1987). Handbook of marriage and family. New York, NY: Springer. Sussman, M. B., Steinmetz, S. K., & Peterson, G. W. (1999). Handbook of Marriage and the family (2nd ed.). New York, NY: Plenum. Turner, L. H., & West, R. (Eds.) (2006). The family communication sourcebook. New Delhi: Sage. Walker, A. J. (1999). Gender and family relationships. In M. B. Sussman, S. K. Steinmetz, & G. W. Peterson, Handbook of marriage and the family (2nd ed.). New York, NY: Plenum Press. Wallace, H. (2002). Family violence: Legal, medical and social perspectives. Boston: Allyn & Bacon. Walsh, F. (Ed.) (2002). Normal family processes: Growing diversity and complexity. New York: Guilford. Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Development of achievement motivation and engagement. In R. M. Lerner (Series Ed.) & M. E. Lamb (Vol. Ed.), Handbook of child psychology and developmental science, Vol. 3: Socioemotional processes (pp. 657-700). New York, NY: Wiley.

Course Code Title Periods/week/ Marks Credits Division INTRODUCTION TO PSYCHOLOGICAL USHSII605 DISORDERS ACROSS THE LIFE SPAN 3 100 2

Objectives 1. To sensitize students to individuals with psychological disorders, their needs and problems across the life span. 2. To help students gain knowledge about different abnormalities—their diagnosis, prevalence, etiology, and treatment.

Unit Course Content Periods I Introduction 15 • Definition of terms normality, abnormality, deviance, disorder, developmental pathology. • Historical overview. • Overview of current paradigm of psychopathology. • Diagnosis—DSM-5 and ICD. • Relevance of studying abnormality in human development.

II Psychological Disorders of Childhood 15 • Overview of psychological disorders in childhood (range and types of disorders) • Attention-Deficit/Hyperactivity Disorder (Clinical description, DSM-V diagnostic criteria, etiology, treatment). • Conduct Disorder (Clinical description, DSM-V diagnostic criteria, etiology, treatment). • Depression and Anxiety in Children and Adolescents (Clinical description, DSM-V diagnostic criteria, etiology, treatment). • Autism Spectrum Disorder (Clinical description, DSM-V diagnostic criteria, etiology, treatment) III Adulthood and Late-Life Psychological Disorders 15 • Overview of psychological disorders in adulthood (range and types of disorders). • Overview of psychological disorders that occur particularly in late life (range and types of disorders). • Schizophrenia (Clinical description, DSM-V diagnostic criteria, etiology, treatment). • Depression (Clinical description, DSM-V diagnostic criteria, etiology, treatment). • Dementia (Clinical description, DSM-V diagnostic criteria, etiology, treatment). • Delirium (Clinical description, DSM-V diagnostic criteria, etiology, treatment).

References American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association. Bennett, P. W. (2011). Abnormal and clinical psychology: An introductory textbook (3rd ed.). Berkshire, UK: Open University Press. Comer, R. J. (2015). Abnormal psychology (9th ed.). Boston, MA: Pearson Education. Kring, A. M., Johnson, S. L., Davison, G. C., & Neale, J. M. (2012). Abnormal psychology (12th ed.). New York: Wiley. Kring, A. M., Johnson, S. L., Davison, G. C., & Neale, J. M. (2014) Abnormal Psychology: DSM-5 update (12th ed.). New York: Wiley.

Course Code Title Periods/week/ Marks Credits Division

USHSII606 SOCIAL PSYCHOLOGY 3 100 2

Objectives 1. To introduce the students to the concept of social psychology and its content areas. 2. To help students understand the link between behaviours and attitudes and the factors influencing conformity. 3. To help students understand the behaviour of individuals in groups, group dynamics and group processes. 4. To encourage students to apply theories of social behaviour in their day-to-day lives

Course Content Periods Unit I INTRODUCTION TO SOCIAL PSYCHOLOGY 15 • Definition and brief overview of history of social psychology • Brief overview of methods of studying social psychology SOCIAL THINKING The Self in a Social World • Self-concept and self-esteem • Perceived self-control (self-efficacy, locus of control, learned helplessness versus self-determination) • Self-serving bias; self-presentation Behaviour, Attitudes and Attributions • The effect of attitudes on behaviour • The effect of behaviour on attitudes • Attributing causality • The fundamental attribution error Unit II SOCIAL INFLUENCE AND LEADERSHIP 15 Conformity • Classic studies (Asch’s studies of group pressure; Milgram’s experiments on obedience) • Factors influencing conformity • Resisting social pressure Persuasion • The elements of persuasion • Resisting persuasion Group Influence • Types of groups • Effects of the group on individual behaviour (social facilitation, social loafing, deindividuation) • Decision-making in groups (group polarisation, groupthink, minority influence) Unit III SOCIAL RELATIONS 15 Prejudice • Concept of prejudice • Sources of prejudice (social, emotional, cognitive) • Overcoming prejudice Aggression • Concept of aggression • Influences on aggression • Reducing aggression Attraction: Liking and Loving Others

• Factors affecting interpersonal attraction (physical attractiveness, proximity, similarity, competence, reciprocity) • Triangular Theory of Love • What enables relationships to endure • Ending relationships Altruism • Concept of altruism • Conditions affecting helpfulness (personal and situational influences on helping) • Promoting altruism References Myers, D. G. (2013). Social psychology (10th ed.). New York: McGraw-Hill. Baron, R., & Branscombe, N. (2017). Social psychology (14th ed). Boston, MA: Pearson Education. Franzoi, S. L. (2016). Social psychology (7th ed.). Redding, CA: BVT Publishing. Michener, H. A., & Delamater, J. D. (2010). Social psychology (7th ed.). Boston, MA: Cengage Learning.

Course Title Periods/week/ Marks Credits Code Division USHSIIP601 PART A: COMMUNITY-BASED SERVICES 2 50 FOR CHILDREN AND YOUTH PART B: COMMUNITY-BASED SERVICES 2 50 2 FOR ADULTS

PART A: COMMUNITY-BASED SERVICES FOR CHILDREN AND YOUTH Objectives 1. To facilitate students in learning skills in planning, executing and evaluating developmentally-appropriate educational and recreational activities for underprivileged children in the community and Non- Governmental Organisations (NGOs). 2. To facilitate students in learning skills in planning, executing and evaluating developmentally-appropriate educational and recreational activities for youth in the community and NGOs. 3. To facilitate students in learning skills in planning, executing and evaluating developmentally-appropriate workshops for varied target groups in the community and NGOs.

Unit Course content Periods I • Attending and participating in input sessions. • To observe, plan, execute and evaluate developmentally-appropriate educational activities and recreational activities for underprivileged children in Non- Governmental Organizations (NGOs). • To observe, plan, execute and evaluate developmentally-appropriate workshops for 15 underprivileged children in NGOs.

II • To observe, plan, execute and evaluate educational activities and recreational activities for youth in Youth Centres and NGOs. • To observe, plan, execute and evaluate developmentally-appropriate workshops for 15 youth in Youth Centres and NGOs.

The students make a portfolio of the activities and workshops that they plan and conduct, along with photographs or samples of child’s/ youth’s work and the evaluation.

PART B: COMMUNITY-BASED SERVICES FOR ADULTS

Objectives 1. To facilitate students in learning skills in planning, executing and evaluating workshops/activities for varied target groups of adults in diverse Human Development agencies in the community and Non- Governmental Organizations (e.g., old age homes, rehabilitation centres, hospitals, HR departments of companies). 2. To create awareness in students about best practices in Human Resource Development.

Unit Course content Periods I  Attending and participating in input sessions.  To observe, plan, execute and evaluate workshops /activities for varied target groups of adults in diverse Human Development agencies in the community and Non-Governmental Organizations (e.g., old age homes, rehabilitation centres, 15 hospitals, HR departments of companies).

II  Workshops on soft-skills in human development agencies: Plan, execute and evaluate workshops on Soft Skills (e.g., Team building; Leadership; Time/Stress Management).  Introduction to best practices in Human Resource Development: Learning about best practices in the area of Human Resource Development (through resource 15 persons/experts working in the respective fields).  Visits to various organizations that are exemplary with regard to utilization of Human Resources.

The students make a portfolio of the activities and workshops that they plan and conduct, along with photographs or samples of participant’s work and the evaluation.

Course Title Periods/week/ Marks Credits Code Division PART A: HUMAN EXCEPTIONALITY 2 50 USHSIIP602 2 PART B: CHILDREN’S MEDIA 2 50

PART A: HUMAN EXCEPTIONALITY

Objectives 1. To expose students to different settings and institutions catering to the needs of individuals with exceptionality. 2. To make students aware of assistive technology for individuals with exceptionality. 3. To help students reflect on and critically analyse the portrayal of human exceptionality in films (Hindi and English). 4. To support students in learning how to plan an Individualized Education Program for children with exceptionality.

Unit Course content Periods

I 1. Visits to different organizations catering to different human exceptionalities. 15 2. Accessing the assistive technology used with individuals with exceptionality. II 1. Seeing movies on different exceptionalities and evaluating them critically. 15 2. Planning of an Individualized Education Program for children with any one exceptionality.

PART B: CHILDREN’S MEDIA Objective 1. To facilitate students in developing skills in selecting and evaluating children’s books/related educational software. 2. To equip students with skills in evaluating children’s TV programmes. 3. To facilitate students in conceptualising, writing and designing either a book for children or a TV programme for children.

Unit Course content Periods

I INTRODUCTION TO CHILDREN’S MEDIA 15 • Definition. • Classifying types/genres of children’s media (children’s literature, children’s TV shows, children’s films). • Identifying exemplary children’s media (award-winning books, authors & illustrators; award-winning TV shows; award-winning children’s films).

SELECTING AND TELLING A STORY FROM CHILDREN’S BOOKS • Selecting a tellable tale • Motivating the audience to listen; engaging the audience; providing opportunities for active participation to the audience. • Conveying the sequence of events clearly. • Speaking clearly and distinctly, modulating voice effectively. • Utilizing eye contact, facial expressions, and gestures effectively. • Ending the story gracefully.

II EVALUATING CHILDREN’S MEDIA (Books and TV Shows) 15 • Descriptive and evaluative assessment through a visit to a children's library/ bookstore or through watching the show on TV. • Developing criteria for evaluation of books, and for evaluation of children’s TV shows.

DESIGNING CHILDREN’S BOOKS OR RELATED EDUCATIONAL TOYS, OR CONCEPTUALISING A TV SHOW AND PRESENTATION • Features to keep in mind (e.g., content, layout, target group, cost, text versus pictures) • Planning the designing of a book and toy keeping in mind a theme. • Making the book and toy according to the selected theme. • Conceptualising a TV show for children and making the script for at least one episode.

The students design and make either a book or conceptualise a TV show and script one episode.

Examination Scheme for B.Sc. Home Science Semesters V and VI:

Part A: Theory Papers All theory papers of 100 marks are to be evaluated in two parts. INTERNALS: 25 marks. This comprises 20 marks for a 30-minute unit test, of which 10 marks are for objective-type of questions and 10 marks for questions requiring longer (but not essay) answers. The objective 10 marks can include the following types of questions: • Agree/Disagree and give a one-or-two sentence reason. • Fill in the blanks • Answer in one or two sentences. • Name the following. • Define the following.

Please note that the objective 10 marks cannot have the following types of questions: • MCQs. • State whether True or False (without giving a reason). • Match the following.

The remaining 5 marks indicate the extent to which the student was a responsible learner. SEMESTER-END EXAMINATION: 75 marks. The semester-end question paper is for 2 ½ hours. The semester-end examination question paper has to be set with 100% choice within each set of questions. For all three unit syllabi, the question paper must have four sets of questions; each of the four questions is compulsory, with options within each question: • Question 1, carrying 20 marks, has a set of sub-questions from Unit I. • Question 2, carrying 20 marks, has a set of sub-questions from Unit II. • Question 3, carrying 20 marks, has a set of sub-questions from Unit III. • For Questions 1, 2 and 3, no 20-mark question is permitted. In other words, this question cannot have a choice between two 20-mark questions. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 4, or any 4 out of 8, or any 5 out of 10. • Question 4, carrying 15 marks, has a set of sub-questions from Units I, II, and III. No 15- mark question is permitted. In other words, this question cannot have a choice between two 15-mark questions. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 4, or any 3 out of 6.

Par t B: For Cour ses wi t h Pr act i cal : Ther e wi l l not be any I nt er nal Examinat i on or marki ng f or pr act i cal s Ex t er nal Semest er End Examinat i on f or Pr act i cal : Sr . Par t i cul ar s f or Tot al Marks Durat i on of No . Ext er nal Pr act i cal Semest er End Examinat i on Semest er Pr act i cal End Pr act i cal Examinat i on Examinat i on 1 Labor at or y Work 4 0 ma r k s

Jour nal Ma r k s 2 5 50 3 ½ hours 3 Vi v a 5 Ma r k s

AC______

Item No. ______

UNIVERSITY OF MUMBAI

Syllabus for Approval Sr. No. Heading Particulars B. Sc. (Home Science) Title of the 1 Branch III: Textiles & Fashion Technology Course Semesters V and VI • S.Y.B.Sc. Home Science (general or any 2 Eligibility for Admission specialization) • Admission will be based on merit. 3 Passing Marks 40% (Theory) and (Practical) Ordinances / Regulations 4 O. 6086 with effect from 2014-15 and thereafter ( if any) 5 No. of Years / Semesters 1 year/ 2 Semesters P.G. / U.G./ Diploma / Certificate 6 Level ( Strike out which is not applicable) Yearly / Semester 7 Pattern ( Strike out which is not applicable) New / Revised 8 Status ( Strike out which is not applicable) To be implemented from 9 From Academic Year 2017-18 Academic Year

Date: 10.04.2017 Signature :

Name of BOS Chairperson / Dean : ___Dr Geeta Ibrahim______

UNIVERSITY OF MUMBAI

Essentials Elements of the Syllabus

B. Sc. (Home Science) 1 Title of the Course Branch III: Textiles & Fashion Technology Semesters V and VI 2 Course Code USHSIII 3 Preamble / Scope The B.Sc. in Home Science specializing in Textiles and Fashion Technology is designed to impart knowledge and skills that is life oriented, career and community oriented. It has special relevance to Textile, Apparel and Fashion industries with additional knowledge and experience in

entrepreneurship skills, weekly field work, rural camp, industrial visits, computer aided designing, marketing and hard skills in Textile and Fashion Technology related areas. Internship is encouraged after the completion of the course. Objective of Course / Course Outcome 4 • To equip students with the knowledge of basic chemistry and application of of Fibres, Dyes, Finishes and other auxiliaries used in the Textile and Apparel Industry. • To impart students a systematic approach to basic and applied aspects of Textiles and Fashion Technology. • To familiarize students with the various theoretical and practical aspects of Textile and Apparel quality Assurance. • To encourage students to work in conjunction with relevant textile and Apparel Industry to get a deeper insight into the subjects of Textiles and Fashion Technology. • To provide students with an opportunity to conduct independent research. • To equip students to design and produce garments based on needs of the industry and the market. Eligibility • S.Y.B.Sc. Home Science (general or any specialization) • Admission will be based on merit as per norms of the University of Mumbai

Fee Structure T.Y.Sc. (HOME SCIENCE) DEGREE COURSE IN TEXTILES & FASHION TECHNOLOGY

PROPOSED FEE STRUCTURE 2017-2018

No. Particulars of the Fees Amounts 1 Tuition 800.00

2 Laboratory 800.00

3 Library 200.00

4 Gymkhana 400.00

5 Other/Ext.Curr.Act.Fees 250.00

6 Group Insurance 50.00

7 Magazine Fees 100.00

8 Identity Card/Library Card 50.00

9 Students welfare Fund 50.00

10 Utility Fees 250.00

11 Development Fund 500.00

12 Exam fees 2120.00 13 Vice Chancellor's Fund 20.00 14 E. Charges 20.00 15 Ashwamedha/Indradhanushya 30.00 16 Disaster relief fees 10.00

17 E. Services 50.00 18 Convocation Fees 250.00 19 National Services Scheme 10.00 20 Field trips/Activities 1000.00

Total 6960.00

* FEES ARE DUE TO BE REVISED

7 No. of Lectures 15 periods per week 8 No. of Practical 23 periods per week 9 Duration of the Course 1 year 10 Notional hours 15 periods per week 11 No. of Students per Batch: 30-40 (Theory) & 15-20 (Practical) 12 Selection- Merit at the qualifying examination 13 Assessment– included in the syllabus copy as Scheme of Examination 14

T.Y.B.Sc (Home Science)

15 Syllabus Details – included in the syllabus copy 16 Title of the Unit– included in the syllabus copy 17 Title of the Sub-Unit – included in the syllabus copy 18 Semester wise Theory – included in the syllabus grid 19 Semester wise List of Practical – included in the syllabus grid 20 Question Paper Pattern – included in the syllabus copy as Scheme of Examination 21 22 Pattern of Practical Exam– included in the syllabus copy as Scheme of Examination 23 Scheme of Evaluation of Project / Internship- – included in the syllabus copy 24 List of Suggested Reading– included in the syllabus copy 25 List of Websites – included in the syllabus copy wherever applicable List of You-Tube Videos –Not Applicable List of MOOCs–Not Applicable Branch III: Textile & Fashion Technology Semester V Revised w.e.f. June 2017

Course Code Title Internal Semester end Total Period Credits Assessment Examinations Marks per Marks week

USHSIII501 Woven Fabric 25 75 100 3 2 Structure & Construction USHSIII502 Textile & Garment 25 75 100 3 2 Processing, Colouration & Finishing USHSIII503 World Historic 25 75 100 3 2 Textiles USHSIII504 Fashion Studies 25 75 100 3 2

USHSIII505 Textile & Apparel 25 75 100 3 2 Marketing USHSIIIP501 Woven Fabric ___ 50 50 4 2 Structure & Construction USHSIIIP502 Textile &Garment ___ 50 50 4 2 Processing, Colouration& Finishing USHSIIIP503 Indian Traditional ___ 50 50 3 2 Embroidery USHSIIIP504 Pattern Making & ___ 50 50 4 2 Garment Construction - Women's wear USHSIIIP505 Project work I- ___ 50 50 4 Commercial Contemporary Product /Service Development 2 USHSIIIP506 Project work II - ___ 50 50 4 Sustainable Community Work 200 600 800 38 20 *The candidate is required to submit the certificate of completing One Year Diploma course in : “CAD, CAM and Computer Technologies in the Apparel Industry - Basic” before completion of B.Sc. (Home Science) course.

Course Code Title Periods/week/ Marks Credits Division Woven Fabric Structure & USHSIII501 Construction 3 100 2

Objectives 1. To help students learn various fabric construction techniques with reference to consumer and technical textiles. 2. To help students to understand the creation of basic and complex weaves including other methods of creating visual effects. 3. To familiarize students with the various knitted, non-woven and knotted fabrics.

Course Content Periods Unit I Fabrics made from Fibers, Yarns and Non-Fibrous materials – Properties and 15 Uses Weaving – Introduction, Loom – Parts, Mechanism and Types, Types of Drafts Unit II Elementary weaves – plain, twill and satin – its derivatives, properties and 15 uses Unit III Complex weaves: huck-a-back, honeycomb, mock leno, bed ford cord, welt 15 and pique, extra warp and weft, color and weave effects, their properties and use. Recent advances in weaving

References Black, M.E. (1966). The key to weaving New York: Macmillan. Brown, R. (1978). Weaving, spinning and dyeing book. London: Routledge&Kegan Paul. Corbman, B. P. (1983) Fibre to Fabric step by step weaving (6th Ed.) New York: McGraw Hill. Fannin&Allen.A.(1979).Handloom weaving technology. New York: Van Nostrand Reinhold. Grosicki, Z. J. (1980). Watson’s textile design and color. London: Newness Butterworths. Hollen, Norma. (1988). Textiles. (6th Ed) New York: Macmillan publishing company. Kishore, Punett. (1990). Weaving technology in India – Jacquards. New Delhi. Kulkarni, M. M. (1998). Weaving technology.Jalgaon: Vrinda publications. Murray, R. (1981). The essential handbook of weaving. London: Bell and Hyman. Nisbet, H. (1978). Grammar of textile design. Bombay: Taraporewala Sons. Oelsner, G. H. (1982). A handbook of weaves, New York: Dover. Plath, I. (1972). The craft of hand-weaving. New York: Clark’s Scribner’s Sons. Sengupta, R. (1982). Weaving calculations.Bombay: D.B. TaraporewalaSons. Singh, R.B. (1989). Modern Weaving: Theory and Practice. Ahmedabad: Mahajan. Teh, M.D. (1997). Weaving of specialist fabrics. Mumbai: Textile Associat5ion of India Thrope, A. (1970). Elements of weaving: A complete introduction to the art and techniques. New York: Doubleday. ZnamieRowski, Nell. (1973). A complete introduction to the craft of weaving. London: Pan Bookes Ltd.

Course Code Title Periods/week/ Marks Credits Division Textile & Garment Processing, Colouration USHSIII502 3 100 2 & Finishing (Theory)

Objectives 1. To create awareness of the different techniques used for coloration and finising of textiles. 2. To gain knowledge of Chemistry of dyestuff and printing pigments, their application, processes machines for different fabrics and their fastness properties. 3. To make students aware of recent developments in dyeing, printing and finishing with emphasis on ecological concerns.

Course Content Periods Unit I Preparatory processes for gray fabric: Open width, Rope form, 15 Continuous and Batch Finishing, De-sizing, Scouring, Bleaching, Mercerization Color and light relationship and dye constituent Dyes and pigments: classification of dyes and pigments based on application and chemical structures Color Index and color matching Dyeing: Introduction to dyeing, Principles of dyeing, Methods of dyeing (dope, fiber, yarn, fabric and garment), Study of auxiliaries used for dyeing, Mechanism of various dyeing processes, application of dyes on various fibers/fabrics, fastness properties and toxicity factors of following dyes: Synthetic Dyes: (Direct, Azoic, Basic, Vat, Solubilized vat dyes, Sulphur, Acid, Mordant, Natural, Reactive and Disperse) Natural Dyes: (Classification, their application and ecological concern) Garment dyeing Evaluation of fastness properties of dyed textile material Ecological aspects of dyeing (Banned dyes and banned chemicals for dyeing, eco-friendly chemicals, auxiliaries and etc.) Recent developments in dyeing & preparatory processes Unit II Printing 15 i. Introduction to printing ii. Styles of printing iii. Methods of printing iv. Study of auxiliaries used for dyeing and printing Novel methods of printing: Digital, flexography, inkjet, blotch, water mark, roller, foam, bubble, air brush, electrostatic, photo printing, marble, warp printing, differential and etc. Specialty printing: Rubber, khadi and etc. Evaluation of fastness properties of printed textile material Ecological aspects of printing process (Banned chemicals for printing, eco-friendly chemicals, auxiliaries and etc.), Recent developments in printing & preparatory processes Unit III Finishing i. Aims of finishing 15 ii. Classification of finishes (physical and chemical) iii. Recent developments Garment Finishing Ecological aspects of finishing process (Banned chemicals for printing, eco-friendly chemicals, auxiliaries and etc.), Recent developments in finishing & preparatory processes Effluent treatments.

References Cegarra, J. P. and Valladperas, J. (1992).The dyeing of textile manual, the scientific bases and the techniques of application. Italy: NecovaOflito. Ponting, K. G. (1981).A dictionary of dyes and dyeing. London: Bell and Hymen Ltd. Rouette, H. K. (2001). Encyclopedia of textile finishes. Berlin: Springer Verlag. Shenai, V. A. (1985). Technology of dyeing: Technology of textile processing. Vol.VI.,Mumbai: Sevak Publication. Shenai, V. A. (1985). Technology of printing: Technology of textile processing. Vol. IV ,Mumbai: Sevak Publication. Shenai, V. A. (1998) Toxicity of dyes and intermediates.Mumbai: Sevak Publication. Shenai, V. A. (1999). Azo dyes: Facts and figures. Mumbai: Sevak Publication. Story, J. (1985). The Thames and Hudson manual of textile dyes and fabrics. London: Thames and Hudson. Story, J. (1985). The Thames and Hudson manual of textile printing. London: Thames and Hudson. Burkinshaw, S. M. (1995). Chemical principles of synthetic fiber dyeing. Glasgow: Blackie Academic and Professional. Vigo, T. L (1997).Textile processing and properties, preparation, dyeing finishing and performance.Amsterdam: Elsevier Sciences. Lewis, D.M. (Ed). (1992) Wool dyeing. London: Society of Dyers and Colourist. Gittenger, M. (1982) Master dyers of the world. Washington: The Textile Museum. Shenai, V. A. and Saraf, N. (1991) Dictionary of textiles.Mumbai: Sevak Publication. Prayag, R. S. (1989). Dyeing of wool, silk and man madefibres. Dharwad: Noves Data Corporation. Srivastav, S. B. Recent process of textile bleaching, dyeing and finishing. New Delhi: SBP Consultants and Engineers. Gulrajani, M. L. and Gupta, S. (1990) Wool dyeing and printing. New Delhi: Department of Textile Technology IIT. David G, Snclair, Roy, S. (1989). Giles laboratory course in dyeing (4th Ed.) London: Society of Dyers and Colourist. Koshy, T. D. (2001). Silk production and export management. New Delhi: A.P.H Publishing Corporation. Colliner, B. J &Tortora P. G. ( 2001) Understanding Textiles. (6th Ed.) Upper Saddle River, N. J: Prentice Hall Inc. Corbman, B. P. (1983). Textiles: Fibre to Fabric (6th Ed.) New York: McGraw Hill. D’Souza, N. (1998). Fabric Care. India: New Age International. Deulkar, D. (1976). Household Textiles and Laundry Work. Delhi: Atmaram Sons. Joseph, M. L. (1986) Introductory textile science (5th Ed.) New York: Holt, Rinehart and Winston. Marsh, J. T. (1979) Introduction to Textile Finishing, Mumbai: BI Publication Kadolph, Langford, Hollen& Saddler (1993) Textiles. New York: Macmillan. Rouette, H. K. (2001). Encyclopedia of Textile Finishing. Vol I, II & III Berlin: Springer. Wynne, A. (1997). Textiles: Motivate Series. London: Macmillan Company.

Course Code Title Periods/week/ Marks Credits Division

USHSIII503 World Historic Textiles (Theory) 3 100 2

Objectives 1. To acquaint the students with the rich heritage of textiles of the world. 2. To acquaint the students with the care and preservation of textiles.

Course Content Periods Unit I Care and Preservation of textiles 15 Textiles of the ancient world Mediterranean Central & Northern Europe Western Europe : Italian, Spanish and French Unit II The Near and Middle East: Sassanian textiles; early Islamic textiles, 15 Byzantine silks, Central Asian textiles The Far East : China & Japan Unit III Textiles of America: Colonial North America, Native North America & Latin 15 American English and American textiles: Basic cloth, Revolution Exuberance and Renaissance

References Boucher F. (1987) 2000 years of fashion: The history of costume and personal Adornment, New York: Harry and Abrams Inc. publishers. Dar, S. N. (1969) Costumes of India and Pakistan, D. B. Taraporewala Sons & Co, Bombay Doreen Y. (1992) Fashion in the western world, 1500-1900, B T Batsford Ltd, London. Fas, (1997) Fashion Design 1850-1895, The Pepin Press, Amsterdam. Harris, J (1993) 5000 years of Textiles, British Museum, London. Hart, A (1998) Historical Fashion in Detail- The 17th and 18th Centuries, V &APublications, London. Hill M H. (1987) The Evolution of Fashion 1066 to 1930, B T Batsford Ltd, London. LehnertGertoud, 2000, A history of Fashion in the 20th Century, KonemannVerlagsellschaftMbh, Cologne. Peacock J. (1993) 20th Century Fashion - The Complete Source Book, Thames and Hudson Ltd., London. Peacock J. (1997) Fashion Source book- The 1930's, Thames and Hudson Ltd., London. Peacock J. (1997) Fashion Source book- The 1950's, Thames and Hudson Ltd., London. Peacock J. (1997) Fashion Source book- The 1970's, Thames and Hudson Ltd., London. Peacock J. (1998) Fashion Source book- The 1960's, Thames and Hudson Ltd., London. Racinet, A (1998) The Historical encyclopedia of costumes, Studio editions, London.Illustrat. Racinet, A (2000) The history of European Costume: Period, Styles and Accessories, London: Collins and Brown Ltd. Rocinet A (2006) The Complete Costume History, Tashen, Koln. Rothstein, N (ed) (1984) Four Hundred years of Fashion, V & A Publications, London. Seetling C, (2000) Fashion The Century of the Designer 1900-1999, KonemannVerlagsellschaftMbh, Cologne. Turner, W. R. (1989) Folk and Festival Costumes of the World, B T Batsford Ltd., London.

Course Code Title Periods/week/ Marks Credits Division USHSIII504 Fashion Studies 3 100 2

Objectives

1. To understand the basics of fashion design. 2. To provide knowledge of the Indian and global fashion industry.

Course Content Periods Unit I Fashion Development (Ch1 Fringes) 15 Timeline Of Clothing Of Draped Style Of Early Civilization Till Stitched Style Of 21st Century, Indian Costume- Vedic And Mughal Adoption Of Fashion (Ch3 Fringes) Consumer Groups- Fashion Leaders, Followers Adoption Process- Trickle-Down Theory, Bottom Up Theory & Trickle Across Theory Fashion Forecasting (Ch4 Fringes) Forecasting Background , Forecasting Industry, Process: Color, Inspiration, Graphics And Labelling, Fabrication And Silhouette, Details, Mood Boards Unit II Designing A Successful Garment (Ch2, 3, 4, 5, 6 Tate And Edward) 15 Role Of A Designer , Facets Of Successful Design Aesthetics , Organization Of A Line , Fabricating a Line , Cost Of a Garment. Fashion Centers And Designers Of The World (Ch8 Fringes) France, Italy, UK, Japan, NY India, Spain, Germany, Canada Unit III Fashion Design And Retail (Ch8, 9 Tate / Ch13 Fringes) 15 Children’s Wear- Selling Seasons, Fibers, Trimmings, Organizing, Size Categories Men’s Wear- Current Market Trends, Designing, Merchandising Categories . Types Of Retail Organizations- -Specialty Stores - Department Stores - Mass Merchants -Boutiques And Chain. Non Store Retailing: Mail-Order, E-Tailing . Computer Applications In Fashion Industry (Ch8 CarrAnd Latham)

References Carr H., Latham B. (1994), The Technology of Clothing Manufacture, 2nd edition, Blackwell Sc. Fringes G. S. (1994), Fashion from Concept to Consumer, 6th edition, Prentice Hall, New Jersey. Tate, S.L. and Edwards, M.S.(1982) The Complete Book of Fashion Design, New York, Harper & Row Publication

Course Code Title Periods/week/ Marks Credits Division

Textile & Apparel Marketing USHSIII505 3 100 2 (Theory)

Objectives 1. To help students acquire knowledge and understanding of the basic principles involved in the field of marketing, and market research. 2. To help students understand consumer behavior.

Course Content Periods Unit I Introduction 15 • Meaning, nature, role, type and scope of market and merchandising and its importance in the modern economy • Changing profile of market Marketing: 4 P’s • Product: Product life cycle, standardization and grading, Packaging, Branding and Advertising • Pricing: Policy and economic concepts in pricing, pricing objectives and strategies, Physical Distribution: Different types of distribution channel and their importance • Promotion: Meaning, objective, process of communication, promotion strategies, social aspect of promotion • Place: Distribution, placement strategy, competitors 4 C’s: Cost, Consumer, Convenience and Communication Market Research: Market segmentation, scope of market research, steps in the research process, types of market research Unit II Consumer psychology and behavior: Consumer decisions in the market 15 process, factors affecting consumer’s decision in purchasing, consumer aids for right choice brands, trademarks, quality marks, buying guides with respect to textiles, consumer service Unit III Recent Trends Of Textile And Apparel Marketing 15 References Berkowitz. K., Hartley, R. (1994) Marketing( 4th Ed) Daver, R. S. Modern (1992) Marketing Management. Progressive Corporation Diamond E. (2006) Fashion Retailing. New Jersey: Pearson Prentice Hall. Gandhi, R.S. Mehta, Talele, A.B. ( 1992) De-centralized sector of the Indian textile industry. NICTAS Publication Kale, N.G. (1997) Principles and practices of marketing. Mumbai: VipulPrakashan. Kotler, P. (1998) Marketing Management. India: Pretince Hall. Sengupta, S. (1990) Brand positioning strategies for competitive advantage. Tata McGraw Singh (1989).Marketing and consumer behaviour. India: Deep & Deep. Stanton W.J, Etzel, M.J., &Walker, B.J. (1994).Fundamental of marketing. 10th Ed. McGraw Hill

Course Code Title Lectures/week/Batch Marks Credits

Woven Fabric Structure & USHSIIIP501 4 50 2 Construction

Objectives 1. To source and identify different woven samples for analysis and testing. 2. To construct fabrics through technique of weaving. 3. To orient students to few fabric testing techniques.

Course Content: Periods Unit I Yarn Testing: 15 Yarn Count and Yarn Twist. Unit II Fabric Testing: 15 Calculation of the Weight of Warp and Weft of the Fabric, Fabric Thickness, Fabric Count. Unit III Sourcing Of Different Woven Samples 15 Sourcing, collecting and identification of Different Woven Samples Unit IV Analysis Of Different Woven Samples: 15 • Analysis of Woven Samples for Design, Draft And Peg Plan and Other Particulars (5 Samples Under Each Type Of Weave) • Practical Warping and Weaving of Samples on Table Looms with Straight and Transposed Drafts *Journal / Portfolio

Course Code Title Lectures/week/Batch Marks Credits

Textile & Garment Processing, USHSIIIP502 4 50 2 Coloration & Finishing

Objectives 1. To introduce students to different techniques of coloration of textiles. 2. To make students aware of creative methods in dyeing. 3. To introduce students to dye identification.

Course Content Periods Unit I • Preparatory treatments – desizing, scouring and bleaching of samples 15 • Dyeing of fabric samples using machineries (jigger, padding mangle, launderometer and etc) • Preparation of natural dye shade card Unit II • Identification of dye on various fiber fabrics 15 • Tie-dye techniques and create 4 samples using various fiber content (cotton, nylon, silk, jute, wool and blended) with suitable dye • Creation of batik 2 samples using various fiber content (cotton, silk, blend etc) using suitable dye Unit III • Printing of different fabric composition using block with various styles 15 (khadi – white and golden, discharge – white and color and blotch) (2 samples) • Making of screen and printing on different fabric composition (1 sample) • Printing on fabric using various techniques marble, air brush and etc (1 sample) • Identification of Printed fabrics Unit IV Basic finishes: experiment with any 4 (individual or in combination) 15 *Journal / Portfolio

Course Code Title Lectures/week/Batch Marks Credits

Indian Traditional USHSIIIP503 Embroidery 3 50 2

Objective: 1. To orient students to the rich heritage of Indian embroidery 2. To teach manual techniques of traditional embroidery so that they can be adapted to modern trends.

Course Content Periods Unit I Indian embroidery of different states done on samples: 11 a) Kasuti b) Kantha Unit II a) ChambaRumal 11 b) Kashidai Unit III a) Phulkari 11 b) Zardozi Unit IV a) Chikankari 12 b) Gujarat & Rajasthan c) Manipuri

*Journal / Portfolio

Refrences: Anand M.R., "Textiles & Embroideries of India "Marg Publication Bombay, 1965. Chattopadhyay K, " Indian Embroidery", Wiley Eastern Ltd., New Delhi, 1977. Lynton Linda, " The Sari", Thames &Hadson,1995. NaikShailaja D, " TraditionalEmbroderies of India" APH Publisher Corporation, New Delhi, 1996. SodhiaManmeet, "Dress Designing", Kalyani publishers, New Delhi.

Course Code Title Lectures/week/Batch Marks Credits

Pattern Making & Garment USHSIIIP504 4 50 2 Construction - Women's wear

Objectives 1. To teach students how to read elaborate styles and patterns. 2. To equip students with the techniques of advanced pattern designing through flat pattern construction. 3. To acquaint students with the techniques and skills of garment construction through flat pattern. 4. To make students competent to stitch garments with elaborate patterns.

Course content Periods Unit I • Basic Blocks: Adults bodice block, torso and dartlesssloper, lower block 15 and sleeve block (Revision) using anthropometric measurements. • Dart displacements and concealment techniques. Unit II Fundamentals: 15 • Collars: Rever, Reversible, Shawl, Danton and Sports, Shirt • Necklines: Raised, Polo and Cowl. • Zips – Fly open, zip without seam Unit III Upper wear: 15 (Incorporating Sleeves: Bell, Leg-o-mutton, Butterfly, Cap, Raglan, Drop- shoulder, Magyar sleeves) • Katoricholi/ choli (any one) • Tops: top /Shirt with concealment . (any one) Unit IV Lower wear: 15 Legwear – skirt /culottes / parallel / pajamas; (any one) *Journal / Portfolio with technical drawings. The garments can be theme based. • Armstrong method to be used for pattern making and adaptation • Usha International method to be used for Indian wear pattern making and adaptation

References: • Pattern Making for Fashion design by Armstrong, Vikas Publishing House Pvt.Ltd. Delhi. • Armstrong, H (2014) Ed. 5th, Pattern Making for Fashion Design. Delhi India: Dorling Kindersley Private Limited, • Doongaji, S &Deshpande, R. (1968). Basic Processes and Clothing Construction. India: New Raj Book Depot. • McCall`s. (1964). Sewing in Colour. London: The Hamlyn Publishing Group Ltd. • Reader’s Digest, (1993). Step by Step Guide: Sewing and Knitting, Auckland: Reader’s Digest. • Indian Dress designing by Usha International

Course Code Title Lectures/week/Batch Marks Credits

Part A : Project work I- Commercial 4 50 Contemporary Product USHSIIIP505 /Service Development Part B :Project work I- 2 Commercial 4 50 Contemporary Product /Service Development

Part A : Project work I- Commercial Contemporary Product /Service Development (Practical)

Objectives 1. To create awareness of the process of product development. 2. To gain knowledge of contemporary products based on traditional crafts. 3. To make students aware of traditional crafts for the preservation of Indian culture. 4. To study commercial production and retailing.

Course Content Periods Unit I Review of Literature on product development 15 Unit II Types and Techniques of Indian traditional crafts – Review of 15 literature (on any 3 crafts in depth) Unit III Development of contemporary commercial products/ services with the use of traditional crafts (3 products) 15 Unit IV To study the marketability of these products / services (consumer 15 survey) To prepare a business project report *Journal to include the entire process. Report to be prepared and presented.

References:

• Barrow Colin, Brown Robert, Clarke Liz, (2006). The Successful Entrepreneurs guide book. London: Kogan and Page. • Design Methods,Jones, J.C.(1992),Wiley and Sons • Cradle to Cradle,McDonough, W &Braungart, M(2003),North Point Press • New Product Development,Robin, K & Nelson, B,Wiley • Chattopadhya, K., Handicrafts of India, All India Handicrafts Board, New Delhi,1975. • Threads and voices, Laila Tyabji, Marg Publications, 2007 • Fashioning Fabrics: Contemporary Textiles in Fashion, Elyssa Da Cruz ,Black Dog Publishing,2006

Part B : Project work II - Sustainable Community Work Objectives 1. To create awareness of the different techniques in production and marketing. 2. To gain knowledge of sustainable community work through production and marketing of textile craft products. 3. To make students aware of creative products appropriate for community work. 4. To acquire skills for different methods in assessment of textile related skills 5. To prepare and use the various types of communication aids for imparting textile/fashion education. 6. To learn various methods of research and apply it in project development. Course Content Periods Unit I Review of literature on Products made from Textiles appropriate for 15 community work Visit to relevant GO’s and NGO’s Unit II Development of various tools for Textile/Fashion Education such as - 15 powerpoint, short films, etc. Preparation of visual aids like flashcards, brochures, pamphlets, charts etc Developing other techniques like skits, role play, street plays, demonstrations, songs etc Developing data collection tools like survey, questionnaires, interview schedule etc. Implementing the developed tools Conducting mini surveys To analyze and interpret the data collected Unit III Experimenting with different types and techniques (3 Products) Transfer of the above to under privileged community 15 To conduct textile/fashion education in the field scenario Unit IV Collecting feedback and incorporating them for further betterment of 15 community where extension has been undertaken • Learning diary/Journal to be maintained for every session and final report to be made and presented.

References:

• Beatley, Timothy, and Kristy Manning. The Ecology of Place: Planning for Environment, Economy, and Community. Washington, DC: Island Press, 1997, chapter 1, and 5. ISBN: 1559634782. • Waldinger, Roger, Howard Aldrich, and Robin Ward. "Opportunities, Group Characteristics, and Strategies." In Ethnic Entrepreneurs: Immigrant Business in Industrial Societies. Newbury Park, CA: Sage Publications, 1990, pp. 13-49. ISBN: 0803937113. • Kinsley, Michael. "Sustainable Development: Prosperity without Growth." In Economic Renewal Guide. Old Snowmass, CO: Rocky Mountain Institute, chapter 1. ISBN: 1881071065. • Kothari C.R. Research methodology- Methods and Techniques, 2nd revised Edition, New Age International Publishers. • lakely, E., and T. Bradshaw. "Business Development." In Planning Local Economic Development: Theory and Practice. Thousand Oaks, CA: Sage Publications, 1994, Chapter 8, pp. 217-235. ISBN: 0803952104.

T.Y.B.Sc. (Home Science) Branch III: Textile & Fashion Technology Semester VI Revised w.e.f. June 2017 Course Code Title Internal Semester end Total Period/ Credits Assessment Examinations Marks week/Di Marks vision/B atch

USHSIII601 Knitted and Nonwoven 25 75 100 3 2 Fabric Structure & Construction USHSIII602 Textile Testing & 25 75 100 3 2 Quality Assurance USHSIII 603 World Historic Costumes 25 75 100 3 2

USHSIII604 Fashion Grooming and 25 75 100 3 2 Styling USHSIII605 Textile & Apparel 25 75 100 3 2 Merchandising USHSIIIP601 Knitted and Nonwoven __ 50 50 4 2 Fabric Structure & Construction USHSIIIP602 Textile Testing & _ 50 50 4 2 Laundry Science USHSIIIP603 Textile Designing & ___ 50 50 3 2 Fashion Illustration USHSIIIP604 Pattern Making & _ 50 50 4 2 Garment Construction - Mens wear Part A : Project work- _ 50 50 4 Entrepreneurial Skill USHSIIIP605 Development in Textile 2 & Fashion Part B : Project work - _ 50 50 4 Sustainable Social Entrepreneurship 200 600 800 38 20 *The candidate is required to submit the certificate of completing One Year Diploma course in : “CAD, CAM and Computer Technologies in the Apparel Industry - Basic” before completion of B.Sc. (Home Science) course.

Course Title of Paper Lectures/Week/Division Marks Credits Code

Knitted and Nonwoven Fabric USHSIII601 3 100 2 Structure & Construction

Course Content Periods Unit I Knits – single, double, raschel, and their variations, properties and uses. 15 Unit II Non – wovens and multi components, types, properties and uses including 15 felts Unit III Other methods of fabric formation – knotting, tufting and multi 15 components Narrow width fabrics – labels, laces etc. Advances in fabric construction

References:

• Ajgaonkar. D.B. (1998) Knitting technology, Mumbai: Mumbai Universal publishing corporation • Hollen, Norma. (1988). Textiles. (6th Ed) New York: Macmillan publishing company. • Nisbet, H. (1978). Grammar of textile design. Bombay: Taraporewala Sons. • Spencer, D. (1989). Knitting Technology. Cambridge: Woodhead. • Nonwoven Fabrics by Wilhelm Albrecht, Hilmar Fuchs (Prof.), Walter Kittelmann, Wiley- VCH, 2003 • Introduction to Nonwovens Technology by BehnamPourdeyhimi and Subhash Kumar Batra, 2012 • Handbook of nonwoven filter medi by Irwin Marshall Hutten, 2007 • Nonwovens: Process, Structure, Properties and ApplicationsbyT. Karthik, aran Prabha K C., R. Rathinamoorthy - 2016 • Handbook of Nonwoven Filter Media By Irwin M. Hutten, 2006

Course Title of Paper Lectures/Week/Division Marks Credits Code

Textile Testing and Quality USHSIII602 3 100 2 Assurance

Objectives 1. To make the students aware of the importance of textile and garment testing and quality control. 2. To impart knowledge of the physical and mechanical properties of textiles and garments. 3. To demonstrate the techniques and principles of testing physical and mechanical properties of textiles and garments.

Course Content period Unit Fabric dimensions and properties (woven, knitted and non – woven) 15 I a. Length, width, fabric count, weight and thickness b. Air and water permeability c. Shrinkage d. Wrinkle resistance and crease recovery e. Abrasion resistance and pilling resistance f. Fabric stiffness and drapability g. Flammability Unit Tensile strength 15 II a. Definitions of stress, strain, initial modulus, elasticity, yield point b. Tensile strength measurement of fiber, fiber bundle, yarn, skein and fabric. c. Tensile strength testing instruments with their working principles of measurements – CRT, CRL and CRE d. Tear strength and bursting strength measurement Unit a. Garment testing: seam slippage, seam strength and puckering 15 III b. Advances in textile testing and quality Assuarance

References Angappan P. and Gopalkrishnan R., (2002), Textile testing, Mumbai: S. S. M. Institute of Technology. Booth J. E., (1996), Principles of textile testing: An introduction to physical methods of testing textile fibers, yarns and fabrics (6th Ed.). London: NewnesButterworths. Collier B. J., (1999), Textile testing and analysis, New Jersey: Prentice Hall. Grover E. B. & Hamby D. S., (1969), Handbook of textile testing and quality control, New Delhi: Wiley Eastern Ltd. Handbook of textile testing, Bureau of Indian standards, (1990), Testing and grading of textile fibers, Part I, New Delhi: Bureau of Indian Standards. Handbook of Textile Testing, (1991), Testing and grading of textile fibers, Part III, New Delhi: Bureau of Indian Standards. Handbook of Textile Testing, Part IV, Identification of dyestuff and color fastness on textile materials. (1989), New Delhi: Bureau of Indian Standards. Morton, W. E. &Hearle, J. S., (1975), Physical properties of textile fibers, Heinmann: Textile Institute. Shenai, V. A., (1980), Evaluation of textile chemicals, Mumbai: Sevak Skinkle, J. H., (1972), Textile testing, Mumbai: Taraporevala. Trotman, E. R. &Trotman, S. R., (1948), Textile analysis, Glasgow: Charles Griffin. Wynne A., (1997), The motivate series – textiles, London: Macmillan Texts for Industrial Vocational & Technical Education.

Course Code Title of Paper Lectures/Week/ Marks Credits Division World Historic USHSIII603 3 100 2 Costumes

Objectives 1. To acquaint the students with the rich heritage of costumes of the world. 2. To acquaint the students with the costumes of different centuries.

Course content Period Unit I Costumes of 15 The ancient world : Egypt, Assyria, Etruscans, Rome Middle ages 11th Century to 15th Century Unit II Costumes of 16th – 20th Century 15 Unit III Costumes of 15 Europe from Byzantium to the 1800’s Traditional costumes of the 1800’s 19th Century antique civilizations

References Boucher F. (1987) 2000 years of fashion: The history of costume and personalAdornment, New York: Harry and Abrams Inc. publishers. Dar, S. N. (1969) Costumes of India and Pakistan, D. B. Taraporewala Sons & Co, Bombay Doreen Y. (1992) Fashion in the western world, 1500-1900, B T Batsford Ltd, London. Fas, (1997) Fashion Design 1850-1895, The Pepin Press, Amsterdam. Harris, J (1993) 5000 years of Textiles, British Museum, London. Hart, A (1998) Historical Fashion in Detail- The 17th and 18th Centuries, V &APublications, London. Hill M H. (1987) The Evolution of Fashion 1066 to 1930, B T Batsford Ltd, London. LehnertGertoud, 2000, A history of Fashion in the 20th Century, KonemannVerlagsellschaftMbh, Cologne. Peacock J. (1993) 20th Century Fashion - The Complete Source Book, Thames and Hudson Ltd., London. Peacock J. (1997) Fashion Source book- The 1930's, Thames and Hudson Ltd., London. Peacock J. (1997) Fashion Source book- The 1950's, Thames and Hudson Ltd., London. Peacock J. (1997) Fashion Source book- The 1970's, Thames and Hudson Ltd., London. Peacock J. (1998) Fashion Source book- The 1960's, Thames and Hudson Ltd., London. Racinet, A (1998) The Historical encyclopedia of costumes, Studio editions, London.Illustrat. Racinet, A (2000) The history of European Costume: Period, Styles and Accessories, London: Collins and Brown Ltd. Rocinet A (2006) The Complete Costume History, Tashen, Koln. Rothstein, N (ed) (1984) Four Hundred years of Fashion, V & A Publications, London. Seetling C, (2000) Fashion The Century of the Designer 1900-1999, KonemannVerlagsellschaftMbh, Cologne. Turner, W. R. (1989) Folk and Festival Costumes of the World, B T Batsford Ltd., London.

Course Code Title Lectures/week Marks Credits

USHSIII604 Fashion Grooming and Styling 3 100 2

Objectives 1. To introduce to different styles 2. To help students acquire knowledge and understanding of the fashion grooming and styling 3. To help students learn about material sourcing ,presenting themselves for various occasion.

Course Content Periods Unit I • Introduction to different styles. (Chic, exotic, classic, glamour’s, 15 sexy, sophisticated, tomboy, Goth etc.) • Areas of study include fashion appreciation – historical and contemporary, art style to understand fashion as a social phenomenon. • Presentation techniques, • Material sourcing. Unit II Elements Of Fashion 15 Styling - • Skirts, • Blouses, • Dresses, • Trousers, • Men’s Shirts And Trousers. Accessories Trimming and technique Unit III Styling and Grooming For Different Occasion- 15 Formal Wear, Party Wear –Indian and Western Wear, Casual wear , Beach Wear etc. for Men’s and Women’s

References • Clothing Technology Hannelore Eberle Hermann Hermeling Marianne Horaberger Dieter Menzer Warner Ribng • Agnès Rocamora, Fashioning the City: Paris, Fashion and the Media 0th Edition, I B Tauris, London, 2009. • Christopher Breward, Fashion (Oxford History of Art) 1st Edition, Oxford University Press, USA, 2003. • Clinton Kelly, Stacy London, Dress You’re Best: The Complete Guide to Finding the Style That's Right for Your Body, Three River Press, 2005. • Kendall Farr: The Pocket Stylist, Publisher : Penguin Group , U.S.A Inc. ,2004 • Alison Freer: How To Get Dressed, Publisher: Ten Speed Press Berkeley, 2015 • Style Yourself, By Jane Aldrich, Publisher: Weldon Owen, 2011 • Alan Flusser: Dressing The Man: Mastering The Art Of Permanent Fashion, Publisher: Harper Collins, 2002 • The Makeup Of A Confident Woman By Trish McEvoy, Publisher: Harper Wave , 2017 Course Code Title Lectures/week/ Marks Credits Division Textile & Apparel USHSIII605 Merchandising & 3 100 2 Entrepreneurship

Objectives 1. To help students acquire knowledge and understanding of the organization sector and merchandising. 2. To help students understand entrepreneurships skills.

Course Content Periods Unit I Merchandising: definitions, structure of merchandising functions, roles and 15 responsibilities, skills and merchandising as a career Planning and Control Quality Assurance E-Merchandising. Unit II Organization of the textile industry: Public and private sectors, handlooms, 15 cooperatives, multinational companies. Supply Chain Management Unit III Entrepreneurship: skills, advantages, disadvantages. 15

References:

• Donnellon J. (1999) Merchandizing Buying and Management, New York: Fairfield Publications. • Gandhi, R.S. Mehta, Talele, A.B. ( 1992) De-centralized sector of the Indian textile industry. NICTAS Publication • Kunz G. (2005) Merchandizing: Theory Principles & Practice. New York: Fairfield Publications & Practice. • Sengupta, S. (1990) Brand positioning strategies for competitive advantage. Tata McGraw • Entrepreneurship By Alan L. Carsrud, Malin E. Brännback, MalinBrännback. 2007 • Disciplined Entrepreneurship: 24 Steps to a Successful Startup By Bill Aulet, 2013 • Entrepreneurship: Concepts, Theory and Perspective by Álvaro Cuervo, Domingo Ribeiro, Salvador, 2007 • Entrepreneurship: The Engine of Growth by Maria Minniti, Andrew Zacharakis, Stephen Spinelli, Mark P. Rice, Timothy G. Habbershon. 2006 • Innovation and Entrepreneurship By Peter Drucke, 2011

Course Code Title Lectures/week/Division Marks Credits

Knitted and Nonwoven Fabric USHSIIIP601 4 50 2 Structure & Construction

Objectives 1. To source and identify different knitted samples for analysis and testing. 2. To construct fabrics through techniques such as knitting, crochet, macramé and tufting.

Course Content Periods Unit I Sourcing and identification Of Different Knitted Samples (Minimum 5 Under 15 Each Category) Unit II Constructing Fabrics Using: 15 • Knitting (5 Samples - Manual and or Machine) • Crochet (5 Samples) Unit III Constructing Fabrics Using: 15 • Tufting (Cut and Uncut Combined - 1 sample of 10x10cm) • Macramé (Various Knots) Unit IV Sourcing and Identification Of Different Non- Woven Samples and Other 15 Construction methods *Journal / Portfolio References Ajgaonkar. D.B. (1998) Knitting technology, Mumbai: Mumbai Universal publishing corporation Spencer, D. (1989). Knitting Technology. Cambridge: Woodhead. Grosicki, Z. J. (1980). Watson’s textile design and color. London: Newness Butterworths. Hollen, Norma. (1988). Textiles. (6th Ed) New York: Macmillan publishing company. Nisbet, H. (1978). Grammar of textile design. Bombay: Taraporewala Sons.

Course Code Title Lectures/week/Batch Marks Credits

USHSIIIP602 Textile Testing & Laundry Science 4 50 2

Objectives 1. To introduce students to different methods of testing quality assurance followed at various stages from fibre to garment. 2. To make students familiar to laundry procedures

Course Content Periods Unit I Textile testing of fibres and yarns 15 Quantitative and Qualitative Types and size/number Unit II Testing of fabrics 15 • Length, width, fabric count, weight and thickness • Air and water permeability • Shrinkage • Wrinkle resistance and crease recovery • Abrasion resistance and pilling resistance • Fabric stiffness and drapability • Flammability • Tensile strength Unit III Testing of garments 15 • Colorfastness check (Rub test) • Symmetry check • Size fitting test • Adhesive check (logos, printings, markings fastness) • Fabric weight test (for knitted garments) • Fasteners fatigue and zip quality test • Waterproof test • Seam slippage test (for woven garments) • Care labeling • Burn test (for 100% cotton garment) • Seam strength • Puckering Unit IV Laundry Science 15 • Laundry equipments and their use. • Soaps and supplies – Soaps and detergents – Stiffening Agents – Blueing Agents, Bleaching and other Laundry reagents, grease absorbants and solvents, Dry cleaning of clothes (principle & use) • Stains – Classification stains, methods of removing different types of stains; Storage of clothes. Unit - II • Fabric finishes a) Physical – Singing, napping, sizing, tentering and calendring. b) Chemical – Bleaching, Mercerizing. c) Special purpose finishes – Wrinkle resistant, Water resistant & repellant, flame retardent. *Journal / Portfolio

References Clarke, W. (1977).Introduction to textile printing. London: Newnes Butterworth. Giles, C .H. and others. (1974). Laboratory course in dyeing.(3rdEd.). England: Society of Dyers and Colourist. Buchler,A. and Ederbard, F.(1977). Clamp resist dyeing of fabrics. Ahmedabad: Calico Museum of Textile. Shenai, V. A. (1985). Technology of dyeing: Technology of textile processing. Vol.VI.,Mumbai: Sevak Publication. Kulkarni,S.V.(1986). Textile dyeing operations. New Jersey: Noyes Publication. David G, Snclair, Roy, S. (1989) Giles laboratory course in dyeing (4th Ed.) London: Society of Dyers and Colourist. D’Souza, N. (1998). Fabric care. India: New Age International. Shenai, V. A. (1985). Technology of printing: technology of textile processing. Vol. IV., Mumbai:Sevak Publication. Rouette, H. K. (2001). Encyclopedia of textile finishes. Berlin: Springer Verlag. DeulkarDurga (1988) Household Textiles and Laundry work, AtmaRam and sons. Kashmiri Gate Delhi Gupta Sushma (2005) Text Book of clothing Textiles and Laundry, Kalyani Publishers New Delhi. Corbman Bp 1985 Textiles Fibre to fabric MC Graw Hill, New york. 4. Joseph M.L. (1976) Essentials of Textiles holtRepeniart of Winston, New York. Course Code Title Lectures/week/Batch Marks Credits

USHSIIIP603 Textile Designing & Fashion Illustration 3 50 2

Objectives 1. To develop skills in manual techniques and computer for basic designing of weaves, prints and illustration

Course Content Periods Unit I Illustration 11 • Sketching of Croqui – mechanical, fleshed out (3 poses). Unit II • Rendering (5 fabrics) 11 • Mood board and illustration of any one garment Unit III Textile Designing 11 • Repeats – various repeats (block, brick, ogee, diamond, drop, mirror and their variations) • Designing of 5 – 6 layouts based on various repeats and themes, colour way and colour separation of one layout Unit IV • Demonstration in computer aided designing for weave structures and 12 prints with different repeats and colour combination • Journal/ Portfolio *Journal / Portfolio

References:

McKelvey, K. (1996) Fashion source book.Oxford: Blackwell Science McKelvey, K. (1996) Illustrating fashion.Oxford: Blackwell Science. Neady, F. (1958) Fashion drawing. New York: Rotman. Tate, S.L. (1987). The complete book of fashion illustration.New York: Harper & Row. Toledo, R. (1996). Style dictionary.New York: Abbeville. Turnpenny, J.M. (1983). Fashion design and illustration II- knitwear and jersey. London: Century Hutchison Turnpenny, J.M. (1986). Fashion design and illustration I- basic guidelines.London: Century Hutchison

Course Code Title Lectures/week/Batch Marks Credits

Pattern Making & Garment USHSIIIP604 4 50 2 Construction – Men’s wear

Course content Periods Unit I Basic Blocks: Adults bodice block and lower block 15 Unit II Fundamentals 15 A. Plackets: Continuous Kurta placket. B. Pockets – Velt, Bound, front pant pocket, side pant pocket

Unit III Upper wear: 15 • Shirt Unit IV Lower wear: 15 • Trousers. *Journal / Portfolio with technical drawings

References: Pattern Making for Fashion design by Armstrong, Vikas Publishing House Pvt.Ltd. Delhi. Armstrong, H (2014) Ed. 5th, Pattern Making for Fashion Design. Delhi India: Dorling Kindersley Private Limited, Doongaji, S &Deshpande, R. (1968).Basic Processes and Clothing Construction. India: New Raj Book Depot. McCall`s. (1964).Sewing in Colour. London: The Hamlyn Publishing Group Ltd. Reader’s Digest, (1993). Step by Step Guide: Sewing and Knitting, Auckland: Reader’s Digest.

Course Code Title of Paper Lectures/week Marks Credits /Batch Part A : Project work- Entrepreneurial Skill Development 4 50 USHSIIIP605 in Textile & Fashion 2 Part B : Project work II - 4 50 Sustainable Social Entrepreneurship

Part A : Project work- Entrepreneurial Skill Development in Textile & Fashion

Objectives 1. To gain knowledge of contemporary products based on traditional crafts. 2. To create awareness of the process of Consumer and market Study. 3. To study planning of an entrepreneurial venture and executing the plan 4. To understand the requirements of the process of running a business with respect to marketing and optimizing all resources. 5. To gather inputs into finance, accounting procedures and profit management. 6. To understand the ethical and legal aspects of an entrepreneurial venture

Course Content Periods Unit I Product /service conceptualization 15 • Ideation with help of market research (Preparation of Tool, sampling for Consumer study, conducting survey, analysis of survey results, report writing etc.) • Project selection and evaluation • Project Proposal Preparation including Budgeting Unit II Sourcing of various resources including funds 15

Unit III Executing the proposed plan • Product /Service development 15 • Logistics and protocol development • Packaging and labeling Unit IV Marketing the developed product/service 15 • Applications of marketing concepts Final Evaluation for Profitability, Branding etc.

References • Barrow Colin, Brown Robert, Clarke Liz, (2006). The Successful Entrepreneurs guide book. London: Kogan and Page. • Business to Business Market Research: Understanding and Measuring Business Markets by Ruth MCNEIL, 2005 • Market Research in Practice: An Introduction to Gaining Greater Market Insight 3rd Edition by Paul Hague, Julia Cupman, Matthew Harrison, Oliver Truman, 2016 • Strategic Market Research: A Guide to Conducting Research that Drives Businesses, by Anne E. Beall,2010 • Wansink (2003). Using laddering to understand and leverage a brands equity. Qualitative Market Research: An International Journal. • How Customers Think, summarized by arrangement with Harvard Business School Press, from How Customers think: Essential Insights into the Mind of the Market by Gerald Zaltman. Copyright 2003 by Gerald Zaltma Part B : Project work II - Sustainable Social Entrepreneurship

Objectives 1. To create awareness of the different techniques in production and marketing. 2. To gain knowledge of sustainable community work through production and marketing of textile craft products. 3. To make students aware of sustainable products for the community and to inculcate social entrepreneurial attitude.

Course Content Periods Unit I Reviewing on Sustainable Textiles 15 Unit II Experimenting with different types and techniques in production of 15 sustainable products (3 products) Unit III Transfer of the above to community and evaluate marketability. Train beneficiaries with entrepreneurial skills. 15 Unit IV Collecting feedback and incorporating for further betterment for the 15 community where the project was undertaken

References

• Beatley, Timothy, and Kristy Manning. The Ecology of Place: Planning for Environment, Economy, and Community. Washington, DC: Island Press, 1997, chapter 1, and 5. ISBN: 1559634782. • Waldinger, Roger, Howard Aldrich, and Robin Ward. "Opportunities, Group Characteristics, and Strategies." In Ethnic Entrepreneurs: Immigrant Business in Industrial Societies. Newbury Park, CA: Sage Publications, 1990, pp. 13-49. ISBN: 0803937113. • Kinsley, Michael. "Sustainable Development: Prosperity without Growth." In EconomicRenewal Guide. Old Snowmass, CO: Rocky Mountain Institute, chapter 1. ISBN: 1881071065. • lakely, E., and T. Bradshaw. "Business Development." In Planning Local Economic Development: Theory and Practice. Thousand Oaks, CA: Sage Publications, 1994, Chapter 8, pp. 217-235. ISBN: 0803952104.

Examination Scheme for BSc Home Science Semesters V and VI:

Part A: Theory Papers

All theory papers of 100 marks are to be evaluated in two parts.

• Agree/Disagree and give a one-or-two sentence reason. • Fill in the blanks • Answer in one or two sentences. • Name the following. • Define the following.

Please note that the objective 10 marks cannot have the following types of questions:

• MCQs. • State whether True or False (without giving a reason). • Match the following.

The remaining 5 marks indicate the extent to which the student was a responsible learner.

Par t B: For Cour ses wi t h Pr act i cal : Ther e wi l l not be any I nt er nal Examinat i on or mar ki ng f or pr act i cal s

Ext er nal Semest er End Examinat i on f or Pr act i cal :

Sr . Par t i cul ar s f or Tot al Marks Durat i on of No . Ext er nal Pr act i cal Semest er End Examinat i on Semest er Pr act i cal End Pr act i cal Examinat i on Examinat i on 1 Labor at or y Work 4 0 ma r k s

Jour nal 5 Ma r k s 2 50 3 ½ hours 3 Vi v a 5 Ma r k s

AC______Item No. ______

UNIVERSITY OF MUMBAI

Syllabus for Approval

Sr. No. Heading Particulars

Title of the B. Sc. (Home Science) 1 Branch IV: Community Resource Management- Course Semester V and VI  S.Y.B.Sc. Home Science (general or any 2 Eligibility for Admission specialization)  Admission will be based on merit. 3 Passing Marks 40% (Theory) and (Practical) Ordinances / Regulations 4 O. 6086 with effect from 2014-15 and thereafter ( if any) 5 No. of Years / Semesters 1 year/ 2 Semesters P.G. / U.G./ Diploma / Certificate 6 Level ( Strike out which is not applicable) Yearly / Semester 7 Pattern ( Strike out which is not applicable) New / Revised 8 Status ( Strike out which is not applicable) To be implemented from 9 From Academic Year 2017-18 Academic Year

Date: 10.04.2017 Signature :

Name of BOS Chairperson / Dean : ___Dr Geeta Ibrahim______

UNIVERSITY OF MUMBAI

Essentials Elements of the Syllabus

B. Sc. (Home Science)

1 Title of the Course Branch IV: Community Resource Management Semester V and VI

2 Course Code USHSIV

3 Preamble / Scope The B.Sc. in Home Science specializing in Community Resource Management is designed to impart advanced knowledge and skills that is life oriented, career and community oriented. It has special relevance to all industries viz small scale as well as manufacturing, processing etc. ,because it deals with Man – Machine Interaction, Hotel application, Interior Design and Décor,Tourism, Occupational Health, and

Management of specific resources etc with the help of weekly field work, rural camp and hotel/industry internship programme. Objective of Course / Course Outcome 1. To impart knowledge and facilitate the development of skills and techniques in the

area of Management, Ergonomics, Tourism, Hospitality, Interior Design and Decor required for personal, professional and community advancement. 2. To inculcate in students, values and attitudes that enhance personal and family growth and to sensitize them to various social issues for the development of a humane society. 3. To promote in students a scientific temper and competencies in research to enable contributions to the national and international knowledge base in Home Science and allied fields. 4. To empower our women students such that they are able to effect positive changes at multiple levels.

Eligibility

 S.Y.B.Sc. Home Science (general or any specialization)  Admission will be based on merit as per norms of the University of Mumbai Fee Structure

T.Y.B.Sc. (HOME SCIENCE) BRANCH IV : COMMUNITY RESOURCE MANAGEMENT

PROPOSED FEE STRUCTURE 2017-2018

No. Particulars of the Fees Amounts

1 Tuition 800.00

2 Laboratory 800.00

3 Library 200.00

4 Gymkhana 400.00

5 Other/Ext.Curr.Act.Fees 250.00

6 Group Insurance 50.00

7 Magazine Fees 100.00

8 Identity Card/Library Card 50.00

9 Students welfare Fund 50.00

10 Utility Fees 250.00

11 Development Fund 500.00

12 Exam fees 2120.00

13 Vice Chancellor's Fund 20.00

14 E. Charges 20.00

15 Ashwamedha/Indradhanushya 30.00

16 Disaster relief fees 10.00

17 E. Services 50.00

18 Convocation Fees 250.00

19 National Services Scheme 10.00 20 Field trips/Activities 1000.00

Total 6960.00

* FEES ARE DUE TO BE REVISED

7 No. of Lectures 18 periods per week

8 No. of Practical 8 periods per week

9 Duration of the Course 1 year 10 Notional hours 10 periods per week 11 No. of Students per Batch: 30 – 40 (Theory) & 15 -20(Practical) 12 Selection- Merit at the qualifying examination 13 Assessment– included in the syllabus copy as Scheme of Examination 14 Syllabus Details – included in the syllabus copy 15 Title of the Unit– included in the syllabus copy 16 Title of the Sub-Unit – included in the syllabus copy 17 Semester wise Theory – included in the syllabus grid 18 Semester wise List of Practical – included in the syllabus grid 19 Question Paper Pattern – included in the syllabus copy as Scheme of Examination

Pattern of Practical Exam– included in the syllabus copy as Scheme of 20 Examination

21 Scheme of Evaluation of Project / Internship- – included in the syllabus copy

22 List of Suggested Reading– included in the syllabus copy 23 List of Websites – included in the syllabus copy wherever applicable 24 List of You-Tube Videos –Not Applicable 25 List of MOOCs–Not Applicable

T.Y. B. Sc. (HOME SCIENCE) BRANCH IV: COMMUNITY RESOURCE MANAGEMENT SEMESTER V Revised w.e.f. June 2017

Course code Title Interna Semester Total Period/ Credit l end exam mark week/ Assess s Division ment /Batch marks

USHSIV501 Residential Interior Design 25 75 100 3 2

USHSIV502 Hotel Front Office 25 75 100 3 2

USHSIV503 Human Resource Management 25 75 100 3 2

USHSIV504 Consumer Behaviour and Marketing 25 75 100 3 2 Management USHSIV505 Human Performance at Environment 25 75 100 3 2 Extremes USHSIV506 Extension Education and Development 25 75 100 3 2

ELECTIVE-I: - 50 50 2 2 USHSIVP501A A) Residential Interiors

OR USHSIVP501B B) Hotel Front Office Operations

ELECTIVE-II - 50 50 2 2 USHSIVP502A A) Rendering and Presentation Techniques

OR USHSIVP502B B) Training and Development for the Hospitality Industry

USHSIVP503 Ergonomics Investigation and Analysis -I - 50 50 2 2

USHSIVP504 Community Extension - 50 50 2 2

TOTAL 800 26 20

Course Title Periods/ Marks Credits Code Week/Division USHSIV501 Residential Interior Design 3 100 2

Objectives 1. To gain knowledge of the basic concepts of building construction 2. To familiarize students with various building materials used 3. To understand the basics of primary services Course Content Periods Unit I Introduction to Building Construction and Interior Design 15 Definition of a building, Types, Basic components, Requirements of parts of buildingsStructural Design Types of Structures: Load Bearing and RCC Introduction to Building Materials Building Stones, Clay Products, Cement, Concrete, Mortar, Timber, Plywood, Plastics, Glass, Paints, Ferrous and Non - ferrous Metals, Gypsum, Adhesives or Glues Unit II Financial Consideration in Housing 15 Factors affecting cost/purchase of plot. Ownership, renting, construction, ready accommodation Basic Principles of Residential Space Planning Orientation: Sun, Wind and Rain, Aspect, Prospect, Privacy, Grouping, Roominess Flexibility, Circulation, Light and Ventilation ,Furniture Arrangements, Sanitation, Other practical considerations Primary Services Electricity: Introduction (Single,Three phase, earthing, neutral, volt,apms.), loading requirements, Principles of distribution and limitations (leakage, fluctuation, safety, excess load, interference),Wiring standards and specifications (sheating, shielding, cross section, colour coding), circuit wiring, installation system (open and concealed)

Unit III Water supply: Sources of water, types of pipes, types of water tanks, types 15 of water distribution system, fittings Drainage: Traps, Sanitary fixtures (wash basins, sinks, pans, urinals bidet, cistern, bath tub, shower cubicle, etc, principles of plumbing Lighting Terminologies, Recommended values for visual tasks, Lighting Requirements, Controlling Light, Principles of lighting, Lighting Fixtures, calculating requirements according to the required levels of illumination Secondary Services: Heat and Sound, Mechanical Ventilation, AC, Safety and Security systems

TOTAL 45

References Kasu A.A., (2008), An Introduction to Art, Craft, Science, Technique and Profession of Interior Design (Third Ed.), Ashish Book Center, Mumbai.

Davidson J., (1997), The Complete Home Lighting Book: Contemporary Interior and Exterior Lighting for the Home, Cassell, London Mekay J.K., (2014), Fourth Edition, Building Construction, Longman Group Ltd. Panero J., Zelnik M., (1979), Human Dimensions and Interior Space, Watson-Guptill Publication, New York. Willhide E., (2004), Lighting: Creative Planning for successful lighting solutions, Ryland Peters and small, London , New York. Cook G., & Bright K., ( ), The Colour, Light and cOntrast ,Manual: Designing and Managing Inclusive Built Environmnet. Allen, P. S. (1985). Beginnings of Interior Environment (5thed).Macmillan Publishing Co. London. Clifton. C., Moggand Paine M. (1988).The Curtain Book.Reed International books. New York. Craig. H. T. (1987). Homes with Character. Glencoe Publishing Co. Inc. U.S.A. Faulkner, S. (1975). Inside Today’s Home.CBS College Publishing. New York Gilliat M. (1986). The Decorating Book.Library of Congress Cataloguing Publications, Great Britain. Kumar, S. (2008).Building Construction.Standard Publishers and Distributors, Delhi. Rao, R. andSubrahmanyam, Y. (2007). Planning and Designing of Residential Buildings. Standard Publishers and Distributors. Delhi. Rao. P. M. (2008). Interior Design – Principles and Practice.Standard Publishers and Distributors, Delhi.

Course Code Title Periods/ Marks Credits Week/Division USHSIV502 Hotel Front Office 3 100 2 Objectives: 1. Establish the importance of Front Office within the hospitality industry. 2. Prepares the student to acquire professional skills and knowledge necessary to identify the required standards of the industry. 3. Develop effective communication skills and the art of dealing with people.

Course Content Periods

Unit I Overview of the Hotel Industry 15 1.1 Scope of the Hospitality Industry 1.2 Introduction to Hotel Front Office a. Organization Structure of Front Office department of a Large, Medium and Small hotel. b. Front office Personnel c. Competencies of Front Office Personnel d. Basic activities of Front Office e. Guest Cycle 1.3 Promoting the venue and its services a. Product knowledge and Service knowledge b. Target Market Identification c. Promotional tools d. Room selling techniques 1.4 Reservation Operations a. Reservations and sales b. Sources of reservation c. Types of reservation - CRS, Intersell Agencies, GDS, Internet and Property Direct. d. The reservation process e. Group Reservations f. Reservation reports

Unit II Front Desk Operations 1.5 Information 3 a. Role of Information b. Handling of mails, registered posts, parcels etc. c. Handling of messages d. Handling of guest room keys e. Types of keys and key control f. Paging g. Providing information to the guest h. Aids used in Information section 4 1.6 Reception a. Roles and Responsibilities of reception b. Preparing for guest arrival c. Refusing accommodation to a guest d. Room change procedure e. Preparation of expected Arrival & Departure Reports f. Preparation of Guest History Card g. Arrival procedure – Group & in General

h. Departure procedure – Group & in General i. Releasing of bookings j. Other reception duties and services k. Preparing records and reports 1.7 Registration

a. Objectives b. Legal obligations 3 c. Pre-registration d. Types of registration methods/records e. Registration procedure – FIT , FFIT, Walk-in, Scanty Baggage,

Regular, Corporate, VIP, f. Crew and Group guests g. When guests cannot be accommodated – Walk-in Guests, guests with non-guaranteed reservations and guests with guaranteed reservations.

h. Reports, Records and forms used 1.8 Guest Relations Executive a. Role and responsibilities of the GRE b. Welcome Procedure 2 1.9 Lobby desk

a. Lobby desk – Importance , Procedures b. Identifying complaints 2 c. Complaint Handling d. Role of the Lobby Desk e. Job Description of the Lobby Manager

1.10 Concierge services a. Role and responsibilities of the Concierge 1 b. Handling mail and message

Unit III Front Office Accounting 6 1.11 Front Office Cash

a. Role of FO Cash section at various stages of the guest cycle b. Departure procedure - FIT , FFIT, Walk-in, Scanty Baggage, VIP, Crew and Group guests c. Processing and Maintaining Financial Transactions d. Accounting cycle e. Accounting Fundamentals – Accounts, folios, vouchers, POS, ledgers f. FO accounting cycle g. Types of accounts: Guest and non-guest accounts h. Accounting system – non automated, semi-automated and fully automated i. Importance of security system j. Processing financial transactions k. Credit Card Handling procedure l. Foreign Currency exchange procedure m. Equipment, Reports and forms used 1.12 Check-Out and Settlement a. Tracking transaction – cash payment, charge purchase, account correction, account allowance, account transfer, cash advance b. Internal control – Cash Bank c. Check-out and account settlement d. Control of cash and credit

e. Methods of settlement f. Checkout options - Express checkout, Self check out, In-room check out g. Late check-out h. Unpaid account balances

i. Account collection –account aging j. Updating FO records k. Late Charges 1.13 Conducting Night Audit 6 a. Definition and importance of Night Audit 3 b. Role& responsibilities of the night auditor c. Establishing an End of day d. Guest Credit monitoring e. Preparation of Transcript f. Front Office Audit process g. Preparation of Night Reports

TOTAL 45 References: Agarwal.A. &Agarwal.M. (2000).Careers in Hotel Management. Vision Books Pvt. Ltd, New Delhi. Alan. T. S. &Wortman. J. F. (2006). Hotel and Lodging Management – An Introduction.John Wiley & Sons. New Jersey. Andrews, S (1982) Hotel Front Office Training Manual, Tata McGraw Hill. Andrews, S. (2007). Front Office Management and Operations.McGraw Hill Education. Andrews, S. (2013). Hotel Front Office: A Training Manual. (3rd Ed.)McGraw Hill Education.

Baker Sue, Bradley P. Huyton, J.: Principles of Hotel Front Office Operation Cassell, Basis, J. R., Medlik, S. (1985(:A manual of Hotel /reception,3rd edition Hunmann. Bateford. Bloom, R. and Elgers, P. T. (1988).Accounting Theory & Policy.(2nd Ed.)Thomson Learning. Brown G. &Hepner.K. (1996).The Waiter’s Handbook. Hospitality Press Pty Ltd, Australia Dix C. (1979): Accommodation Operations Front Office, McDonalds and Evans Ltd. Dukes, P.: Hotel Front Office Management and Operations, I. O. W A., W. M. C. Gareth, O. (1998). Accounting for Hospitality, Tourism and Leisure.Longman. Ghosh, P. K. and Gupta, G. S. (1985). Cost Analysis & Cost Control.Vision Books, New Delhi. Harris, P. J. and Hazzard, P. A. (1994). Accounting in the Hotel and Catering Industry. Nelson Thornes Ltd Hotel Accountancy & Finance- S.P Jain & K.L Narang First 1999 Kalyani Publishers B1/1292,Rajinder Nagar, Ludhiana Jones, C. and Paul, J. V. (1980): Accommodation Management: A system Approach, Kotas, R. (1981). Accountancy in the Hotel and Catering Industry (4th Ed.).Cengage Learning EMEA Maszom's, J. J. (1971): Front Office Operation, Bobbs. O’ Shannessy.V&Haby. S. Richmond (2001). Accommodation Services. Prentice Hall, Australia OziD’CunhaGleson and OziD’Cunha.(2002). Hotel Accounting and Financial Control.Dickey Enterprises, Mumbai. PrasannaKumar, J. P., Linda Nalini, D. and Mruthyunjaya, V. P. (2012). Tata McGraw Hill Education Private Limited Rawat, G. S. and Negi, J. M. S. (1994).Elements of Hotel Accountancy (5th Revised Ed).Aman Publications, Daryaganj, New Delhi. Vallen J. Jerom: Check in Check out Principles of Effective Front Office Management, Wm. C. Brown Publishers, College Division. Walker. J. R. (2005). Introduction to Hospitality Management. Pearson Education Pvt Ltd, Delhi. Wellington House. Wood, F. and Lightowlers, P. (1983). Accounting in Hotel & Catering Industry. Longman

Course Code Title Periods/ Marks Credits Week/Division USHSIV503 Human Resource Management 3 100 2 Objectives: 1. To Overview the basic concepts of Human Resource Management and to become a strategic business professional with specialized expertise in effectively leading and managing talent in today’s global organizations. and its dimensions 2. Awareness of the relevance of Human Resource Management in an Organization 3. Exposure to case studies in Human Resource Management Practice. Course content Periods Unit I 1.1 Introduction to Human Resource Management Concept, Features, Objectives, Terminologies used, Importance and 5 Limitations , Principles of HRM ,Activities of HRM , Role of HR Manager , Difference between Personal Management & HRM.

1.2 Human Resource Planning Meaning, Objectives, Advantages, & Limitations, Steps in the planning Process, Job analysis : Concept , Job description and Job Specification. , Job Design: Concept, Factors affecting Job Design, Techniques of Job Design , Job Evaluation: Concept, Purpose, 10 Importance & Methods of Job Evaluation Unit II 2.1 Staffing Recruitment & Selection: Meaning, Sources of Recruitment, Steps 5 in Selection Procedure. Induction/ Orientation: Purpose, contents of the Orientation programme, Advantages of Induction.

2.2 Performance Appraisal Meaning, Purpose, Need, Merits and De- Merits , Methods , Limitations of performance Appraisal Techniques, Suggestions for raising the effectiveness of Appraisal Programmes. , Post Appraisal 5 Interview.

2.3 Training & Development Meaning, Need, Objectives , Types, Advantages of training, Method of training, Principles of training. , Steps in the training process. , Evaluation , Importance of Development., Method of Development 5 Unit III 3.1 Compensation and Promotion Policies 4 Wage & Incentive Payment , Fringe benefits

Reasons for promotion , Benefits of promotion , Principles of a sound promotion policy , Basis of promotion

3.2 Career Planning

Meaning & steps in the career planning process. Job rotation & transfer: Meaning, Benefits & Drawbacks of job rotation, purpose of 7 job transfer, Principles of a sound transfer policy, Types & procedures of transfers. Role of an Organization in an employee’s career development

3.3 Grievance Management 4 Sources of conflict. Conflict management styles and strategies. TOTAL 45 References: Certo, S.C. (2003). Modern Management. Parson Education (Singapore) PTE, LTD Delhi Dr. R.Venkatapathy&AssissiMenacheri, 2001.Industrial Relations &Labour Welfare, Adithya Publications, CBE, Kale,N.G., Latif,S.A. and Paranjape, V.D.(1998) Management of Human Resource Development .ManishaPrakashan ,Mumbai Kalyani, A.V., Iyar S.N. (2001). Management of Human Resource Development.4thed Himalaya Publishing House .Mumbai. Satya, R.R. and Parthasathy, A.(2000).Management: Text and cases .Prentice Hall of India Pvt.Ltd New Delhi. VSP Rao, Human Resource Management: Text and cases, First edition, Excel Books, New Delhi – 2000 Vinay V. Prabhu. Human Resource Management (Texts and cases) 2ndyrBSc(Hospitality studies).VipulPrakashan Zorlu Senyucel 2015 Managing the Human Resource in the 21st century

Course Title Periods/ Marks Credits Code Week/Division Consumer Behavior and Marketing USHSIV504 3 100 2 Management Objectives 1. To understand Consumer Behaviour, needs and decision making 2. To learn the basic concepts of marketing 3. To understand the importance of customer-orientation Course Content Periods Unit I Consumer Behaviour 15 Consumer: Individual and Group, factors affecting consumer behaviour, Buying Process, Customer Satisfaction, Consumer Research Consumer Decision making, Importance, Process Basic of Marketing Meaning, Definitions, Characteristics , functions, Concepts , Marketing Environment

Unit II Marketing Mix: Meaning, Components, Importance 15 Marketing Strategies: Development of Strategies , designing strategies for Leaders, Challenges, Followers and Nichers Channels of Distribution: Types, Factors to be considered while choosing the right channel Market Segmentation, Targeting and Positioning Definition, Need, Factors influencing Market Segmentation, Basis of Market Segmentation, Features of good Market Segmentation, Market Segmentation Strategies

Unit III New Product Development 15 Stages in the process, Promotion Mix, Product Life Cycle and Marketing Strategies Product Failure Concept of Costs Types of Cost, Break-Even Analysis, Governmental Control Pricing Definition and Importance, Types of Pricing, Factors affecting Pricing 45 TOTAL References Chapman R.W. (1973) Marketing Today, (Second Edition), Intertext Books Cundiff W. Edward & Richard R., Gowom A.P.N., ( 1980) Fundamentals of Modern Marketing (Third Ed.), Prentice Hall of India Pvt. Ltd., New Delhi. Gandhi J.C., ( 1996), Marketing: A Managerial Introduction, , (Third Edition)Tata McGraw –Hill Publishing Ltd. Gosnay R. & Richardson N., (2009), Develop Your Marketing Skills, Kogan Page India Pvt. Ltd. Green.C. (2004).Entrepreneurship Ideas in Action.South Western Educational Publishing Pvt. Australia. Kale.N.G.(1998). Principles and Practice of Marketing.VipulPrakashan, Mumbai. Kale.N.G. (1998).Fundamentals of Marketing and Finance.ManishaPrakashan, Mumbai.

Kale.N.G. and Ahmed.M.(1997).Marketing Management 3rd ed. VipulPrakashan.Mumbai. Kotler.P. (1980). Marketing Management-Analysis, Planning, Implementation and Control. Prentice Hall of India Pvt. Ltd. New Delhi. Murthy, B. N. (1989). Entrepreneurship in Small Towns Mittal Publications. Delhi. Singh R., (1989), Marketing and Consumer Behaviour, Deep & Deep Publication, New Delhi. Stern.L.W. (1996).Marketing Channels.Prentice Hall of India Pvt. Ltd. New Delhi. Swarajyalakshmi.(1998). Development of Women Entrepreneurship in India.Problems and Prospects.Discovering Publishing House. New Delhi. Winer S. R., (2007), Marketing Management, Pearson Education

Course Code Title Lectures/w Marks Credits eek USHSIV505 Human Performance at Environmental 3 100 2 Extremes

Objectives: 1. To Increase awareness of the role of ergonomics in work effectiveness and efficiency. 2. To understand the environmental factors contributing to productivity, safety, control and well- being of individual performing the work. 3. To Study features to optimize human well-being and overall system performance. 4. To Provide the basic framework to handle ergonomic related problems and design user –centered products.

Unit I Human Factors 1.1 Physiological Aspects of Work 6 a. Work capacity, Stress and fatigue b. Muscles – types, structure, function and capacity c. The cardiovascular system d. The respiratory system e. Physical work capacity - Factors affecting work capacity - Reciprocal action of flexor and extensors 1.2 Sources of energy 3 a. Fats, proteins, carbohydrate metabolism b. SDA - Specific Dynamic Action of food 1.3 Measurement of the physiological cost of work a. Factors affecting muscular activity 6 b. Energy expenditure for different activities and energy balance c. Aerobic and anaerobic work - (maximum aerobic power and factors affecting VO2– max, oxygen debt) d. Muscular strength-endurance and energy consumption e. Heart rate (Pulse rate) as measure of body stress, for classification based on physical parameters, time motion studies - principles of motion economy. Unit II Environment Ergonomics 5 2.1 Thermal Environment a. Physiological Responses to Hot Environments b. Physiological Responses to Cold Environments c. Heat Disorders d. Effects of temperature extremes e. Thermal comfort 2.2 Light and Lighting levels a. Eye and Vision 5 b. Measurement of light

c. Lighting design considerations – lighting for work d. Visual fatigue and eyestrain e. Glare f. Psychological aspects of indoor lighting 5 2.3 Sound, Noise and Vibration a. Ear and Hearing b. Sound Propagation c. Properties of sound d. Risk assessment – Noise surveys

e. Control methods f. Vibration – Hand transmitted Vibration – Whole body Vibration – Vibration and its effects on human body

Unit III Occupational Hazards 10 a. Physical Hazards a. Design of static work: standing and seated work – Work space and work station design for standing and sitting operations. – Effect of wrong postures on cardiovascular and musculoskeletal system – Identification and analysis of posture. b. Design of repetitive tasks – Anatomy and biomechanics of manual handling

– Prevention of manual handling injuries in the workplace c. Design of manual handling tasks d. Work Related Musculoskeletal Disorders – Injuries to the upper body at work – Ergonomic Interventions – Disorders of the neck, wrist, shoulders and lower limbs. – Low back disorders 2 b. Chemical Hazards c. Biological Hazards 2 d. Hazardous substances and processes 1

Total 45

References Anshel, J. (1968). Visual Ergonomics in the Workplace. Taylor and Francis, London Astrand, P. O. and Rodahi,.K. (1986): Textbook Of Work Physiology, McGraw Hill, New York Chaffin, D. B. and Anderson G. B. (1984): Occupational Biomechanics, John Wiley, and Sons. ChorKow.D. (1988).Posture, Sitting, Standard Chair, Design &Exercising.Thomas Spring Field. Close Guy (1980): Work improvement, John Wiley and Sons, New York Crossman, Richard (1995): Ergonomics, Pocket guide, Genium Publications Davis, D. R. and Shackleton, V. J. (1975): Psychology of Work, Motunen& Co Ltd Dul, Jan and Weerdmeester Bernard (2001): Ergonomics for Beginners, Taylor & Francis, London Eastman Kodak Company (1986): Ergonomic Design for People at Work, Vol. 1 & 2, Van Nostrand Reinhold, New York Galer, I. A. R. (1987): Applied Ergonomics Handbook, (c) Butterworth & Co Grandjean, E. (1978): Ergonomics of the Home, Taylor and Francis, London Grandjean, E. (1980): Fitting the Task of the Man; A Textbook of Occupational Ergonomics, Taylor and Francis, London. Haupt, W. Q. and Feinteis, M. E. (1979): Physiology of movements, Vol. 7, Verlog Publications; Berlin Spinger. Jordan Pat (1998): Human Factors in Product Design, Current Practice and Future Trends, Taylor and Francis, London Jordan, P. W. (2001): Pleasure with Products, Taylor and Francis, London Kanawaty, George (1994): Introduction to work study, 4th revised edition. NavneetPrakashan Ltd. Bombay

Macleod, Dan (1995): The Ergonomics edge, improving safety, quality and productivity, Van Nostarnad Reinhold New York McArdle, D. W. Katch, F. I. and Katch, V. L. (1981 & 1991): Exercise Physiology, 4th edition, Henry Kempton Publishers, Baltimore Murell, K. F. H. (1965): Ergonomics, Champman Hall, London Nag, P.K (1996): Ergonomics and Work Design: Emerging Issues in Organizational Science, New age international (P) Ltd. New Delhi Norris, B. and Wilson J. R. (2001): Designing Safety into products, Taylor an Francis, London Oborne David (1980): Ergonomics at Work, John Wiley and Sons, New York, London Parsons, K. C. (2001): Human Thermal Environments, Taylor and Francis, London Pheasant Stephan (2001): Body Space, Anthropometry, ergonomics and the Design Work, Taylor and Francis, London Ringdahl Lars Harms (2001): Safety Analysis, Taylor and Francis, London Roebuck, J. A.; Kroemer, K.H.E. and Thomson, W. G. (1975): Engineering Salvendy, Gauriel, 1987, Advances in Human factors/ Ergonomics series. Sander S., Mark S., McCormick, Ernest J. (1987): Human Factors in Engineering and Design. McGraw- Hill Book Co. – Singapore Steidle and Braton: Work in Home Wells, K. and Luttgens Kathryn (1976): Kinesiology : Scientific Basis of Human Motion 6th edition Wilson, J. R. and Covlett, N. (2001): Evaluation of Human Work. A Practical Ergonomics Methodology, Taylor and Francis, London

Course Code Title Periods/ Marks Credits Week/Division USHSIV506 Extension Education And 3 100 2 Development Objectives: 1. Orient students to the need for Extension Education 2. Facilitate the development of knowledge & skills in the preparation & use of various aids used in Extension Education. 3. Enable students to understand how to plan for & implement a Community Development Programme.

Course content Periods Unit I 1.1 Communication Approaches & Extension Work Communication & Extension Approaches & Methods .Motivating the Audience . Selection of Teaching Tools 15 1.2 Extension Methods Direct Contact , Demonstration , Puppetry , Drama, Role Plays & Street Plays Talks: Meetings & Conferences , Group Discussions and Focus Group Discussions, Tours, Campaigns , Rural Camps, Exhibitions 1.3 Extension Education Role of an Extension Worker , Qualities of an Extension Worker, The Extension Worker as a Communicator Unit II 2.1 Non Projected Visual Aids 15 Posters , Diagrams: Charts & Graphs ,Flip Charts ,Flash Cards , Felt Boards & Flannel Graphs , Chalk Boards , Bulletin Boards 2.2 Projected Aids Projectors ,Use of Computers, VCD, DVD & other Electronic Media , Audio Aids, Communication through the Written Word: Writing for Newspapers, Feature Stories, Leaflets, Pamphlets, Bulletins and Circulars, Writing for a Radio Talk and Television Programme Unit III 3.3 Programme Planning & Organization Components , Principles , Abilities needed by Planners , Developing a Plan of Work: Definition & Analysis of the concept, Elements of the Plan 15 of Work 3.4 Community Development Programme Meaning , Essential Elements , Objectives, Principles of Community Development, Types of Community Development Programmes , Community Development Processes, Development & use of Organization Channels , Role of the Community Development Worker.

Total 45

References: Chadha, P.C. &Moquemuddin, M. (1979) Audio – Visual Education (Art & Teaching Aids).Prakash Brothers. Ludhiana Dahama, O.P. &Bhatnagar, O.P. (1980).Education & Communication for Development.2nd ed. Oxford & IBH Publishing Co. Pvt. Ltd. New Delhi. Shah, A.& Joshi, U. (1992). Puppetry & Folk Dramas for Non-formal Education. Sterling Publishers Pvt. Ltd. New Delhi. Supe, S.V. (1983). An Introduction to Extension Education. Oxford & IBH Publishing Co. Pvt. Ltd. New Delhi. Waghmare S. &Waghmare V. (1989) Teaching Extension Education, 2nd ed. Metropolitan. New Delhi.

Course Code Title Periods/ Marks Credits Week/Batch USHSIVP501A ELECTIVE PRACTICAL 2 50 2 Residential Interiors

Objectives 1. To enable students to use basic tools of drafting 2. To learn drafting of scale drawings 3. To help students plan layouts for basic requirements of a client

Course Content Periods

Unit I Introduction 15 Materials used, Lettering, Scales, Symbols used in building drawings, Study of building Blue Prints, Key, Legend, Title Block, Scale, Figures and Projections Orthographic Projections, One-point Perspective of simple geometrical forms Working Details Doors, Jamb, Windows, Ventilators Unit II Interior Presentation 15 Plan, Elevations, sections, Evolving a simple housing plan for a small area, Sectional elevations TOTAL 30 References Allen. P. S. (1985). Beginnings of Interior Environment (5th Ed), Macmillan Publishing Co. London. Cliffton C., Moggand Paine. M. (1988).The Curtain Book Reed International Books. New York. Gilliat M. (1986). The Decorating Book.Library of Congress Cataloguing Publications, Great Britain. Kumar.S. (2008).Building Construction.Standard Publishers and Distributors, Delhi. Rao. P. M. (2008). Interior Design – Principles and Practice.Standard Publishers and Distributors. Delhi. Rao R. andSubrahmanyam Y. (2007). Planning and Designing of Residential Buildings. Standard Publishers and Distributors. Delhi. Magazines: Inside Outside, Society Interiors, Design and Interiors, Architecture and Design

Course Code Title Periods Marks Credit / s Week/ Batch USHSIVP501B ELECTIVE PRACTICAL 2 50 2 Hotel Front Office Operations Objectives: This course aims to: 1. Establish the importance of Front Office within the hospitality industry. 2. Prepares the student to acquire professional skills and knowledge necessary to identify the required standards of the industry. 3. Develop effective communication skills and the art of dealing with people.

Course content Periods Unit I 1.1 Overview of the Hospitality Industry 4 a. Great Personalities of the Hotel industry b. Grooming and Hospitality etiquette c. Competencies of Personnel d. Countries, Capitals, Currencies and Official Airlines of the world e. Glossary Terms f. Visit to Hotel/Hospital Kitchen, Inflight Kitchen/Railway 2 canteen/pantry, Industrial Canteen. 1.2 Front Office Organization a. Layout of a front office (plan) b. Planning Equipment and furniture for the front office c. Organizational structure of the front office 3 1.3 Selling Skills a. Product Knowledge b. Techniques of selling c. Relevance of brochure/pamphlets d. Other promotional materials 2 1.4 Guest Cycle 4 a. Interaction between guests and Front Office Personnel 1.5 Reservation a. Taking down a reservation for FIT, FFIT, Corporate guest and group b. Special requests c. How to convert inquiries to valid reservations d. Amendment of reservation e. Cancellation of reservation Potential reservation problems Unit II 1.6 Dealing with Problems and Emergency Situations 4 a. Fire b. Death c. Natural Disasters – Floods, Earthquake, Epidemics d. Accident

e. Lost & Found f. Damage to Hotel Property g. Vandalism h. Drunk Guest i. Scanty Baggage j. Theft k. Sick Guests l. Bomb and Terrorism Threats 1.7 Check-Out 2 a. Procedure b. Preparation of a Guest Folio 1.8 Guest Accounting a. Accounting fundamentals (types of accounts, ledger, folios, 2 vouchers) b. Accounting Cycle 1.9 Statistics and Reports 5 a. Calculation of Revenue, Room Position and Occupancy Percentages. b. Processing financial transactions 1.10 Current Trends in The Hospitality Industry a. Presentations based on news article from current journals, 2 hospitality magazines and newspapers.

Total 30

REFERENCE Andrews, S (1982) Hotel Front Office Training Manual, Tata McGraw Hill. Baker Sue, Bradley P. Huyton, J.: Principles of Hotel Front Office Operation Cassell, Basis, J. R., Medlik, S. (1985). A manual of Hotel /reception,3rd edition Hunmann, Bateford. Dix C. (1979): Accommodation Operations Front Office, McDonalds and Evans Ltd. Dukes, P. Hotel Front Office Management and Operations, Jones, C. and Paul, J. V. (1980): Accommodation Management: A system Approach, Maszom's, J. J. (1971): Front Office Operation, Bobbs. Vallen J. Jerom: Check in Check out Principles of Effective Front Office Management, Wm. C. Brown Publishers, College Division. Kasavanna, M. L. and Brooks, R. M. (------).Managing Front Office Operations.Wellington House.

Course Code Title Periods/ Marks Credits Week/Batch USHSIVP502A ELECTIVE PRACTICAL 2 50 2 Rendering and Presentation Techniques

Objectives 1. To understand the importance of Design Presentation 2. To gain experience in presentation techniques. 3. To learn various techniques of presentation techniques Course Content Periods

Unit I What is Design Presentation? 15 Need for Design Presentation Tools for Rendering: types of pens, papers, pencils, colours

Techniques of Rendering: Using Pencil: HB, B, 2B, 4B, 6B, Charcoal Pen and Ink Colour pencil and material Rendering Photo Colour Rendering

Unit II Siography, lights, reflections, 15 Shading and shadows Sketching Isometric views Perspective Views TOTAL 30 References Gill R. (1974), Basic Perspective, Thames and Hudson Ltd., London Pile J., (1989), Perspective for Interior Designers, Watson Guptill Publications, New York. Sid. DelMar Leach, ASID, Techniques of Interior Design Rendering and pResentation, Architectural Record Books, New York Magazines: Inside Outside, Society Interiors, Design and Interiors, Architecture and Design

Course Code Title Periods/ Mark Credit Week/Batch s s USHSIVP502B ELECTIVE PRACTICAL 2 50 2 Training and Development for the Hospitality Industry

Objectives: 1. Enhance holistic development and improve the student’s employability skills. 2. Develop inter-personal skills and help student to be an effective goal-oriented team player. 3. Re-Engineer attitude and understand its influence on behavior Unit I 1.1 Introduction and Basics of Hospitality Communication 3 a. Importance of Communication in Hospitality industry and its effects on performance and Customer Satisfaction a. Communication Channels in the Hierarchy of an organization –Formal / informal b. Process of Communication and various factors / components of communication c. Significance of feedback b. Forms of Communication –Formal / Informal, Verbal/ Non-Verbal Communication 4 1.2 Communication Channels, Modes and Language Styles a. Verbal Communication – Oral and Written – Advantages and Disadvantages b. Non-Verbal Communication-Ambience / Signs/ Symbols / Voice / Body language c. Grooming/ Power Dressing / Proxemics d. Oral Communication - Barriers of Oral Communication Skills: Factors involved e. Non-Violent Communication f. Cross Cultural Communication and overcoming these barriers. 1.3 Paralanguage Skills - Clarity in Oral Speech and Etiquette 4 a. Listening Skills and listening Comprehension Passages of Telephone b. Conversations and Speeches used as material.

a. Introductions- Self and others – Instructions - Asking for and Giving Directions b. Telephone Speaking - Etiquette and other factors, c. Extempore and Prepared Speeches d. Building positive attitude and Emotional Management

1.4 Telephone Communication & Skills a. Basic Telephone Handling and Etiquette 4 b. Handling internal and external calls Dealing with emergencies

Unit II Allied skills for the Hospitality Industry 1.5 Written Skills a. Documents used in Rooms division b. Writing Correspondence 2 c. Types of written correspondence 1.6 Resume Writing a. Definition of Resume b. Resume Vs. CV c. Components of a good Resume d. Types of Resume 3 e. Cover Letter – Importance, contents. 1.7 Basic concept of Recruitment and Selection a. Intent and purpose, selection procedure, types of interviews. b. Preparing for Interviews: Self planning, writing winning resume, knowledge of company profiles, academic and professional knowledge review, update on current affairs and possible questions. c. Facing an interview panel: Time-keeping, grooming, dress code, document portfolio, frequently asked questions and their appropriate answers, self- introduction, panel addressing, mental frame-work 2 during interviews. d. Body Language and Interview Etiquette 1.8 FlowerHorticulture and Flower Arrangements 4 a. Introduction to Horticulture b. Indoor and outdoor plants c. Care and upkeep

d. Bonsai e. Landscaping f. Introduction to Flower Arrangement - Common flowers used - Types of arrangements

- Principles of Flower Arrangement - Arrangements by location 4 - Care of cut flowers 1.9 Vegetable Carving a. Introduction

b. Common vegetable and fruits used c. Basic Cuts d. Principles of vegetable carving e. Care of the arrangements Total 30

Reference: Austen, A. (2016). Julie's World of Flowers: How to Make Easy Flower Arrangements. Create Space Independent Publishing Platform. Barnett, F. (2012). Flower Arranging: A Complete Guide to Creative Floral Arrangements. South water Publishers.

Dalal, T. (2008).Fruit and Vegetable Carvings. Sanjay and Company. Denny, R. (2008).Communication to Win.Kogan Page India Pvt. Ltd., New Delhi. Emmerson, P. (2015). Email English Student's Book Paperback – Abridged, Audiobook, Box set. (2nd Ed.).Macmillan Education. Gopalswamy, R. (2013). The Ace of Soft Skills: Attitude, Communication and Etiquette for Success. Pearson Education. James, R. (2013). Vegetable Carving.Random Exports. Kumar, S. and Pushp, L. (2015).Communication Skills.(2nd Ed).Oxford University Press. Lobo, M. E. (2008).Fruit and Vegetable Carving.Brijbasi Art Press. Murphy, R. (2015). English Grammar in Use Book with Answers and Interactive eBook: Self- Study Reference and Practice Book for Intermediate Learners of English. (4th Ed.). Cambridge University Press Negi, J. and Gaurav, M. J. (2012).Communication Skills for Hospitality. O’Hara, F. (2002). Be My Guest Student's Book: English for the Hotel Industry. (Student Edition).Cambridge University Press. Pitts, L. (2014). 500 Grammar Based Conversation Questions Paperback. ECQ Publishing. Rai, U. (2012). Maestrro Reading & Writing Skills Development Handbook.Virtuous Publications. Jacob, M. J. (1996). Fruit and Vegetable Carving. Times Books Seymour, M. (2012). Hotel and Hospitality English: A1-A2 (Collins English for Work). Collins Publishing House. Sihota, K. (2001). Creative Carving of Fruits and Vegetables.(1st Ed.).Roli Books. Steere, W. C. (1975). Flower Arrangement: Ikebana Way. (2nd Ed.).Shufunotomo Co. Ltd. Tanji, H. (2014). Professional Spoken English for Hotel & Restaurant Workers .CreateSpace Independent Publishing Platform. Tuhovsky, I. (2015). Communication Skills: A Practical Guide to Improving Your Social Intelligence, Presentation, Persuasion and Public Speaking: Volume 9 (Positive Psychology Coaching). Create Space Independent Publishing Platform. Wagen, L. V. D. (1997). Communication in Tourism and Hospitality. Hospitality Press Wyatt, R. (2007). Check Your English Vocabulary for Leisure, Travel and Tourism: All you need to improve your vocabulary (Check Your Vocabulary. (Workbook Ed.). A & C Black. Zwier, L. (2006). Everyday English for Hospitality Professionals.Compass Publishing.

Course Code Title Period/week Marks Credit /Batch s USHSIVP503 Ergonomics Investigation and Analysis 2 50 2 - I Objectives: 1. Learn the importance of ergonomic approach in design & health related aspects to optimize human well-being and overall system performance. 2. Enable students to handle ergonomics related problems and design user –centered products. 3. Provide knowledge on analysis and assessment of human interactions in a work environment system. 4. Improve competence in Ergonomic design development in a competitive world market.

Course content Unit I Introduction 15 1.1 Instruments and Equipment employed in Ergonomics Research 1.2 Physiological Parameters: Recording basic physiological parameters such as a. Body weight, Height/Stature, Oral temperature b. Pulse rate, Heart rate (at rest and different working conditions), c. Respiration rate, Blood Pressure 1.3 Anthropometric measurements: Recording static and dynamic anthropometric data for different ergonomic design consideration a. Standing measurements b. Sitting measurements c. Measurement of head d. Measurement of diameter e. Measurement of girth f. Measurement of hand g. Measurement of foot h. statistical analysis of the data and interpretation of findings Determining the relationship of anthropometric dimensions of workers with space requirements for some selected activities Unit II 1.1 Physical Fitness Assessment: 15 a. Body composition, body fat percentage by (i) skinfold method, (ii) anthropometric method densitometric method. b. Determination of somatotypes c. Gait analysis d. BMI, Ideal body weight. e. Assessment of Muscle Mass and Bone mass f. Determination of muscle strength by dynamometer - hand grip strength, pinch strength, leg and back strength. g. Measurement of flexibility, agility, power and maximal work capacity h. Measurement of reaction time (hand, foot) and movement time 1.2 Human Performance and Workload: a. Determination of VO2 max by indirect method (Queens College Test)

b. Determination of TCCW and EE c. Max aerobic capacity using modified Harvard test d. Assessment of Physical work capacity (PWC) Physiological response on Bicycle ergometer/ treadmill. e. Classification of workload f. RPE Scale g. Flexibility, Muscular endurance and power. h. Determination of maximal heart rate, cardiac cost and cardiac efficiency by step test method, bicycle ergometer and treadmill 1.3 Assignments/Journal Work: a. Analyzing the recorded static and dynamic Anthropometric measurements for different design considerations such as - design of seat, work station, consumer products, Personal Protective Equipment, hand-tools, etc. b. Group Assignment on product design. c. Field study in industrial establishments and other work stations to study man –machine interactions

Total 30

References: Anshel, J. (1968). Visual Ergonomics in the Workplace. Taylor and Francis, London Astrand, P. O. and Rodahi,.K. (1986): Textbook Of Work Physiology, McGraw Hill, New York Chaffin, D. B. and Anderson G. B. (1984): Occupational Biomechanics, John Wiley, and Sons. ChorKow.D. (1988).Posture, Sitting, Standard Chair, Design & Exercising.Thomas Spring Field. Close Guy (1980): Work improvement, John Wiley and Sons, New York Crossman, Richard (1995): Ergonomics, Pocket guide, Genium Publications Davis, D. R. and Shackleton, V. J. (1975): Psychology of Work, Motunen& Co Ltd Dul, Jan and Weerdmeester Bernard (2001): Ergonomics for Beginners, Taylor & Francis, London Eastman Kodak Company (1986): Ergonomic Design for People at Work, Vol. 1 & 2, Van Nostrand Reinhold, New York Galer, I. A. R. (1987): Applied Ergonomics Handbook, (c) Butterworth & Co Grandjean, E. (1978): Ergonomics of the Home, Taylor and Francis, London Grandjean, E. (1980): Fitting the Task of the Man; A Textbook of Occupational Ergonomics, Taylor and Francis, London. Haupt, W. Q. and Feinteis, M. E. (1979): Physiology of movements, Vol. 7, Verlog Publications; Berlin Spinger. Jordan Pat (1998): Human Factors in Product Design, Current Practice and Future Trends, Taylor and Francis, London Jordan, P. W. (2001): Pleasure with Products, Taylor and Francis, London Kanawaty, George (1994): Introduction to work study, 4th revised edition. NavneetPrakashan Ltd. Bombay Macleod, Dan (1995): The Ergonomics edge, improving safety, quality and productivity, Van Nostarnad Reinhold New York McArdle, D. W. Katch, F. I. and Katch, V. L. (1981 & 1991): Exercise Physiology, 4th edition, Henry Kempton Publishers, Baltimore Murell, K. F. H. (1965): Ergonomics, Champman Hall, London

Nag, P.K (1996): Ergonomics and Work Design: Emerging Issues in Organizational Science, New age international (P) Ltd. New Delhi Norris, B. and Wilson J. R. (2001): Designing Safety into products, Taylor an Francis, London Oborne David (1980): Ergonomics at Work, John Wiley and Sons, New York, London Parsons, K. C. (2001): Human Thermal Environments, Taylor and Francis, London Pheasant Stephan (2001): Body Space, Anthropometry, ergonomics and the Design Work, Taylor and Francis, London Ringdahl Lars Harms (2001): Safety Analysis, Taylor and Francis, London Roebuck, J. A.; Kroemer, K.H.E. and Thomson, W. G. (1975): Engineering Salvendy, Gauriel, 1987, Advances in Human factors/ Ergonomics series. Sander S., Mark S., McCormick, Ernest J. (1987): Human Factors in Engineering and Design. McGraw-Hill Book Co. – Singapore Steidle and Braton: Work in Home Wells, K. and Luttgens Kathryn (1976): Kinesiology : Scientific Basis of Human Motion 6th edition Wilson, J. R. and Covlett, N. (2001): Evaluation of Human Work. A Practical Ergonomics Methodology, Taylor and Francis, London

Course Code Title Period/week/Batch Marks Credits

USHSIVP504 Community Extension 2 50 2 Objectives: 1. Basic skills in the preparation and use of audiovisual aids. 2. An exposure to different community settings and enable students to render service in these settings using various aids. Course content Periods Unit I Outreach programme in the community making use of various aids 15 i. Seminar and Poster presentation on social ,cultural, environmental and women issues ii. Use of a Audio Visual Aids to create awareness amongst the community Unit II A minor Project/Survey in the community set – up 15 i. Internship programme in urban slums of Mumbai city ii. An exposure to the rural setting for extension activities. Total 30

References: Chadha, P.C. and Moquemuddin, M. (1979).Audio – Visual Education (Art and Teaching Aids).Prakash Brothers .Ludhiana. Dahama, O.P.andBhatnagar,O.P. (1980).Education and communication for Development.2NDEd.Oxford and IBH Publishing Co.Pvt.Ltd.New Delhi. Shah,A.andJoshi,U.(1992) .Puppetry and Folk Dramas for Non-formal Education. Sterling Publishers Pvt. Ltd. New Delhi. Supe, S.V. (1983). An Introduction to Extension Education. Oxford & IBH Publishing Co. Pvt. Ltd. New Delhi. Waghmare S. &Waghmare V. (1989) Teaching Extension Education, 2nd ed. Metropolitan. New Delhi.

T.Y. B. Sc. (HOME SCIENCE) BRANCH IV: COMMUNITY RESOURCE MANAGEMENT SEMESTER VI Revised w.e.f. June 2017 Course code Title Internal Semester Total Period/ Credit Assessment end exam marks week/ marks Division/ Batch USHSIV601 Residential Furnishing 25 75 100 3 2 and Kitchen Planning

USHSIV602 Hotel Housekeeping 25 75 100 3 2

USHSIV603 Environmental Issues and 25 75 100 3 2 challenges

USHSIV604 Entrepreneurship 25 75 100 3 2 Development

USHSIV605 Workplace Safety and 25 75 100 3 2 Total Quality Management USHSIV606 Brand and Retail 25 75 100 3 2 Management

ELECTIVE: - 50 50 2 2 USHSIVP601A A) Kitchen Planning OR USHSIVP601B B) Managing Housekeeping Operations ELECTIVE: - 50 50 2 2 USHSIVP602A A) Residential Furnishings USHSIVP602B OR B) Events in Hospitality Industry USHSIVP603 Ergonomics Investigation - 50 50 2 2 and Analysis – (II)

USHSIVP604 Extension & - 50 50 2 2 Entrepreneurship Management TOTAL 800 26

Course Title Period/week/Division Marks Credits Code Residential Furnishing and Kitchen USHSIV601 3 100 2 Planning

Objectives 1. To make the students aware of the interior design furnishings 2. To enable students to select appropriate materials for different surfaces 3. To get an insight into a variety of furniture, lighting, furnishings suitable for interiors. 4. To help students design an efficient and energy efficient kitchen Course Content Periods Unit I Furnishing 15 Space requirements, Furniture needed, Factors influencing Furniture Arrangement, Types of Furniture, Ergonomical Considerations, Human space needs, Ventilation and Indoor air quality, Noise Control

Unit II Finishes 15 Accessories and Curtains Materials for Doors, Windows, Flooring, Furniture

Kitchen Planning Basic Principles of Kitchen Design, Location, jhugg67Work Triangle, Work Counters, Anthropometry and Work Flow, Types of Kitchen Layouts, Ventilation Unit III Kitchen Design 15 Cabinets (Finishes and types), Storage, Surfaces (Flooring, Walls, Ceiling), Waste Disposal, Appliances, Colour, Furnishings, Technicalities (Lighting, heating, extraction, plumbing), Lighting (Natural, general and task), Safety and hazards(Fire. Shock, asphyxiation, others), Budget, Childproof kitchen, Kitchen for special population TOTAL 45

References Allen. P. S. (1985). Beginnings of Interior Environment (5th Ed), Macmillan Publishing Co. London. Cliffton C., Moggand Paine. M. (1988).The Curtain Book Reed International Books. New York. Gilliat M. (1986). The Decorating Book.Library of Congress Cataloguing Publications, Great Britain. Kumar.S. (2008).Building Construction.Standard Publishers and Distributors, Delhi. Rao. P. M. (2008). Interior Design – Principles and Practice.Standard Publishers and Distributors. Delhi. Rao R. andSubrahmanyam Y. (2007). Planning and Designing of Residential Buildings. Standard Publishers and Distributors. Delhi.

Course Title Period/week/ Marks Credits Code Division USHSIV602 Hotel Housekeeping 3 100 2 Objectives: 1. Establish the importance of Housekeeping and its role in the hospitality Industry. 2. Help the students acquire basic knowledge and skills necessary for different tasks and aspects of housekeeping. 3. Explore, explain, and understand inventory and environmental planning and its importance while evaluating housekeeping practices. Course content periods Unit I Introduction 5 1.14 Housekeeping Department a. Importance of the Housekeeping Department b. Role and responsibilities of the Housekeeping Department c. Inter departmental Co-ordination with other Departments d. Organization of Housekeeping Department in large, small and medium-sized hotel. e. Attributes of Housekeeping staff f. Housekeeping in other Organizations 1.15 Managing Housekeeping Personnel 3 a. Scheduling b. Planning Housekeeping process c. Contracts & Outsourcing 1.16 Hotel Guestroom 3 a. Guest floor rules b. Guestroom status c. Guestroom cleaning d. Standards of cleaning e. Furniture, fixture, guest supplies, amenities in a guest room 1.17 Public Area Cleaning 4 a. Cleaning and upkeep of public areas (lobby, cloak room, restaurants, bar, banquet, halls, admin offices, lifts and elevators, staircases, back areas, front area, corridors) Unit II Housekeeping Procedures 1.18 Housekeeping Inventories 3 a. Cleaning and Laundry Equipment b. Cleaning and Laundry Agents c. Guest Supplies d. Linen e. Uniforms 4 1.19 Linen and Uniform Room a. Layout of Linen Room b. Classification & Selection of Linen c. Linen Exchange d. Linen Control – Linen Inventory, Par stock

e. Discard management f. Functions of a Uniform Room g. Storing, Issuing and Exchanging of Uniforms 1.20 Laundry Operations 4 a. Types of laundry, advantages, disadvantages b. Layout of OPL c. Laundry flow process d. Guest Laundry e. In-house laundry v/s Contract Laundry: Merits & Demerits f. Stain Removal (10 common stains) 1.21 Housekeeping Control Desk 4 a. Importance, role, co-ordination, checklist Forms, formats & registers used in the desk reports b. Supervision in Housekeeping c. Handling Room transfers d. Handling difficult situations e. Lost & found f. Key control g. Gate pass Indenting from stores Unit III Current trends in Housekeeping 1.22 Housekeeping Budgets 3 a. Types of Budgets b. Housekeeping Expenses c. Cost Control 1.23 Safety and Security a. Potential Hazards in Housekeeping b. Fire Prevention and Fire Fighting c. First Aid (Definition, First Aid kit and situations: Shock, Fainting, Heart attack, Sprain, Asphyxia, Burns &Scalds, 5 Asthma, Cuts and Abrasions, Epileptic fits, nosebleed) d. Dealing with Emergencies e. Security of Hotels f. Keys and their Control 1.24 Pest Control 2 a. Pest control goals b. Common pests and its control 1.25 Eco FriendlyConcepts in House Keeping a. Meaning 5 b. Hotel Design and construction c. Waste Management in Housekeeping d. Water Conservation e. Energy Conservation f. Environment-friendly Housekeeping g. Ecotels - Ecotel Certification - Eco friendly products Total 45

References:

Agarwal.A. &Agarwal.M. (2000).Careers in Hotel Management. Vision Books Pvt Ltd, New Delhi. Alan. T. S. &Wortman. J. F. (2006). Hotel and Lodging Management – An Introduction.John Wiley & Sons. New Jersey. Andrews Sudhir, (2007), Text Book of Hotel Housekeeping Management & Operations, 1st Edition, Tata McGraw Hill. Andrews. S. (2003).Hotel Housekeeping – Training manual. Tata McGraw Hill Publishing Co. Ltd. New Delhi. Bhatnagar, S. K. (2002).Front Office Management, Frank Bros. & Co. (Publishers) Ltd. Bill Phillips (2005), The Complete Book of Locks and Locksmithing, McGraw-Hill Professional. Branson J. & Lennox M. (1992).Hotel, Hostel & Hospital Housekeeping.Hodder& Stoughton Educational Press, Great Britain. Casado. M. A. (2000). Housekeeping Management.John Wiley. New York. Ellis, Raymond C. and Stipanuk, David M. (1999), Security and Loss Prevention Management, Lansing MI. Joan C. & Lennox, Margaret Branson (1969) , Hotel Housekeeping Principles and Practice, Edward Arnold, London Jones Thomas J.A., (2005), Professional Management of Housekeeping Operations, 4th Edition, John Wiley & Sons. Kappa, M. M., Nitschke, A., Schappert, P. B. (1998).Housekeeping Management.AHMA. Michigan. Lifton, Bernice (1991), Bug Busters: Poison-Free Pest Controls For Your House & Garden, Avery Publishing Group, Inc., New York. Louis A. Tyska, Lawrence J. Fennelly (2000), Physical Security 150 Things You Should Know, Elsevier. Mallis, Arnold (1990), Handbook of Pest Control, 7th Edition, Franzak& Foster, Cleveland, Ohio. Managing Housekeeping Operations – Kappa, Nitschike, Shappert, EI, AHLA Martin Robert J (1998), Professional Management of Housekeeping Operations, John Wiley & Sons New York. O’ Shannessy.V&Haby. S. Richmond (2001). Accommodation Services. Prentice Hall, Australia Powers, T. C. and Barrows, C. (2002).Introduction to the Hospitality Industry, Wiley. Raghubalan G., RaghubalanSmritee, (2007 – 2009), Hotel Housekeeping Operations and Management, 2nd Edition, Oxford University Press. Raghubalan.G. &Raghubalan.S. (2007).Hotel Housekeeping Operations & Management.Oxford University Press. New Delhi Rosemary Hurst (1971), Housekeeping Management for Hotels and Residential Establishments, William Heinemann. San Ramon (1998), Controlling Household Pests, Chevron Chemical Company, Ortho Books, California. Sechneider, M., Tucker, G. The Professional Housekeeper. Van Nostrand Reinhold. New York. (1989) Singh Malini& George Jaya B., (2008), Housekeeping Operations, Design and Management, 1st Edition, Jaico Publications. Stutts, A. T., Wortman, J. (2005), Hotel and Lodging Management: An Introduction. Wiley.Walker. J. R. (2005). Introduction to Hospitality Management. Pearson Education Pvt Ltd, Delhi. Winter, W. and Hatfield, H. (1989). The Professional Housekeeping, Hyperion Books. Zulfikar, M. (1998).Introduction to Tourism and Hotel Industry.Sangam Books Ltd.

Course Title Period/w Marks Credits Code eek/Divi sion USHSIV603 Environmental Issues and Challenges 3 100 2

Objectives: 1. Learn how to observe, analyze, interpret and explain the human and natural dimensions of key environmental challenges. 2. Consider key environmental problems from a range of natural and social science perspective. 3. Practice systematic analysis of causes, effects and potential solutions towards environmental problems. Course content periods Unit I Multidisciplinary nature of Environmental studies 15 1.1 Definition, Scope and Importance 1.2 Need for Public Awareness 1.3 Natural Resources and Associated Problems: i. Forest Resources: Use and Over Exploitation, Deforestation, Case Studies, Timber Extraction, Mining, Dams and their effects on forest and Tribal people ii. Water Resources: Use and Over utilization of surface and ground water, Floods, Drought, Conflicts over water, Dams benefits and Problems iii. Mineral Resources: Use and Exploitation, Environmental Effects of Extracting and using Resources. Case Studies. iv. Food Resources: World Food Problems, Changes caused by Agriculture and Overgrazing, Effects of Modern Agriculture, Fertilizer – Pesticide Problems, Water Logging. Case Study. v. Energy Resources: Growing Energy Needs, Renewable and Non -Renewable Energy source, Use of Alternate Energy source. Case Study vi. Land Resources: Land Degradation, Man Induces landslides, Social Erosion and Desertification.  Role of an Individual in Conservation of Natural Resources  Equitable use of Resources for Sustainable Lifestyles. 1.4 Ecosystem i. Concepts of an Ecosystem ii. Function of an Ecosystem iii. Producers, Consumers and Decomposers iv. Introduction, Types, characteristic features, structure

and Function of the following Eco – System: a. Forest Ecosystem b. Grassland Ecosystem c. Desert Ecosystem d. Aquatic Ecosystem (Ponds, streams, Lakes, Rivers, Oceans, Estuaries) Unit II Environmental Pollution 15 2.1 Definition 2.2 Causes, Effect and Control measures of: Air Pollution ,Water Pollution, Soil Pollution, Marine Pollution,Noise Pollution, Thermal Pollution , Nuclear Pollution 2.3 Solid Waste Management: Causes, effects and control measures of Urban and Industrial waste 2.4 Role of an Individual in Prevention of Pollution. 2.5 Pollution Case Studies 2.6 Disaster Management: Flood, Earthquake, Cyclone, and Landslides Unit III Social Issues and Environment 15 3.1 From Unsustainable to Sustainable Development 3.2 Urban Problems related to energy 3.3 Water Conservation, Rain Water Harvesting 3.4 Environmental Ethics: Issues and Possible solutions 3.5 Climate change, Global Warming, Acid Rain, Ozone layer Depletion, Nuclear Accidents and Holocaust. Case Studies 3.6 Waste land Reclamation 3.7 Consumerism and waste products 3.8 Environment Protection Act 3.9 AIR (Prevention and Control of Pollution) Act 3.10 Water (Prevention and Control of Pollution) Act 3.11 Wildlife Protection Act 3.12 Forest Conservation Act 3.13 Issues involved in enforcement of Environmental Legislation 3.14 Public Awareness Human Population and Environment 3.15 Population Growth, Variation among Nations 3.16 Population Explosion: Family Welfare Programme 3.17 Environment and Human Health 3.18 Women and Child Welfare 3.19 Role of Information Technology in Environment and Human Health Total 45

References: Agarwal. 2001 Environmental Biology, NidiPubl.Ltd.Bikaner.

Brunner R.C., 1989,Hazardous Waste Incineration, McGraw Hill Inc.480p Cunningham, W.P. Coop, T.H. Gorhani, E & Hepworth ,M.T. 2001, Environmental Encyoclopedia,JaicoPubl.House, Mumbai, 1196 p Gleick,H.P.1993 . Water in crisis,Pacific Institute for studies in Dev. Environment&Security.StockholmEnv.Institute Oxford Univ.Press.473p Heywood, V.H &Waston ,R.T.1995.Global Biodiversity Assessment Cambridge Univ.Press Jadhav, H &Bhosle, V.M.1995.Environmental Protection and Laws.Himalaya Pub. House, Delhi McKinney, M.L. & School, R.M.1996.Environmental Science systems & Solutions, Web enhanced edition. Odum, E.P. 1971. Fundamentals of Ecology. W.B. Saunders Co. USA, 574p Rao, M. N. &Datta, A.K. 1987.Waste Water treatment.Oxford & IBH Publ.Co.Pvt.Ltd

Course Title Period/week/Division Marks Credits Code USHSIV604 Entrepreneurship Development 3 100 2 Objectives: 1. To acquire knowledge and skills for entrepreneurship 2. To understand and learn the basics of finance and accountancy. 3. To enable students to make an effective business plan Course Content Periods Unit I Entrepreneur, Intrapreneur and Entrepreneurship 15 Definition, Concept, Characteristic Features, Entrepreneurial Skills. Classification of Entrepreneurs

Business Planning Importance of a Business Plan, Purpose of a Plan, Creating an effective Plan, Business Acquisition, Franchising and Outsourcing

Unit II Managing Business Start Up 15` Location and Set Up, Marketing the business, Staffing

Project Formulation Project Selection, Project Evaluation, Guidelines for Project Formulation,Identifying a Business Opportunity, Writing a Project Report.

Unit III Financial Management 15 Sources of Finance, Record keeping and Accountancy

Legal, Ethical and Social Issues Role of the Government as a regulator, Inspection, Licenses, Consumer Laws, Business and Ethics, Environment Concerns 45 Total

References Amarchand.D. (1979).Introduction to Marketing, Vikas Publishing House. New Delhi. Bhatia.R.C. (2003).Marketing, Communication and Advertising Galgotia Publishing Co. New Delhi. Green.C. (2004).Entrepreneurship Ideas in Action.South Western Educational Publishing Pvt. Australia. Kale.N.G.(1998). Principles and Practice of Marketing.VipulPrakashan, Mumbai. Kale.N.G. and Ahmed.M.(1997). Marketing Management (3rded.)VipulPrakashan.Mumbai. Kale.N.G. (1998).Fundamentals of Marketing and Finance.ManishaPrakashan, Mumbai. Kotler.P. (1980). Marketing Management-Analysis, Planning, Implementation and Control. Prentice Hall of India Pvt. Ltd. New Delhi. Murthy, B. N. (1989). Entrepreneurship in Small Towns Mittal Publications. Delhi. Stern.L.W. (1996).Marketing Channels.Prentice Hall of India Pvt. Ltd. New Delhi.

Course Code Title Periods/ Marks Credits Week/Division USHSIV605 Workplace Safety and Total 3 100 2 Quality Management

Objectives: 1. Facilitate the understanding of Quality Management principles and process. 2. Learn about the various tools available to achieve Total Quality Management. 3. Create an awareness about the ISO and QS certification process and its need for the industries. Course Content Periods Unit I Safety at Workplace 15 1.4 Occupational Health and Safety 1.5 Job Safety Analysis 1.6 Safety Measures 1.7 Occupational and Work related diseases 1.8 PPE (respiratory and non-respiratory) Unit II Unit – 2: Total Quality Management 15 1.9 Introduction 1.10 Historical Perspective 1.11 Basic Concepts of Total Quality Management 1.12 Goals of Total Quality Management 1.13 Quality Gurus 1.14 Principles of Total Quality Management 1.15 Total Quality Management Practices and Tools 1.16 Quality Standards - ISO 9000 standards, ISO 14000 standards Unit III Unit 3: Risk Assessment and Hazard Communication 15 1.17 Checklist Procedure 1.18 Preliminary Hazard Analysis 1.19 On-site and Off-site Emergency preparedness 1.20 Identification and Categorization of Hazard 1.21 Control of Workplace Hazards Total 45 References: Besterfiled, D. H. and et al. (2003). Total Quality Management, Pearson Education, Inc. (Indian reprint 2004). Evans J. R. and &Lidsay, W. M. (2002). The Management and Control of Quality, (5th Ed.). South-Western (Thomson Learning). Feigenbaum, A.V. (1991). Total Quality Management, McGraw Hill. . Oakland, J. S. (1989). Total Quality Management Butterworth - Heinemann Ltd., Oxford. Narayana V., and Sreenivasan, N. S. (1996). Quality Management - Concepts and Tasks, New Age International. Goetsch, D. L., and Davis, S. B. (2016). Quality management for organizational excellence: Introduction to total quality (8th Ed.). Upper Saddle River, NJ: Pearson. Jain, R. K. and Rao, S. S. (2006). Industrial Safety, Health and Environment Management Systems, Khanna publishers, New Delhi.

Lees, F. P. (1991). Loss of prevention in Process Industries , Vol. 1 and 2, Butterworth- Heinemann Ltd., London Industrial Safety -National Safety Council of India. Lees F. P. (1991). Loss of prevention in Process Industries , Vol. 1 and 2, Butterworth- Heinemann Ltd., London.

Course Code Title Period/week/D Marks Credits ivision USHSIV606 Brand and Retail Management 3 100 2 Objectives: 1. To explain channels of retail management 2. To familiarize the students with retail management concepts and operations. 3. To enable students to gain well sound theoretical insights about managing modern retail business. Course content Period s Unit I 1.1 Introduction 5 Industry v/s Commerce. Definition of Industry, Types of Industry. Definition of Commerce, Importance of Commerce 1.2 Modern Retail Management: Retail Development, Theories of Retail Development, Retail Development in 10 India, Current Retail Scenario in India, Overview of Different Sectors of Retailing in India , Growth Factors of Retailing in India, Role of Retail in Indian Economy. 1.3 International Retailing: International Retailers- Explanations of Internationalization- Market Selection and Growth Stages of Internationalization, International Opportunities, Market Entry Strategies- Factors Determining Choice of Entry Methods- Standardisation versus Adaption Strategies- Problems for New entrants, Internationalization Process, Retail Structures, Issues in Implementing International Strategies, List of Leading International Retailers 1.4 E – Retailing Definition, Transition from Traditional Marketing to e – marketing. Demographics and Targeting. Adaptability& closed – Loop Marketing. Advantages of e- Retailing Shortcomings of e-Retailing e- Retailing Online Merchandising Techniques. Online store Front. Creating Look and Feel. Online Brand Management. Online Purchasing. Unit II 2.1 Multichannel Retailing and Ownership Structures in Retail: Key Features of New Technology Retail Formats, Concept of Multichannel 5 Retailing, Classification of Retailers based on Ownership Structure

2.2 Retail Competition: Define Retail Competition, Internal Resources and Competitive 5 Advantage, Strategic Choice, Strategic Directions, Selection of Organization specific Strategy 2.3 Retail Customers :

Retail Customers, Retailing and Consumption, Changes in Customers- Demographics- Lifestyle- Consumer Buying Process- Shopping Behaviour, Retail Outlet Choice, Retail Segmentation Unit III 3.1Retail Branding: Understanding Retail Branding, Branding Principles, Dimensions to Review 3 Brands, Retail Promotion and Branding, Dimensions of Promotion Mix, Advertising, Types of Advertising, Media Selection, Sales Promotions, Personal Selling, Publicity, Measuring Retailer Brand Equity

3.2 FDI in the Indian Retail sector: 3 Growth of Organized Retailing and Expansion of Retailers, Organized Retailing and Expansion of Retailers, FDI in Retailing and its Impact, FDI in Indian Retailing

3.3 Customer Relationship Management: 3 Concept of Customer Relationship Management (CRM), Role of Competition in CRM, Role of IT in CRM, CRM Software, Benefits of CRM, Pitfalls of CRM Programs, CRM's Return on Investment (ROI), Lifetime Value of a Customer (LVC)

3.4 Information Technology in Retail: Usage of information technology, 3 Factors affecting the use of information technology, Information Technology in

Retail, Flow of Information, Data

Warehousing, Electronic Data Interchange (EDI), Data Security, RFID, More Information to Evaluate Merchandise, Database Marketing, Use of IT in Finding Store Location, Enterprise Resource Planning, Mobile Retail & Digital Wallets 3 3.5 Ethical and Legal Aspects of Retailing:

Meaning of Business Ethics, Ethical Aspects in Retailing, Green Retailing, Meaning of Social Responsibility, Legal Aspects of Retailing TOTAL 45 References: Bajaj, Kamlesh K &Debjani Nag, 2002 E - Commerce. The cutting edge of business,TDta-Mc- GmwHill,New Delhi Barry Berman & Joel R. Evans, 2004 Retail Management A Strategic Approach, the Prentice Hall of India, New Delhi. Chetan Bajaj, Tuli&Srivastava, 2002 Retail Management, Oxford University Press, New Delhi. Giridhar Joshi, 2005 Information Technology for Retail, Oxford University Press, New Delhi. Harish V.Verman, 2002Brand Management: Text and Cases,Excell Books,. Kalakota, Ravi & Andrew B.Winston.2002 Frontier of E-Commerce, Pearson Education, Mumbai. M.Chaelhevy and barton.AWeitz, 1987. Retail Management, Irwin Mcgrawhill,internationaleditition,U.S, Murthy, C.S.V., 2003 E- Commerce – Concepts, Models and Strategies, Himalaya Publications, Mumbai

SwapnaPradhan, 2006, Retailing Management : Text and Cases. Tata McGraw hill, New Delhi- 2 nd edition,

Course Code Title Period/week/Batch Marks Credits ELECTIVE PRACTICAL USHSIVP601A 2 50 2 Kitchen Planning

Objectives 1. To understand the importance of a good kitchen design 2. To gain knowledge about the current materials in the market 3. To enable selection of appropriate materials for different surfaces

Course Content Periods

Unit I Work Triangle 15 Plan kitchen layouts: Single Wall, Parallel, ‘L’ shape, ‘U’ Shape, Island and Peninsula, Open Kitchen Electrical Layout for the kitchens, Planning storage Surfaces and worktops

Unit II Appliances, Finishes for kitchen surfaces and Colour 15 Material Chart for the layouts Maintain a scrap book for the materials, storages and finishes Total 30

References Conran T., (1977), The Kitchen Books, Crown Publishers INC, New York. Grey J., (1999), The Art of Kitchen Design, Cassell Paperbacks, UK. Manser J., (1982), The kitchen and Bathroom Book, Pan Books London and Sydney. Skinner T. & Cardona M. (2004),Remodelled Kitchen and Baths: Dramatic Makeovers, Schiffer Publishing Ltd., USA. Spechtenhausar Klaus (ed), The Kitchen, Berkhausar Publishers for Architecture, Zurich. Swift P., Joyce P., (1988), Kitchen: Practical Design for everyday living, New Holland Publishers, London. The House and Home Kitchen Planning Guide, (1978), McGraw Hill Book Company, New York Magazines: Inside Outside, Society Interiors, Design and Interiors, Architecture and Design

Course Code Title Period/week Marks Credit /Batch s USHSIVP601B ELECTIVE PRACTICAL 2 50 2 Managing Housekeeping Operations

Objectives: 1. Develop the right skills necessary in hospitality and allied industries so as to meet the requirements according to the industry expectations. 2. Establish the importance of Housekeeping and its role in the hospitality Industry. 3. Acquire basic knowledge and skills necessary for different tasks and aspects of Housekeeping.

Course Content Periods

Unit I 1.1 Introduction to the Housekeeping Department 15 a. Housekeeping etiquette b. Forms and formats – occupancy slip, gate passes, job order, lost and found register, key register c. Personal hygiene in house keeping 1.2 Cleaning Schedules and Procedures a. Cleaning procedures b. Cleaning Schedules c. Cleaning of Guestrooms and Public Areas d. Inspection records – Checklist 1.3 Bed Making a. Bed making - traditional b. Bed making with turn down and foot fold (single sheet and duvet) c. Bed Making – Day / Evening 1.4 Equipping and Setting up of Room Attendant’s Trolley – Demonstration 1.5 Forms, Folios and Formats in Housekeeping 1.6 Assignment on any housekeeping topic

Unit II 2.1 Housekeeping Practices: Demonstration/Workshops/ Field Visits to 15 learn 2.2 Stain Removal 2.3 Laundry methods and Procedures – OPL, Commercial laundry 2.4 Pest Control 2.5 First Aid 2.6 Towel Folds 2.7 Napkin Folds 2.8 First aid procedures - Demonstration 2.9 Converting waste to wealth

Internship: The report should be based on the compulsory 4 weeks/24 days of training to be completed in October-November of fifth semester in a hotel of repute (preferable of a 3 star, 4 star or a 5 star property). A student log book should be maintained by every student during the training period. The student should note down on the daily basis the task performed/ observed, methodology involved and points to note and assessed daily by the supervisor / manager. The report must be typed and submitted in person, by the student, to the faculty within one week of the completion of the training program. Report submitted later than that will not be accepted. The list of documents to be submitted along with the reports are Photocopy of the training certificate issued by the hotel, Students log book (duly singed by Training Manager/HR Manager or equivalent) and a 10 page reflection of the internship/training period.

Total 30

References: Andrews Sudhir, (2007), Text Book of Hotel Housekeeping Management & Operations, 1st Edition, Tata McGraw Hill. Bhatnagar, S. K. (2002).Front Office Management, Frank Bros. & Co. (Publishers) Ltd. Bill Phillips (2005), The Complete Book of Locks and Locksmithing, McGraw-Hill Professional. Ellis, Raymond C. and Stipanuk, David M. (1999), Security and Loss Prevention Management, Lansing MI. Joan C. & Lennox, Margaret Branson (1969) , Hotel Housekeeping Principles and Practice, Edward Arnold, London Jones Thomas J.A., (2005), Professional Management of Housekeeping Operations, 4th Edition, John Wiley & Sons. Lifton, Bernice (1991), Bug Busters: Poison-Free Pest Controls For Your House & Garden, Avery Publishing Group, Inc., New York. Louis A. Tyska, Lawrence J. Fennelly (2000), Physical Security 150 Things You Should Know, Elsevier. Mallis, Arnold (1990), Handbook of Pest Control, 7th Edition, Franzak& Foster, Cleveland, Ohio. Managing Housekeeping Operations – Kappa, Nitschike, Shappert, EI, AHLA Martin Robert J (1998), Professional Management of Housekeeping Operations, John Wiley & Sons New York. Powers, T. C. and Barrows, C. (2002).Introduction to the Hospitality Industry, Wiley. Raghubalan G., RaghubalanSmritee, (2007 – 2009), Hotel Housekeeping Operations and Management, 2nd Edition, Oxford University Press. Rosemary Hurst (1971), Housekeeping Management for Hotels and Residential Establishments, William Heinemann. San Ramon (1998), Controlling Household Pests, Chevron Chemical Company, Ortho Books, California.

Singh Malini& George Jaya B., (2008), Housekeeping Operations, Design and Management, 1st Edition, Jaico Publications. Stutts, A. T., Wortman, J. (2005), Hotel and Lodging Management: An Introduction. Wiley. Winter, W. and Hatfield, H. (1989). The Professional Housekeeping, Hyperion Books. Zulfikar, M. (1998).Introduction to Tourism and Hotel Industry.Sangam Books Ltd.

Course Code Title Period/week/Batch Marks Credits ELECTIVE PRACTICAL USHSIVP602A 2 50 2 Residential Furnishing Objectives 1. To gain insight into the types of furniture, lighting and furnishings for interiors 2. To enable selection of appropriate materials for different surfaces 3. To learn presentation of drawings from the client’s perspective Course Content Periods

Unit I Furniture for various areas: 15 Living, dining, Bedroom, Bathroom, Toilet Markey Survey and Presentation Preparation of a scrapbook Unit II Planning Furniture Layout 15 1 BHK Apartment, Sectional Elevation, 3D drawings, Civil, Electrical, False Ceiling Layouts, Material Chart and concept sheet Total 30

Course Code Title Period/wee Marks Credits k/Batch USHSIVP602B ELECTIVE PRACTICAL 2 50 2 Events in the Hospitality Industry

Objectives: 1. Provide a conceptual overview and a systematic study of event programming, management, and marketing, and practical applications. 2. Interpret and apply principles of both business and nonprofit management to the special needs of event organizations. 3. Nurture professionalism in event management, covering the knowledge base, theory, methodologies and ethics.

Course content Periods Unit I Planning and Coordinating 15 1.1 Event Context a. Introduction, Definition and Need b. Categorization of events c. Characteristics of Events d. The Event Industry e. Balancing Impacts 1.2 Event Planning and Administration a. Budget and Financial Plan b. Venue selection c. Event Action Plan 1.3 Event Marketing and Communication a. Marketing, PR and promotion b. Operational Communication c. Team briefing documents 1.4 Assignment a. Event Report: Each student must find a single and distinct event (Festival, meetings, award ceremony, fairs, political rallies) that occurs in Mumbai city/suburbs/ any preferred location. Prepare a detailed report and present it in class b. Mock Event: Students discuss and understand the phases of event management in a tourism/hospitality industry. The selected event may come from one of the following categories: Cultural celebrations, Art/Entertainment; Business/Trade; Sport Competitions; Educational and Scientific; Recreational; Political/Sate; Private Events. The project report must cover all the aspects of building a special event. - Writing an event Proposal Event Brochure: Creating a 3-fold flier / brochure for the mock event. Unit II The Event 15

2.1 Event Production and Logistics

a. Equipment, Services and facilities needed b. Site/Venue layout and design c. Legal Issues d. Technology e. Risk Management - Health and safety - Emergency planning 2.2 Post Event

a. Visitor Research b. De-briefing Report c. Useful contacts and Resources 2.3 Group Event Project

a. Groups of THREE or FOUR students will present one selected special event to the class. More information will be given in class. 2.3 Assignment

a. Mock Event: Students discuss and understand the phases of event management in a tourism/hospitality context such as idea generation and research, design, conceptualization, development, planning, production, management, coordination, handing over, follow up and evaluation. The project report must cover all the aspects of building a special event. - Preparing a typical timeline for the event - Developing an Event Budget

Total 30

References: Allen, J. (2005) Time Management for Event Planners. Wiley, New York Allen, J. (2010) Event Planning Ethics and Etiquette: A Principled Approach to the Business of Special Event Management. New York: Wiley. Allen, J., O’Toole, W., Harris, R. and McDonnell, I. (2002). Festival and Special Event Management. Berkley, A. (1996). Designing Services with Function Analysis. The Hospitality Research Journal, Vol. 20, No. 1. Bowdin, G., McDonnell, I., Allen, J., O’Toole, W. (2010) Events Management.(3rd Ed). Oxford: Butterworth-Heinemann. Getz, D. (2005) Event Management and Event Tourism.(2nd Ed.).Cognizant, New York. Goldblatt, J. J. (2005) Special Events: Event Leadership for a New World. Wiley Hoboken. Goldblatt, J. J. (2010) Special Events: A New Generation and the Next Frontier. Wiley, New York. Hoyle, L. (2002). Event Marketing: How to Successfully Promote Events, Festivals, Conventions, and Expositions. Wiley, New York. Judy, S. (2009). Event Planning Ethics and Etiquette: A Principled Approach to the Business of Special Event Management.

Monroe, J. and Kates, R. (2005). Art of the Event: Complete Guide to Designing and Decorating Special Events. Wiley, New York. Raj, R., Walters, P., Rashid, T. (2008) Events Management: An Integrated and Practical Approach.Sage, London. Rutherford, R. S. and Goldblatt, J. (2006).Professional Event Coordination.Wiley, John & Sons. Shone, A. (2004).Successful Event Management- A Practical Handbook.(2nd Ed.).Cengage Learning Business Press, Southampton. Skinner, B. and Rukavina, V. (2002).The Event Sponsorship.Wiley, New York. Tum, J. (2007). Management of Event Operations.(2nd Ed.). Atlantic Publishing Company. Van der Wagen, L. (2002) Event Management: For Tourism, Cultural, Business and Sporting Events. Hospitality Press, Melbourne. Van der Wagen, L. (2006) Human Resource Management for Events: Managing the event workforce. Oxford: Butterworth-Heinemann.

Web References:http://www.leoisaac.com/evt/index.htm

Course Code Title Period/week/Batch Marks Credits Ergonomics Investigation and USHSIVP603 2 50 2 Analysis - II Objectives: 1. Learn the importance of ergonomic approach in design & health related aspects to optimize human well-being and overall system performance. 2. Enable students to handle ergonomics related problems and design user –centered products. 3. Provide knowledge on analysis and assessment of human interactions in a work environment system. 4. Improve competence in Ergonomic design development in a competitive world market.

Course content 15

Unit I Environment Ergonomics 1.4 Measurement of illumination level by lux meter in different working areas 1.5 Measurements of noise/sound level in different workstations/areas such as home, office, traffic etc. 1.6 Measurement of relative humidity, moisture content of the environment using the environment meter 1.7 Assessment of thermal conditions 1.8 Evaluation of occupational stress - development of questionnaire, quantitative evaluation technique, pain mapping. 1.9 Hazard Analysis of a selected Industry 1.10 Complete Workstation Analysis of a selected worker

Unit II Work and Posture 15 2.1 Determination of center of gravity of human body under resting and working conditions. 2.2 Identifying types of postures adopted by different workers during work, analysis and Interpretation of risks. 2.3 Determination of spinal curvature using the flexicurve 2.4 Analysis of posture by video graphic method – OWAS and RULA, Time and motion studies 2.5 Peg board test 2.6 Determination of workload of some selected household activities and unskilled labour/jobs. 2.7 Analyzing Musculoskeletal Discomfort using: Modified Musculoskeletal Discomfort Questionnaire Assignments/Journal Work: a. Visit to different industrial establishments for ergonomic evaluation of Man-Machine-Environment system. b. Visit to different advanced laboratories such as Central Labour Institute (Mumbai)/ Ergonomic Laboratory- IDC (IIT Mumbai)/ Ergonomics Laboratory – NITIE (Mumbai)/ Defense Institute of Physiology and Allied Sciences (Delhi)/ NetajiSubhas

National Institute of Sports (Patiala)/ Sports Authority of India (Bangalore)/ Rani Lakshmi Institute of Physical Education (Gwalior)/ Central Mining Research Institute (Dhanbad)/ National Institute of Occupational Health (Ahmedabad)/ Regional Labour Institute (Kanpur) etc. The student shall submit a report of such visits. Total 30

References: Anshel, J. (1968). Visual Ergonomics in the Workplace. Taylor and Francis, London Astrand, P. O. and Rodahi,.K. (1986): Textbook Of Work Physiology, McGraw Hill, New York Chaffin, D. B. and Anderson G. B. (1984): Occupational Biomechanics, John Wiley, and Sons. ChorKow.D. (1988).Posture, Sitting, Standard Chair, Design &Exercising.Thomas Spring Field. Close Guy (1980): Work improvement, John Wiley and Sons, New York Crossman, Richard (1995): Ergonomics, Pocket guide, Genium Publications Davis, D. R. and Shackleton, V. J. (1975): Psychology of Work, Motunen& Co Ltd Dul, Jan and Weerdmeester Bernard (2001): Ergonomics for Beginners, Taylor & Francis, London Eastman Kodak Company (1986): Ergonomic Design for People at Work, Vol. 1 & 2, Van Nostrand Reinhold, New York Galer, I. A. R. (1987): Applied Ergonomics Handbook, (c) Butterworth & Co Grandjean, E. (1978): Ergonomics of the Home, Taylor and Francis, London Grandjean, E. (1980): Fitting the Task of the Man; A Textbook of Occupational Ergonomics, Taylor and Francis, London. Haupt, W. Q. and Feinteis, M. E. (1979): Physiology of movements, Vol. 7, Verlog Publications; Berlin Spinger. Jordan Pat (1998): Human Factors in Product Design, Current Practice and Future Trends, Taylor and Francis, London Jordan, P. W. (2001): Pleasure with Products, Taylor and Francis, London Kanawaty, George (1994): Introduction to work study, 4th revised edition. NavneetPrakashan Ltd. Bombay Macleod, Dan (1995): The Ergonomics edge, improving safety, quality and productivity, Van Nostarnad Reinhold New York McArdle, D. W. Katch, F. I. and Katch, V. L. (1981 & 1991): Exercise Physiology, 4th edition, Henry Kempton Publishers, Baltimore Murell, K. F. H. (1965): Ergonomics, Champman Hall, London Nag, P.K (1996): Ergonomics and Work Design: Emerging Issues in Organizational Science, New age international (P) Ltd. New Delhi Norris, B. and Wilson J. R. (2001): Designing Safety into products, Taylor an Francis, London Oborne David (1980): Ergonomics at Work, John Wiley and Sons, New York, London Parsons, K. C. (2001): Human Thermal Environments, Taylor and Francis, London Pheasant Stephan (2001): Body Space, Anthropometry, ergonomics and the Design Work, Taylor and Francis, London

Course Code Title Period/week/Batch Marks Credits Extension and Entrepreneurship USHSIVP604 2 50 2 Management

Objectives 1. To provide students with basic skills of Marketing and Entrepreneurship 2. To enable students to encourage the community and enable students them earn a living

Course content Periods

Unit I Planning, organizing a Market to understand and learn the concepts of 15 Marketing and Business in order to help the community in setting up their small scale enterprise. Unit II Utilizing the concepts learned and educating the community and sharing 15 ideas about the concepts of starting a startup enterprise to help them earn a living TOTAL 30

References Chadha, P.C. and Moquemuddin, M. (1979).Audio – Visual Education (Art and Teaching Aids).Prakash Brothers. Ludhiana Dahama, O. P.andBhatnagar, O.P. (1980). Education and Communication for Development.2nd Ed. Oxford and IBH Publishing Co. Pvt. Ltd. New Delhi. NIPCCD, (2002) Nutrition and Health Education Source Book. New Delhi. Shah, A. and Joshi, U. (1992).Puppetry and Folk Dramas for Non-formal Education. Sterling Publishers Pvt. Ltd. New Delhi. Supe, S.V. (1983). An Introduction to Extension Education.Oxford and IBH Publishing Co. Pvt. Ltd. New Delhi. Waghmare S. andWaghmare V. (1989) Teaching Extension Education, 2nd ed. Metropolitan. New Delhi

Examination Scheme for B.Sc. Home Science Semesters V and VI: Part A: Theory Papers All theory papers of 100 marks are to be evaluated in two parts. INTERNALS: 25 marks. This comprises 20 marks for a 30-minute unit test, of which 10 marks are for objective-type of questions and 10 marks for questions requiring longer (but not essay) answers. The objective 10 marks can include the following types of questions:  Agree/Disagree and give a one-or-two sentence reason.  Fill in the blanks  Answer in one or two sentences.  Name the following.  Define the following.

Please note that the objective 10 marks cannot have the following types of questions:  MCQs.  State whether True or False (without giving a reason).  Match the following.

The remaining 5 marks indicate the extent to which the student was a responsible learner. SEMESTER-END EXAMINATION: 75 marks. The semester-end question paper is for 2 ½ hours. The semester-end examination question paper has to be set with 100% choice within each set of questions. For all three unit syllabi, the question paper must have four sets of questions; each of the four questions is compulsory, with options within each question:  Question 1, carrying 20 marks, has a set of sub-questions from Unit I.  Question 2, carrying 20 marks, has a set of sub-questions from Unit II.  Question 3, carrying 20 marks, has a set of sub-questions from Unit III.  For Questions 1, 2 and 3, no 20-mark question is permitted. In other words, this question cannot have a choice between two 20-mark questions. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 4, or any 4 out of 8, or any 5 out of 10.  Question 4, carrying 15 marks, has a set of sub-questions from Units I, II, and III. No 15- mark question is permitted. In other words, this question cannot have a choice between two 15-mark questions. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 4, or any 3 out of 6.

Part B: For Courses with Practical : There will not be any Internal Examination or marking for practicals

External Semester End Examination for Practical : Sr. No. Particulars for External Practical Total Marks Duration of Examination Semester End Practical Semester End Examination Practical Examination 1 Laboratory Work 40 marks

2 Journal 5 Marks 50 3 ½ hours 3 Viva 5 Marks

UNIVERSITY OF MUMBAI

Syllabus SEMESTER I & SEMESTER II Program: M.Sc. Course: Home Science Branch IA: Foods, Nutrition and Dietetics

(Credit Based Semester and Grading System with effect from the academic year 2016–2017) M.Sc. (HOME SCIENCE) BRANCH IA : FOODS, NUTRITION AND DIETETICS

SEMESTER I

Course Code Title Theory/ Internal Semester Total Periods/ Credits Practical Marks End Mark week Exam s PSHSI101 Research Methods and Biostatistics Theory 40 60 100 3 4 – Paper I

PSHSIA102 Advances in Nutritional and Theory 40 60 100 3 4 Clinical Biochemistry - I

PSHSIA103 Nutritional Management of Chronic Theory 40 60 100 3 4 Degenerative Diseases PSHSIA104 Maternal and Child Nutrition Theory 40 60 100 3 4

PSHSIA105 Food Science and Processing Theory 40 60 100 3 4

PSHSIAP101 Biochemistry and Food Analysis - I Practical --- 50 50 4 2

PSHSIAP102 Principles of Food Science Practical --- 50 50 3 2

Total 200 400 600 22 24

Course code Title Periods/week Marks Credits

PSHSI101 RESEARCH METHODS AND 3 100 4 BIOSTATISTICS – PAPER I

Objectives: 1. To build in students appreciation for high quality research. 2. To introduce students to the skills needed in conducting a research.

Course content Periods Unit I A. An introduction to research methodology: 15 Definition Objectives of research Types of research- Descriptive vs. Analytical, Applied vs. Fundamental, Quantitative vs. qualitative, Conceptual vs. Empirical Other types: Cross sectional vs. longitudinal, Field setting or laboratory, clinical or diagnostic, Exploratory, Historical research. Research approach: Quantitative and qualitative approach Ethics in research, applying for ethical approval/ clearance Defining the research problem: Selecting and defining the problem Literature survey Formulation of hypothesis B. Research designs: Need for a research design, features of a good design Types of research designs- Explorative/ descriptive/ experimental/ Survey/ Case Study Unit II A. Sampling techniques for nutrition research 15 Sample design-Criteria of selecting a sampling procedure; Characteristics of a good sampling design Types of sample designs: Non-probability sampling and Probability sampling Purposive sampling, Simple random sampling, Systematic sampling, Stratified sampling, Quota sampling, Cluster sampling, Multi-stage sampling, Sequential sampling. Determination of sample size for different type of research B. Measurement and scaling techniques Measurement scales: Nominal, Ordinal Interval, Ratio Validity, Reliability and Practicality Scaling, scaling techniques - rating scales (paired comparison, rank order), likert scales etc. Unit III A. Methods/ tools of data collection 15 Collection of primary data: Observation method, Interview method, Questionnaire method, case study method. Collection of secondary data Selection of appropriate method of data collection B. Data processing and management Processing operations: Editing, coding, classification, tabulation Use of data entry software References Bhattacharyya, G.K. & Johnson, R. A. (1977). Statistical concepts and methods. NY: John Wiley. Dwiwedi, R. S. (1997). Research methods in behavioral sciences. Delhi: Macmillan India. Gravetter, F. J. &Waillnau, L. B. (2000). Statistics for the behavioral sciences. Belmont, CA: Wadsworth/Thomson Learning. Kerlinger, F. N. & Lee, H. B. (2000). Foundations of behavioral research. Orlando, Florida: Harcourt. Kothari, C.R. (2004). Research Methodology-Methods and Techniques. New Age International Publishers, New Delhi. Leong, F.T.L. & Austin, J. T. (Eds.) (1996). The psychology research handbook. New Delhi: Sage Course code Title Periods/week Marks Credits

PSHSIA102 ADVANCES IN NUTRITIONAL AND 3 100 4 CLINICAL BIOCHEMISTRY - I

Course content Periods Unit I Biomolecules of Nutritional Significance 15 a. Carbohydrates – Oligosaccharides, Polysaccharides, sugar alcohols, Glycosides b. Proteins – Essential and non-essential amino acids, Formation of specialized products from amino acids and their functions – Glutathione, Creatine – creatinine, biogenic amines (dopamine, norepinephrine, tyranine, serotonin, GABA, histamine). Biologically important peptides (Insulin, ACTH, Oxytocin, Vasopressin, Angiotensin, TRH. Four levels of protein structure and functions of Insulin, Haemoglobin, Carboxypeptidase, Keratin) c. Lipids – Compound Lipids, Fatty acids, MCT’s, Cholesterol, Prostanoids.

Unit II Cellular Communication – Digestion and absorption of macronutrients 15 a. Cellular transport – Principles of mechanisms of passive, Facilitated diffusion and active transport. Na – K ATPase. Artificail membranes in drug delivery. GLUT proteins b. Cell signaling – General principles. Signalling via G- proteins embedded cell surface receptors. c. Gap junctions in extracellular communication d. Interactions of cells with other cells. e. Outline of digestion and absorption of carbohydrates, proteins and lipids Unit III Enzyme Chemistry and Metabolism of Macronutrients. 15 a. IUB classification of enzymes. Active site and its identification. Factors affecting enzyme activity. Significance of Km b. Enzyme Inhibition – Clinical enzymology – LDH isoenzymes, SGOT, SGPT, Amylase, Use of ELISA, RIA techniques c. Carbohydrate Metabolism - Glycolysis, TCA, Gluconeogenesis, Glycogen metabolism, HMP, Uronic acid, Bioenergetics – ETC, Mechanism of phosphorylation, Shuttle pathways d. Protein metabolism – Decarboxylation, Transamination, Transmethylation, Ammonia formation and detoxification, Urea Cycle. Metabolism of Tyrosin, Phe, Trp, Sulphur containing amino acids, BCAA and related inborn errors of metabolism. e. Lipid Metabolism – Knoop’s Beta oxidation, Fatty acid biosynthesis, cholesterol biosynthesis, ketogenesis.

References Berg, J. M., Tynocrko, J. L. et al Biochemistry (5th ed.) New York W.H. Freeman and Co 2002. Brody Tom. Nutritional Biochemistry 2nd ed. New Delhi Elsevier/Reed Elsevier India Pvt. Ltd. 2004 Chatterjee M.N. Shinde and RanaTextbook of Medical Biochemistry 6th ed. New Delhi Jaypee Brothers MedicalPublishers 2005. Devlin Thomas, M (ed.) Textbook of Biochemistry with Clinical Correlation New York, John Wiley and Sons Inc.1997. Montgomery, Rex and others Biochemistry A case oriented Approach St. Louis The C.V. Mosby Co. 1977. Murray, R.K. and others. Harper’s Biochemistry 25th ed. Connecticut, Appleton and large Publications. London, Prentice Hall Int. Inc 1996. Lehninger, A.L.; Nelson D.L. and Cox. M.M., Principles o Biochemistry 3rd ed. New York. Worth PublishersMcMullan Press, 2000 Puri Dinesh Textbook of Biochemistry. A Clinically oriented Approach New Delhi B.I. Churchill Livingstone Pvt.Ltd. 2002. Course code Title Periods/week Marks Credits

PSHSIA103 NUTRITIONAL MANAGEMENT OF 3 100 4 CHRONIC DEGENERATIVE DISEASES

Objectives: 1. To provide an overview of the Nutrition Intervention protocol and counseling strategies. 2. To provide in depth, research based and advanced knowledge regarding prevalence, etiology, diagnosis, pathophysiology, drug –nutrient and gene –nutrient interactions, and various management and nutrition education strategies.

Course content Periods Unit I Nutritional Care Process and Counseling Strategies 15 A. Nutritional Care Process • The Nutritional Care process-a detailed study of nutritional assessment, diagnosis, planning and goal setting, intervention ,follow-up and documentation. • Role and skills of a dietitian • Modifications of the Normal Diet • Hospital inpatient nutritional care. • Relevance of research for a Nutritionist/dietitian B. Detailed study of Nutrition Counseling theories and strategies

Unit II Weight Management 15 A. Obesity and overweight • Regulation of body weight. • Genetics and body weight. • Etiology, classification, assessment techniques pathophysiology, metabolic effects of obesity with special reference to obesity as an inflammatory disease. • Management Strategies: Nutritional and dietary management, exercise, lifestyle and behavioural changes, medical management and surgical management. • Management of obesity in pregnancy, lactation and childhood. B. Underweight and eating disorders • Underweight: Etiology, metabolic consequences of starvation and management strategies • Eating Disorders: Anorexia Nervosa, Bulimia Nervosa, Binge eating disorder, Eating Disorder not otherwise specifies.

Unit III Type 2 Diabetes Mellitus, Cardiovascular Diseases and Metabolic syndrome 15 A. Type 2 Diabetes Mellitus • Etiology, pathophysiology, assessment and complications(Acute and chronic) • The diabetic gut • Medical (OHA and insulin), nutritional and lifestyle management strategies. • Nutrition in exercising diabetic populations B. Cardiovascular Diseases • Atherosclerosis and arteriosclerosis: Etiology, risk factors, diagnosis, pathophysiology and progression, endothelial dysfunction. • Consequences of atherosclerosis: Arterial blockage, Thrombus formation and occlusion, embolism, inflammation • Etiology, Pathophysiology, Diagnosis, assessment and management (Nutritional. Lifestyle ,Medical and surgical) and preventive strategies of :  Hypertension  Hyperlipidemias  Angina Pectoris, Myocardial infarction  Congestive Cardiac Failure

C. Metabolic Syndrome • Prevalence, etiology, risk factors, complications and management • Preventive strategies

References Barrer. K. (2007) Basic Nutrition Counselling Skill Development. Wadsworth Pub. Co. Bendich. A. (2002) Preventive Nutrition Humana Press Blackwell Scientific Publication. (2007). Manual of Dietetic Practice.2nd ed. British Nutrition Foundation. (1999). Obesity. Blackwell Science Pub. Brown. J. (2013). Nutrition Through the Lifecycle. Wadsworth Pub Co. Gable. J. (2007) Counselling skills for Dietitians, Blackwell Publishing House Garrow. J.S (1993). Human Nutrition and Dietetics, 9th ed., Churchill Livingstone Pub. Medeiros D. and Wildman R. (2011). Advanced Human Nutrition. Jones & Bartlett Publishers. Gibney, J. M. (2005). Clinical Nutrition. Blackwell Publishing House. Gopalan C. (2000). Nutritive Value of Indian Foods. NIN ICMR Pub. ICMR Pub. (2012). Nutrient Requirement and Recommended Dietary Allowances for Indians Jamison.J. (2003). Clinical Guide to Nutrition and Dietary Supplements in Disease Management, Churchill – Livingstone Pub. Jeejeebhoy et al. (1988). Nutrition and Metabolism in Patient Care W. B. Saunders CO. Joel B. Mason. (2003). Biomarkers of Nutrient Exposure and Status in One-Carbon (Methyl) Metabolism1.Journal of Nutrition 2003.pdf. jn.nutrition.org/content/132/12/3563. King K. (2003). Nutrition Therapy 2nd Ed. Texas: Helm Publishing. Lee. R.D. (2003). Nutritional Assessment 3rd ed. M c Graw Hill Pub. Mahan.K.L. (2012). Krause’s Food and Nutrition Therapy Saunders Pub. McCormic.D. (1999). Annual Review of Nutrition vol 19 &20. Annual Reviews, California. Peckenpaugh.N. (2003) Nutrition Essentials and Diet Therapy. 9th ed. Saunders Pub Co. Sauberlich .H (1999). Laboratory Tests for the Assessment of Nutritional Status 2nd ed. CRC Press Shills. M. (2006). Modern Nutrition in Health and Disease.10th ed. Lippincot William and Wilkins. Whitney.C. (2006). Understanding Normal and Clinical Nutrition. Wadsworth publication Journals American Journal of Clinical Nutrition Journal of American Dietetic Association. Nutrition Reviews

Course code Title Periods/week Marks Credits

PSHSIA104 MATERNAL AND CHILD NUTRITION 3 100 4

Objectives: 1. To study the influence of nutrition on humans during the different stages of life cycle 2. To emphasize the importance of nutrition in mother and child health 3. To be aware and update the knowledge in the field of nutrition as applied during the life cycle

Course content Periods Unit I I Pre-Conception Nutrition 15 • Fetal origins hypothesis, Nutrition related disruptions in fertility, other preconception nutrition concerns e.g PCOS, eating disorders, PMS, Contraception, Diabetes Mellitus etc • Nutrition during Pregnancy – An overview of physiology of pregnancy (normal changes), Fetal development, critical periods of growth and development, pregnancy weight gain, Nutritional requirements during pregnancy (macro and micro nutrients), Dietary supplements, Role of exercise • Common problems associated with pregnancy – Obesity, GDM, PIH, HIV, multi fetal pregnancies

Unit II II. Nutrition during Lactation and infancy 15 • Lactation Physiology – Mammary gland development, Lactogenesis, Let-down reflex, human milk composition, Benefits of breast feeding, Nutrient needs of lactating mother and role of galactogogues • Breast Feeding issues – Common conditions e.g Let-down reflex, position, identifying hunger and satiety, feeding frequency, supplements and maternal medications, Alcohol and other drug exposure • Infant Nutrition – New born growth assessment, infant development – motor, cognitive, GI system, feeding skills, complementary nutrition, nutrition needs of infants. • Common nutritional problems and concerns – FIT, Colic, Anaemia, Caries, Ear infection, Allergies, Neonatal jaundice, premature infant nutrition – preterm, SFD, AGA, LGA, SGA Unit III III. Nutritional needs of toddlers and preschoolers, children and 15 preadolescents • Child and Pre-adolescent Nutrition Concerns – Undernutrition, overweight, obesity, CVD, hypertension etc. • Nutrition requirements of children with special health care needs e.g SAM, PEM Autism, ADHD, CP, PKU, Galactosemia, Epilepsy • An overview of physical activity guidelines for children

References Bennion, H. (1979) Clinical Nutrition, New York Harper and Raw Publishers Brown, J. E. (1998). Nutrition Now, West/Wadsworth: International Thomson Pub. Co. Brown, J. E., Sugarman, I. J. (2002). Nutrition through the Life Cycle, Wadsworth Thomson Learning Donald, B., MCColmick,. Bier, D. M. (1997). Annual Review of Nutrition (vol. 19) Goodhart, R. S. S. and Shils, M. E. (1998). Modern Nutrition in Health and Disease. Philadelphia: Lea and Febiger. Groff, J. L and Gropper, S. S. (1999). Advanced Nutrition and Human Metabolism, Belmount CA: Wads worth/Thomson Learning. Jackson, M. S., Rees, Jane, M., Golden, Neville, H.; Irwin Charles, E. (ed) (1997). Adolescent Nutritional Disorders. New York:The New York Academy of Science. Lee, R. S. and Marcus, C. (1990) Omega – 3Fatty Acids in Health and Disease. – Marcel dekker Inc. Mahan L. K. & Stump S.E. (11th ed.) (2004) Krause’s Food Nutrition and diet Therapy – Saunders USA: Elsevier. NelmsM.,Roth S.L. and Lacey K.(2008).Medical Nutrition Therapy: A Case Study Approach.Wadsworth Cengage Learning. Wardlawy, G. M. Insel, P. M. and Seyler M. F. (1994). Contemporary Nutrition; Issues and Insights St. Lopuis Masby. Warthington, R., Vermeersch J. and Willams, S. (1985). Nutrition in Pregnancy and Lactation St. Louis Times Mirror.Mosby College Publishing. Ziegler, E. E. and Filer L. J. (1996). Present Knowledge in Nutrition, Washington D.C.: International Life Science Institute. Journals Journal of Academy of Nutrition and Dietetics Nutrition Reviews The American Journal of Clinical Nutrition

Course code Title Periods/week Marks Credits

FOOD SCIENCE, PROCESSING AND 3 100 4 PSHSIA105 PRESERVATION

Objectives : 1. To enable understanding of the chemistry of food components, the chemical and biochemical reactions in foods. 2. To impart a systematic knowledge of basic and applied aspects of food processing and technology 3. To enable students to become familiar with the quality and safety of food.

Course content Periods Unit I I`Principles of Food Science 15 a) Water: States of water, water activity, water in food preparation. b) Physical aspects of food preparation: energy and food energy transfer, mass transfer, state of matter, dispersions, emulsions, gels, foams. c) Carbohydrates: Properties of sugars - Hydrolysis, Caramelization, Maillard reaction. Applications of these properties in food processing e.g crystalline candies, syrup, sauces, jams and jellies, Starch: Structure, functional properties - Gelatinization, pasting, syneresis, retrogradation, dextrinization. Factors affecting gelatinization and gelation. Modified and resistant starches, Gums – Functions, sources, applications. Pectic substances, pectin gels e) Proteins – Properties of proteins – Amphoterism, Isoelectric point, Water-binding capacity, hydrolysis, denaturation, Coagulation, Salting in salting out, Gluten complex development, Gelatin gel, modified meat products, soy proteins, texturized vegetable proteins, non-conventional sources of protein. f) Lipids – Properties of Fats crystallinity of solid fats, Polymorphism, Melting points, Plasticity of Fats, chemical degradation, oxidative and hydrolytic rancidity, effect of heat, chemical modifications - Hydrogenation, Interesterification, Winterization, Functional roles of fats - fat replacements. Unit II II. Principles of Food Preservation 15 General principles of Food preservation: Meaning, mode of action and changes in foods Use of High temperature (Heat preservation) – Moist and Dry heat methods, Blanching, Dehydration, concentration, Canning, commercial sterilization, pasteurization Cold Preservation – Freezing and Refrigeration, Freezing methods – Air freezing, Indirect contact freezing, immersion freezing, dehydro-freezing, Cryo-freezing. Changes in foods during refrigeration and frozen storage Ionizing radiation and microwave heating – Ionizing radiations and sources, units of radiation, radiation effects, mechanism of microwave heating. Application of radiation technology Fermentation – Benefits and mechanisms of fermentation. Fermented food products e.g Beer, Wine, Soya sauce, Cheese, Soya bean products Use of Food Additives an overview – Broad classes, Intentional and unintentional food additives. Food Enzymes and their applications in Food industry. Application of Hurdle Technology Unit III III. Processing Technology of Foods 15 a) Cereals & Millets – Milling of cereals & millets, breakfast and fortified cereals, Extrusion technology using cereals and millets. b) Pulses – Processing, elimination of toxic factors soya bean products. c) Oil seeds – oil extraction, purification, fully refined oil, margarine, peanut butter, salad dressings. d) Fruits and vegetables – Changes during ripening storage, dehydrated, canned and frozen vegetables, fruit processing – jams, jellies, marmalades, puree, pastes, powders, beverages, fruit juices e) Milk and Milk products – Milk processing, Milk products, cheese, butter, cream, ghee, milk powder, ice cream concentrated milk, skim milk, lactone, Vit. D milk. f) Eggs - Quality of eggs, deterioration, egg processing – dehydration and freezing, egg products. g) Poultry processing and Tandoor chicken h) Fish spoilage in fish, canned, dehydrated and frozen, fish meal, fish protein concentrate fish oils. i) Meat – Meat tenderization ageing and curing, sausages. j) Sugar and Jaggery - manufacture of sugar, HFCS Convenience foods & ready to eat foods, Nano Technology

References Borvers, J. (1992). Food Theory and Application (2ndEd), New York: Maxwell MacMillan International Edition. Manay, N. S. and Sharaswamy, S. M. (1997). Foods: Facts and Principles New Delhi: New Age International Publishers. McWilliams, M (2007). Foods:Experimental Perspectives 5th Ed, New Jersey: Macmillar Publishing Co. Potter, N. N. and Hutchkiss, J. H. (1997). Food Science, 5th Ed, New Delhi: CBS Publishers and Distributors. Rick Parker (2003) Introduction to Food Science, New York: Delmar Thomson Learning. Scottsmith and Hui Y.H (Editiors) (2004) Food Processing – Principles and Applications London Blackwell Publishing. Subbulakshmi, G and Udipi, S. A. (2001). Foods Processing and Preservation, New Delhi: New Age International (P) Ltd. Publishing. Swaminathan, M. (1995). Food Science Chemistry and Experimental Food. The Bangalore Printing and Publishing Co. Ltd. Vacklavick, V. and Christian, E. (2003). Essentials of Food Science. New York: Kluwer Academic/ Plenum Publisher. ** All new journals related to Food Science and Processing

Course Title Periods/week Marks Credits Code PSHSIAP101 FOOD ANALYSIS & BIOCHEMISTRY - I 4 50 2

Course Content Periods Unit I Bioanalytical Chemistry & Enzymology a. Standardization of acids and alkalies b. Preparation of buffers, indicators and use of pH meter c. Paper chromatography of amino acids and sugars d. Isolation, calculation of percent yield of amylase from sweet potato and study of optimum pH, Km e. Estimation of Acid Phosphatase Unit II Isolation, Preparation & Extraction a. Casein from milk b. Cholesterol from egg yolk c. Lycopene from tomatoes d. Albumin & globulin from egg whites Unit III Clinical Analysis (from blood, serum) Estimation of: a. Glucose by Folin- Wu Method, GOD/POD b. Lipid profile- Triglycerides & cholesterol c. Protein by Biuret, Fehn-Lowry d. Estimation of Iron e. Estimation of Calcium f. Estimation of phosphorus

References BayensDominiezak – Medical biochemistry, Mosby Publishers, Harcourt, 1999 Brave Robert D – Introduction to Instrumental Analysis, McGraw Hlll Book Co, New York Chatterjee and RanaShinde Medical - Biochemistry Dandekar, S. P., Rane S. A. (2004).Practicals& Viva in Medical Biochemistry, New Delhi: Elsevier/Reed Elsevier Feitz – Clinical Chemistry Frelfelder D- Physical Biochemistry .Skoog Douglas A – Principles of InstrumentalAnalysis Harcourt Brace publishers, London Gill CV – Short cases in clinical biochemistry, Churchill Livingston, Edinburgh, 1984 Godkar, P. B. (2003). Textbook of Medical Laboratory Technology 2nd Ed. Mumbai. Bhalani Publishing House. Greenberg David M – Metabolic Pathways. Vols. 2 and 3, 3rd editions. Academic Press, New York Harvey David – Modern Analytical Chemistry, International editi Henry Richard et al – Clinical Chemistry, Principles and Techniques, 2nd edition, Harper and Row, New York Holme David J – Problem solving in analytical biochemistry, H & Longman Sc. And Tech, Essex India Pvt Ltd. Jayaram J., (1981) Laboratory Manual in Biochemistry, New Delhi: Wiley Eastern Ltd. John Bernard Henry, Clinical Diagnosis and Management by Laboratory Methods, Saunders publications, 20theition Kamal SH – Clinical Biochemistry for Medical Technologies, Churchill Livingston, London Methods in Enzymology – Kaplan Murrary Robert – Harper’s biochemistry, 24th edition, Prentice Hall International UK LTD, 1990 Nelson DI, Cox MM – Lehninger Principles of Biochemistry Ninfa Alexander J and Ballou David P – Fundamental Laboratory Approaches for Biochemistry and Biotechnology, Fitzgerald Science Press, Bethesda on, McGraw, Hlll, Boston Pearson, D. (1970). Chemical Analysis of Foods, (6th Ed), London: T.A. Churchill. Plummer, D. T. (1979). Introduction to Practical Biochemistry. Bombay: Tata McGraw Hill Pub. Co. Ltd. Practical Biochemistry by David Plummer RaoRanganathan – Text book of biochemistry 3rd edition, Prentice Hall, New Delhi Rodney Boyer Experimental Biochemistry Pearson Publ. Sawheny and Singh Rodrigues Fred K Carbohydrate chemistry with clinical correlations, New Age International, New Delhi S. Sadasivan and A. Manickam, (2003). Biochemical Methods, 2nd ed. New Age International (P) Ltd.. Publishers. Satyanarayanan – Biochemistry Srivascava VK and Kishor K – Introduction to chromatography: Theory & Practice, S Chand & Co, New Delhi Stokes Joan et al – ClinicalMicrobiology, Edward Arnold, London Todd et al – Clinical Diagnosis and Management, 17th edition, WB Saunders, Philadelphia Upadhyaya et al – Biophysical Chemistry, Himalaya Publishing Home, New Delhi Van Holde KE – Principles of Physical Biochemistry, Prentice Hall, 1998 Varley, Harold, & others. (1980) Practical Clinical Biochemistry. 5th Ed. Delhi: CBS Publishers & Distributors. Vasudevan Text Book of Medical Biochemistry Voet&Voet – Biochemistry, 2nd edition Wilson K & Walker J – Principles and Techniques of practical Biochemisty. Cambridge Low Price Edition .

Course code Title Periods/week Marks Credits

PSHSIAP102 PRINCIPLES OF FOOD SCIENCE 3 50 2

Objectives: 1. To guide the students in their quest for the scientific principles involved in the attainment of food quality. 2. To observe and identify physical and chemical changes underlying the preparation of diverse foods. 3. To understand principles of food science involved in bringing changes in foods.

Course content Periods Unit I A. Solutions and Ice crystallization: Effect of formula and procedure on crystal size of 15 frozen deserts B. Sugar cookery i. Tests for stages of sugar cookery ii. Effect of dry heat on sucrose. iii. Crystalline and Non crystalline candies Unit II A. Cereals and Flours 15 i. Gelatinization of Starch (different types) ii. Comparison of different cereals for water absorption and consistency iii. Comparison of - different methods of cooking rice, different varieties of rice iv. Starches as thickening agents (potato, corn and other) B. Temporary and Permanent emulsions in Salad Dressings, Effect of Stabilizers and Emulsifiers in salad dressings. Comparisons of low fat and high fat French dressing: Preparation and Comparison of Mayonnaise with variations (with and without egg) C. Principles that maintain high quality fried foods i. Smoke point of different fats and oils ii. Effect of temperature on fat absorption iii. Effect of formulation on fat absorption iv. Effect of coating and binding agents on fat absorption v. Comparison of texture, flavor and mouth-feel of food products using fat substitutes (if available)

Unit III A. Effect of different conditions on properties of proteins e.g. milk 15 i. Effect of acids (citric acid, lactic acid and acetic acid) on coagulation of milk proteins ii. Effect of gums on gelation iii. Effect of fat content, pH stabilizers in cream and whipped toppings iv. Difference between natural and processed Cheese B. Examination of properties of egg/meat i. Denaturation and Coagulation ii. Egg white foams – volume and stability iii. Effect of acid and alkalies on meat/poultry C. Factors affecting gelatin gel - Temperature of liquid, proteolytic enzymes and whipping D. Factors affecting vegetable pigments – Temperature, acid, alkalies E. Pectin gel: Determination of pectin content, development of a fruit jam, using natural and commercial pectin.

References Jameson K. (1998). Food Science – A Laboratory Manual, New Jersey:Prentice Hall Inc. Lawless, H. and Heymann, H. (1998). Sensory Evaluation of Food – Principles and McWilliam, M.(2001). Foods – Experimental Perspectives (4th Ed.), New Jersey: Prentice Hall Inc. Practices, Kluwer Academic/Plemer Publishers. USA: CRC Press Inc.. Weaver, C. (1996), Food Chemistry Laboratory – A manual for Experiemental Foods,

M.Sc. (HOME SCIENCE) BRANCH IA : FOODS, NUTRITION AND DIETETICS

SEMESTER II

Course Code Title Theory/ Internal Semester Total Periods/ Credits Practical Marks End Marks week Exam PSHSI201 Research Methods and Theory 40 60 100 3 4 Biostatistics - Paper II

PSHSIA202 Advances in Nutritional & Theory 40 60 100 3 4 Clinical Biochemistry. - II

PSHSIA203 Critical Care Nutrition Theory 40 60 100 3 4

PSHSIA204 Adolescent, Adult and Geriatric Theory 40 60 100 3 4 Nutrition PSHSIA205 Food Safety and Quality Theory 40 60 100 3 4 Assurance PSHSIAP201 Biochemistry and Food Practical --- 50 50 4 2 Analysis - II

PSHSIAP202 Development of Food Product Practical --- 50 50 3 2 Total 200 400 600 22 24

Course code Title Periods/week Marks Credits

PSHSI201 RESEARCH METHODS AND 3 100 4 BIOSTATISTICS – PAPER II

Objectives: 1. To enable in students the skills in selecting, computing, interpreting and reporting statistics. 2. To introduce students to principles of good scientific writing.

Course content Periods Unit I Role of statistics in research 15 Measures of central tendency: Mean, Median, Mode Measures of dispersion: Range, Interquartile range, Variance and Standard Deviation Normal distribution and normal curve Testing of Statistical Hypothesis Type I and Type II errors Guidelines for selecting an appropriate test Unit II Statistical tests- Applications and interpretation 15 Parametric test of difference- T-test, ANOVA, Post Hoc tests Parametric tests of association- Pearson’s correlation coefficient Non parametric tests of difference- Chi-square Regression Analysis Computer applications in analysis of data: Introduction to SPSS- Application of SPSS (Demonstration) Unit III Interpretation and Presentation of data: Tables- Frequency distributions, Relative 15 Frequency, Graphs- Bar graphs, Histograms, Scatter plots, Line graphs; Pie charts, Pictogram Preparation of research report/ Publication of scientific research articles Information search and data retrieval: Use of internet to extract evidence, Tools for web search/ web search engines, data mining of biological databases References Bhattacharyya, G.K. & Johnson, R. A. (1977). Statistical Concepts and Methods. NY: John Wiley. Dwiwedi, R. S. (1997). Research Methods in Behavioral Sciences. Delhi: Macmillan India. Gravetter, F. J. &Waillnau, L. B. (2000). Statistics for the Behavioral Sciences. Belmont, CA: Wadsworth/Thomson Learning. Kerlinger, F. N. & Lee, H. B. (2000). Foundations of Behavioral Research. Orlando, Florida: Harcourt. Leong, F.T.L., & Austin, J. T. (Eds.) (1996). The Psychology Research Handbook. New Delhi: Sage Mahajan B.K. (2010). Methods in Biostatistics for Medical students and Research Workers, Jaypee Brothers Medical Publishers (P) Ltd. Pagano, M. and Gauvreau, K. (2011). Principles of Biostatistics. Cengage Learning India Private Limited.

Course code Title Periods/week Marks Credits

PSHSIA202 ADVANCES IN NUTRITIONAL AND 3 100 4 CLINICAL BIOCHEMISTRY - II

Course content Periods UNIT I Chemistry and Metabolism of Nucleic acids 15 a. Structure, properties and functions of DNA, RNA. Replication, Transcription, Translation in prokaryotes. b. Structure and gene and its organization. Gene regulation. Operon model. c. Mutation – Types, Physical, chemical and biological agents causing mutations. DNA repair mechanism d. Recombinant DNA technique. PCR UNIT II Overview of Endocrinology and Organ Function Tests 15 a. Classification of Hormones, mechanism of action, synthesis of hormones – Thyroxine, Catecholamines. b. Functions and hyper – hypo states of Thyroid, Insulin, Glucagon. Adrenal, medullary and cortex c. Organ function Tests – LFT, RFT, Gastric UNIT III Pharmacokinetics, Clinical Research and Ethical Issues 15 a. Pharmacokinetics and drug metabolism, Detoxification phase I and II. b. Fundamental concepts in drug absorption, distribution, metabolism and elimination c. Clinical Trials – Stages I to IV, Clinical Research and its significance , Biomedical ethics in clinical trials

Course code Title Periods/week Marks Credits

PSHSIA203 NUTRITION IN CRITICAL CARE 3 100 4

Objectives: 1. To provide in depth, research based and advanced knowledge regarding the mechanics of and nutrient delivery in enteral and parenteral feeding strategies. 2. To develop an understanding into prevention of critical illness.

Course content Periods Unit I Nutrition in the Hypercatabolic State 15 • Physiological, endocrine, metabolic, inflammatory and nutritional alterations in physiological stress. • Assessment of Nutritional status in the hypercatabolic state. • A study of Etiology ,pathophysiology, diagnosis, assessment and management strategies(pharmacological, surgical and nutritional) in:  Burns  Trauma  Surgery  Sepsis(SIRS,MODS,)  Acute Respiratory Distress and nutritional implications of ventilation,Guillian Barre syndrome • Drug nutrient interactions

Unit II Nutritional Support 15 A. Enteral Nutrition • Benefits and indications of enteral nutrition • Timing of initiation of enteral feeding • Routes of Enteral feeding and types of access. • Enteral formulae characteristics(physical and nutritional) and classification • Complications of enteral feeding: Refeeding syndrome, GI complications, and infections, metabolic and mechanical issues. • Advancements in composition and formulations in the enteral feed. • Home enteral nutrition. B. Parenteral Nutrition • Indications and selection of patients for feeding • Parenteral Nutrition access routes and equipments required. • Composition and designing of parenteral formulae • Complications-monitoring and management • Drug Nutrient interactions • Managing home parenteral nutrition.

Unit III Cancer 15 Epidemiology of diet and cancer risk Etiology and molecular basis of cancer Pathophysiology,metabolicalteraltions .inflammatory processes in cancer. Cancer Cachexia Diagnosis and assessment of Nutritional Status. Management strategies in various types of cancers (surgery,chemotherapy, biotherapy, hormonal therapy, radiotherapy, Haematopoeitic Cell Transplant) , their complications and nutritional implications. Medical Nutrition Therapy and Nutrition Support Nutrition in the prevention of cancer

References Barrer. K. (2007) Basic Nutrition Counselling Skill Development. Wadsworth Pub. Co. Bendich. A. (2002) Preventive Nutrition Humana Press Blackwell Scientific Publication. (2007). Manual of Dietetic Practice.2nd ed. British Nutrition Foundation. (1999). Obesity. Blackwell Science Pub. Brown. J. (2013). Nutrition Through the Lifecycle. Wadsworth Pub Co. Cynober L., Moore F.A. (2003). Nutrition and Critical Care.8th Nestlé Nutrition Workshop. Karger Publications. Faber P., Siervo M. (2014).Nutrition in Critical Care. Cambridge University Press. Gable. J. (2007) Counselling skills for Dietitians, Blackwell Publishing House Garrow. J.S (1993). Human Nutrition and Dietetics, 9th ed., Churchill Livingstone Pub. Gibney, J. M. (2005). Clinical Nutrition. Blackwell Publishing House. Gopalan.C.(2000). Nutritive Value of Indian Foods. NIN ICMR Pub. ICMR Pub. (2012). Nutrient Requirement and Recommended Dietary Allowances for Indians Jamison.J. (2003). Clinical Guide to Nutrition and Dietary Supplements in Disease Management, Churchill – Livingstone Pub. Jeejeebhoy et al. (1988). Nutrition and Metabolism in Patient Care W.B. Saunders CO. Joel B. Mason. (2003). Biomarkers of Nutrient Exposure and Status in One-Carbon (Methyl) Metabolism1.Journal of Nutrition 2003.pdf. jn.nutrition.org/content/132/12/3563. King K. (2003). Nutrition Therapy 2nd Ed. Texas: Helm Publishing. Lee. R.D. (2003). Nutritional Assessment 3rd ed. M c Graw Hill Pub. MahanK.L. (2012). Krause’s Food and Nutrition Therapy Saunders Pub. McCormicD. (1999). Annual Review of Nutrition vol 19 &20. Annual Reviews, California. Medeiros D. and Wildman R. (2011). Advanced Human Nutrition. Jones & Bartlett Publishers. Peckenpaugh.N. (2003) Nutrition Essentials and Diet Therapy. 9th ed. Saunders Pub Co. Rajendram, Rajkumar, Preedy, Victor R., Patel, Vinood B. (Eds.). (2015). Diet and Nutrition in Critical Care.Springer Publications. Skipper A. (3rd Ed). Dietitian's Handbook of Enteral and Parenteral Nutrition. Jones and Bartlett Learning. Sauberlich .H (1999). Laboratory Tests for the Assessment of Nutritional Status 2nd ed. CRC Press. SA Shikora, GL Blackburn. (1997) Nutrition Support –Theory and Therapeutics. Chapman and Hall. Shills. M. (2006). Modern Nutrition in Health and Disease.10th ed..Lippincot William and Wilkins. Whitney C. (2006). Understanding Normal and Clinical Nutrition. Wadsworth publication Zaloga G. (1994). Nutrition in Critical Care. Mosby Pub.

Journals American Journal of Clinical Nutrition Journal of Academy of Nutrition and Dietetics Nutrition Reviews Journal of Parenteral and Enteral Nutrition.

Course code Title Periods/week Marks Credits

PSHSIA204 ADOLESCENT, ADULT AND 3 100 4 GERIATRIC NUTRITION

Objectives : 1. To study the influence of nutrition on humans during the different stages of life cycle 2. To emphasize the importance of nutrition in adolescent, adult and geriatric health 3. To be aware and update the knowledge in the field of nutrition as applied during the life cycle

Course content Periods UNIT I I. Adolescent Nutrition 15 • Growth and development, physiological and psychological changes, nutrient requirements (macro and micro) • Concerns with special conditions – Obesity, underweight, pregnancy, substance abuse, eating disorders, deficiencies of calcium and iron, chronic health conditions, sports and athletics

UNIT II II. Nutrition in Adult Years 15 • Physiological and psychological changes, common nutritional concerns, dietary recommendations and nutritional requirements • Physical activity – factors influencing food and nutrient intake • Chronic conditions and defensive health paradigm • Special health concerns of adult woman UNIT III III. The Aging Process 15 • Physiological, metabolic and body composition changes and its impact on health and nutritional status. • Theories of aging, nutritional risk factors • Nutritional requirements and dietary recommendations, physical activity • Nutrition concerns under special/chronic conditions – heart disease, stroke, hypertension, diabetes mellitus, obesity and underweight, osteoporosis, GI diseases, cognitive disorders. • Promoting fitness and well-being using both modern and traditional approaches

References Bennion, H. (1979) Clinical Nutrition, New York Harper and Raw Publishers Brown, J. E. (1998). Nutrition Now, West/Wadsworth: International Thomson Pub. Co. Brown, J. E., Sugarman, I. J. (2002). Nutrition through the Life Cycle, Wadsworth Thomson Learning Donald, B., MCColmick,. Bier, D. M. (1997). Annual Review of Nutrition (vol. 19) Goodhart, R. S. S. and Shils, M. E. (1998). Modern Nutrition in Health and Disease. Philadelphia: Lea and Febiger. Groff, J. L and Gropper, S. S. (1999). Advanced Nutrition and Human Metabolism, Belmount CA: Wads worth/Thomson Learning. Jackson, M. S., Rees, Jane, M., Golden, Neville, H.; Irwin Charles, E. (ed) (1997). Adolescent Nutritional Disorders. New York:The New York Academy of Science. Lee, R. S. and Marcus, C. (1990) Omega – 3Fatty Acids in Health and Disease. – Marcel dekker Inc. Mahan L. K. & Stump S.E. (11th ed.) (2004) Krause’s Food Nutrition and diet Therapy – Saunders USA: Elsevier. Wardlawy, G. M. Insel, P. M. and Seyler M. F. (1994). Contemporary Nutrition; Issues and Insights St. Lopuis Masby. Warthington, R., Vermeersch J. and Willams, S. (1985). Nutrition in Pregnancy and Lactation St. Louis Times Mirror.Mosby College Publishing. Ziegler, E. E. and Filer L. J. (1996). Present Knowledge in Nutrition, Washington D.C.: International Life Science institute. Journals Journal of American Dietetic Association USA – The American Dietetics Donald, B., MCColmick,. Bier, D. M. (1997). Annual Review of Nutrition (vol. 19) Nutrition Reviews, New York SpringtonVerlog The American – Journal of clinical Nutrition – USA Official Journal of the American

Course code Title Periods/week Marks Credits

PSHSIA205 FOOD SAFETY AND QUALITY 3 100 4 ASSURANCE

Objectives:

1. To guide the students in their quest for the scientific principles involved in the attainment of food quality. 2. To observe and identify physical and chemical changes underlying learn about the various ways of evaluating and controlling food quality

Course content Periods Unit I II. Food quality 15 • Meanings and definition of food quality, Quality factors in foods, indicators of food quality. Meaning, importance and ways of food quality assessment • Sensory evaluation, physiological bases, sensory characteristics of foods, types, selection and training of sensory panel, requirements of sensory evaluation tests, types of tests, analysis and interpretation of sensory evaluation tests. • Objective evaluation – Basic guidelines, physical methods to evaluate volume, specific gravity, moisture, texture, rheological characteristics, chemical analysis methods, microscopic methods, indices of microbial quality. Unit II II. Food Additives and Food Adulterants 15 • Brief overview, classification, guidelines for use, MAQ of food additives, toxicological studies, tests to determine safe level – acute test, prolonged test, chronic test. • Food Adulteration – Meaning, detection of common adulterants, PFA laws related to food adulteration. • Food safety, Hazards and risks – Meaning, definition, types of hazards: biological, physical and chemical hazards. Food borne infections and intoxicants • Natural toxicants in foods, pesticides residues in foods. Assessment and elimination investigation of food borne disease outbreak. Unit III III. Hygiene, Sanitation and Control of Food quality 15 • Principles of food hygiene, personal hygiene, kitchen hygiene and sanitation. • Microbiology in food plant sanitation. Water quality assessment , insect and pest control, waste treatment and disposal, food vending and packaging standards, employees health • Control of Food quality – Principles of quality control. Government regulations (Food laws, orders) and amendments and national and international standards – ISI, AGMARK, FPO, Codex Alimentarius, ISO, FSSAI • Role of FDA and Consumer Guidance Society in India. • Management systems in food quality control. HACCP, TQM and concept of food audits

Course Code Title Periods/week Marks Credits PSHSIAP201 FOOD ANALYSIS & BIOCHEMISTRY - II 4 50 2

Course Content Periods Unit I Bioanalytical Chemistry & Enzymology 15 a. TLC of oils. Separation of pigments – chlorophyll, carotene, Anthocyanin. b. Agarose gel electrophoresis for separation of serum proteins c. Assay of Aspirin- preparation of Aspirin from salicylic acid and its estimation d. Estimation of sodium benzoate from jam

Unit II Isolation, Preparation & Extraction 15 a. Starch from potato b. Pectin from apples/oranges c. Essential oils from orange peels d. Curcumin from turmeric e. Isolation of DNA from Onion skin and Germinated Moong

Unit III Chemical Analysis (Blood/serum/urine) 15 A. Renal Function Tests a. Urea & Creatinine clearance b. Urine Report- abnormal constituents c. BUN- Caraway Method d. Creatinine- Jaffe’s method B. Liver Function Tests a. SGOT, SGPT b. Alakaline Phosphatase c. Total & direct bilirubin

Course code Title Periods/week Marks Credits

PSHSIAP202 DEVELOPMENT OF FOOD PRODUCT 3 50 2

Objectives: 1. To apply principles of food science in development of innovative product. 2. Use of functional foods, novel (less utilized) ingredients in development of products. 3. To identify a suitable packaging label and storage conditions for a developed product. 4. To learn and apply principles of sensory evaluation.

Course content Periods Unit I Sensory evaluation of foods 15 i. Threshold concentrations of primary tastes. ii. Effect of Temperature on taste. iii. Identification of samples through Difference, Descriptive and Affective testing Generation of idea and evaluation of sensory quality i. Concept development and testing ii. Product development iii. Determination of sensory evaluation methods for evaluating quality iv. Developing score card as an evaluation tool v. Report writing Unit II Food Product Formulation 15 i. Enhancement of nutritive value, waste utilization, cost effectiveness, value addition of anyone of the product categories given – Ready to eat breakfast cereals, yoghurt beverage, salad dressing, low fat/low calorie/high fibre products; Desserts using artificial/low calorie sweeteners ii. Traditional Indian recipes Unit III Identifying suitable packaging material, shelf life studies in various altered conditions 15

AC______Item No. ______

UNIVERSITY OF MUMBAI

Syllabus for Approval

Sr. No. Heading Particulars M. Sc. (Home Science) Title of the 1 Branch IA: Foods, Nutrition and Dietetics Course Semester III and IV • Bachelor of Home Science (general or any specialization) • B.Sc. with Microbiology / Biochemistry / Life Sciences /Biotechnology and Combinations • P.G.Diploma in Dietetics and Applied Nutrition/Clinical Nutrition • B.Sc. Human Science 2 Eligibility for Admission • Minimum 60% (Open), 60% (Christian Minority), 55% (OBC/SC/ST/DT/NT each) at TYBSc. Qualifying examination • Learners of any gender are eligible to apply for admission to the course. • As the course is interdisciplinary , admission criteria will be based on merit cum qualifying entrance examination as per circular No/ICC/2014-15/13/II-K_pg2of4 3 Passing Marks 40% (Theory) and (Practical) Eligibility- O.5088 from circular dated 10th December, 2015 Ordinances / Regulations 4 Attendance- O. 6086 with effect from 2014-15 ( if any) and thereafter 5 No. of Years / Semesters 1 years/ 2 Semesters P.G. / U.G./ Diploma / Certificate 6 Level ( Strike out which is not applicable) Yearly / Semester 7 Pattern ( Strike out which is not applicable) New / Revised 8 Status ( Strike out which is not applicable) To be implemented from 9 From Academic Year 2017-18 Academic Year

Date: 17.04.2017 Signature :

Name of BOS Chairperson / Dean : ___Dr Geeta Ibrahim______

UNIVERSITY OF MUMBAI

Essentials Elements of the Syllabus

M. Sc. (Home Science) 1 Title of the Course Branch IA: Foods, Nutrition and Dietetics Semester III and IV 2 Course Code PSHSIA 3 Preamble / Scope The Masters in Home Science specializing in Foods, Nutrition and Dietetics is designed to impart advanced knowledge and skills that is life oriented, career and community oriented. It has special relevance to industry and hospital application with the help of weekly field work, rural camp and hospital/industry internship programme.

Objective of Course / Course Outcome

• To equip students to plan diets for clinical and therapeutic conditions within a hospital, 4 fitness centre or gym setting. • To impart students a systematic approach to basic and applied aspects of food processing and technology. • To familiarize students with the various theoretical and practical aspects of food quality and its control. • To provide students with an opportunity to conduct independent research.

Eligibility • Bachelor of Home Science (general or any specialization) • B.Sc. with Microbiology / Biochemistry / Life Sciences /Biotechnology and Combinations • P.G.Diploma in Dietetics and Applied Nutrition/Clinical Nutrition • B.Sc. Human Science • Minimum 60% (Open), 60% (Christian Minority), 55% (OBC/SC/ST/DT/NT each) at TYBSc. Qualifying examination • Learners of any gender are eligible to apply for admission to the course. • As the course is interdisciplinary , admission criteria will be based on merit cum qualifying entrance examination as per circular No/ICC/2014-15/13/II-K_pg2of4

Fee Structure M.Sc. (HOME SCIENCE) DEGREE COURSE IN BRANCH IA : FOODS, NUTRITION AND DIETETICS SEMESTER III & IV

PROPOSED FEE STRUCTURE 2017-18

*Particulars of fees for M.Sc. (Home No. Science) Semester III and IV Amount 1 Tuition fee 460.00 2 Univ. Share Tuition fee 540.00 3 Form and Prospectus fee 0.00 4 Other fees/ Extra curricular activities 250.00 5 Exam fee 3120.00 6 Laboratory fee 6000.00 7 Library 1000.00 8 Gymkhana 400.00 9 Admission processing fee 0.00 10 V.C. Fund 20.00 11 Magazine 100.00 12 Identity Card 50.00 13 Group insurance 40.00 14 Student Welfare 50.00 15 University Sports and cultural activity 30.00 16 Development fee 500.00 17 Utility 250.00 18 Computer/Laptop 500.00 19 e suvidha 50.00 20 e charges 20.00 21 Disaster relief fund 10.00 22 Convocation fee only for M.Sc Part II 250.00 23 National Services Scheme 10.00 24 Field trips/Activities 1000.00

TOTAL 14650.00

* FEES ARE DUE TO BE REVISED

7 No. of Lectures 16 periods per week 8 No. of Practical 14 periods per week 9 Duration of the Course 1 year 10 Notional hours 10 periods per week 11 No. of Students per Batch: 10 – 12 12 Selection- Merit at qualifying T.Y.B.Sc. examination (Semester V and VI) and Entrance 13 Examination 14 Assessment– included in the syllabus copy as Scheme of Examination 15 Syllabus Details – included in the syllabus copy 16 Title of the Unit– included in the syllabus copy Title of the Sub-Unit – included in the syllabus copy 17 18 Semester wise Theory – included in the syllabus grid 19 Semester wise List of Practical – included in the syllabus grid Question Paper Pattern – included in the syllabus copy as Scheme of Examination 20 Pattern of Practical Exam– included in the syllabus copy as Scheme of Examination 21 Scheme of Evaluation of Project / Internship- – included in the syllabus copy 22 List of Suggested Reading– included in the syllabus copy 23 List of Websites – included in the syllabus copy wherever applicable 24 List of You-Tube Videos –Not Applicable 25 List of MOOCs–Not Applicable

M.Sc. (Home Science)

Branch I A : Foods, Nutrition & Dietetics

Semester III

(Revised w.e.f. June 2017)

Sub Code Title Internal Semester Total Periods/ Credits Assessment End Marks Week/ Marks Marks Batch/ Division PSHSIA301 Advances in Human Nutrition - I 40 60 100 4 4

PSHSIA302 Clinical Nutrition and Therapeutic Dietetics 40 60 100 4 4

PSHSIA303 4 Nutritional Epidemiology 40 60 100 4

PSHSIA304 4 Nutrition for Exercise and fitness 40 60 100 4

PSHSIAP301 Dissertation 50 50 100 10 4

PSHSIAP302 Therapeutic Dietetics– I - 50 50 4 2

PSHSIAP303 Internship - 50 50 - 2

Total 600 30 24

Course Code Title Periods/Week/Division Marks Credits PSHSIA301 Advances In Human Nutrition 4 100 4

Objectives: To enable students to 1. Get an insight into the role of Nutrition in growth and development. 2. Understand the importance of nutrition in maintaining optimum body composition 3. Understand the need for special nutritional considerations in altered climatic conditions 4. To update students on the recent advances in Human Nutrition Units Course Content Periods Unit I A. Nutrition for growth & development 15 -General aspects of Growth: Cellular and Physical Growth, Critical Periods of growth and development, - Epigenetic influence of nutrients on physical and Mental Growth and Development B. Human Body composition: Models of body composition, Changes in body composition through life cycle and factors influencing. C: Assessment of body composition using Anthropometry, bio electrical impedance, DEXA, Doubly labeled water (DLW) technique etc.,- Applications, Principles, Protocol, prediction equations, interpretation, Advantages & Disadvantages D: Concept of dietary nutrient recommendations: RDAs,DRI, TUL etc. Unit II A: Energy- Units of energy, Energy intake vs Energy expenditure (EE), Components of EE, 15 Estimation of BMR & Total Energy expenditure- Calorimetry (Direct & Indirect) and Non calorimetric techniques. GEV & MEV; Atwater Factors-Advantages & Disadvantages Energy imbalances-Excess & Deficiency –Acute and Chronic; Physiological adaptations to Over and under nutrition B: Carbohydrates: Over view of Classification, Functions, digestion and absorption. Recent advances in 1. Carbohydrate recommendations 2. Glycemic Index and Glycemic Load-Applications in the diet, 3. Dietary fiber and Resistant starch-Types, Health benefits and 4. Sugar substitutes-Nutritive and non -nutritive sweeteners- Synthetic and Natural sweeteners Unit III A: Fats and Fatty acids: Over view of Classification, Functions, digestion and absorption; 15 and Recent advances in a. RDAs of total dietary fat and fatty acid consumption; Fatty acid ratios b. Role of total fat intake, SFA, MUFA & PUFAs in health & disease c. Oil blends B: Proteins and Amino acids- Over view of Classification, Functions, digestion and absorption; 1. Essential Amino acid requirements and AA imbalances 2. Assessment of quality of Food protein-Biological and chemical methods, 3. Assessment of protein nutritional status: Anthropometry, BIA -Tracer techniques, -Recommended Dietary Allowances of protein and amino acids for various groups of population -Concerns of RDAs for vulnerable groups of population References Shils, M.E., Olson, J., Shike, M. and Roos, C (2003). Modern Nutrition in Health and Disease, 9” edition Williams and Williams. A Beverly Co. London. Bodwell, C.E..and Erdman, J.W. (2008) Nutrient Interactions. Marcel Dekker Inc. New York Sareen, S, James, J (2005). Advanced Nutrition in Human Metabolism, 4th Edition, Thomson Wordsworth Publication, USA. Chandra, R.K. (eds) (2002): Nutrition and Immunology, ARTS Biomedical. St. John’s Newfoundland.

Course Code Title Periods/Week/Division Marks Credits PSHSIA302 Clinical Nutrition and Therapeutic 4 100 4 Dietetics Objectives 1. To expose students to the nutritional care process, the role of a nutritionist and the methods employed in nutrition provision and intervention. 2. To impart knowledge regarding prevalence, etiology, diagnosis, pathophysiology, drug nutrient interactions, gene – nutrient interactions and medical, nutritional and lifestyle management in different disease conditions. 3. To enable students to understand advances in clinical nutrition, emerging modes of therapy and intervention and ongoing research in the field. 4. To emphasize the role of nutrition in the prevention of chronic disease. 5. All diseases (acute and chronic) will be discussed with reference to the following topics:- 6. Etiology, risk factors, Diagnosis, classification, Pathophysiology. 7. Management – o Nutritional o Lifestyle and exercise o An overview of Medical, surgical and other interventions(wherever applicable) 8. Drug – nutrient and Gene- nutrient interactions 9. Advances and trends in research in the disease conditions. 10. Available supplements and nutraceuticals

Unit Course Content Periods Unit I Disorders of the Gastro Intestinal system 15 • Dental issues • GERD and esophagitis • Gastropareisis • Gastritis • Peptic Ulcers • Intestinal symptoms – overview • Gluten Induced Enteropathy • Lactose intolerance • Inflammatory bowel Disease • Short Bowel Syndrome • Small intestinal Bacterial Overgrowth and Dysbiosis. • Irritable Bowel Syndrome • Diverticulitis and Haemorroids Unit II Diseases of the Liver, Pancreas and Gall bladder 15 Liver Diseases • Assessment of Liver Function • Hepatitis • Cirrhosis • Effects of alcohol on the Liver • Hepatic Encephalopathy • Liver Transplant • Wilson’s Disease Diseases of the Gall Bladder • Cholecystitis • Dyskinesia • Cholelithiasis Diseases of the Pancreas • Acute and Chronic Pancreatitis • Pancreatic Cancer Unit III Endocrine disorders and autoimmune disorders 15 Type 1Diabetes Thyroid diseases PCOS Cushing’s syndrome Addison’s disease Rheumatic and auto immune Diseases • Arthritis-Osteo and Rheumatoid • Gout • Fibromyalgia • SLE References Gibney J.M.,(2005). Clinical Nutrition Blackwell Publishing House. King K. (2003). Nutrition Therapy 2nd ed. Helm Publishing,Texas Bendich.A (1997).Preventive Nutrition Humana Press Burke .L (2006).Clinical Sports Nutrition 3rd ed. McGraw Hill Co McArdle.W (2005). Sports and Exercise Nutrition, 2nd ed. Lippincot Williams and Wilkins Peckenpaugh .N (2003).Nutrition Essentials and Diet Therapy.9th ed. Saunders Pub Co. Blackwell Scientific Publication (1994).Manual Of Dietetic Practice.2nd ed. Brown .J. (2002).Nutrition Through The Lifecycle. Wadsworth Pub Co. Jamison .J. (2003).Clinical Guide To Nutrition and Dietary Supplements in Disease Management Churchill –Livingstone Pub. Jeejeebhoy et al (1988) Nutrition and Metabolism in Patient Care W.B.Saunders CO. Lee. R.D. (2003) Nutritional Assessment 3rd ed. M c Graw Hill Pub. McCormic .d.(1999) Annual Review of Nutrition vol 19 &20. Annual Reviews , California. Mahan .K.L.(2008) Krause’s Food and Nutrition Therapy Saunders Pub.

Course Code Title Periods/Week/Division Marks Credits PSHSIA303 Nutritional Epidemiology 4 100 4 Objectives: 1. To impart knowledge and develop skills related to epidemiologic concepts and methodologies to examine nutritional aspects of health and disease in populations. 2. To impart knowledge and develop skills in design and measurement of nutritional parameters in population based studies of health and disease. 3. Tohelp students learn and critically evaluate nutritional assessment methodologies used for the populations. 4. To help students to describe the current state of epidemiological evidence for relationships of the diet to the selected diseases.

Periods Units Course Content

Unit I Introduction to Epidemiology, Nutritional Epidemiology and Epidemiological Research. 15 • Meaning, Definition, Purpose and Principles of Epidemiology. • Meaning of Nutritional Epidemiology. Glossary of terms used in nutritional epidemiology. • Importance of nutrition epidemiology in developing countries with special reference to India. • Nutritional Epidemiologic study methods. Types of study-Epidemiological studies, Ecological studies, Cross-sectional studies, Cohort studies, Case control studies, Experimental studies, Clinical trials, Community trials etc. • Study design: Sampling techniques, study size and power. • Interpretation of causes and effects in Nutritional Epidemiology. • Malnutrition and Infection vicious cycle-UNICEF Conceptual model of Malnutrition. Unit II Nutritional Epidemiology-Measurements. 15 • Measurement of exposure and outcome and their relation. • Dietary Exposure-National, Household, Institution and Individual level (NHFS and NNMB) • Biomarkers and nutrient intakes. • Methods of dietary assessment at the individual level. • Nutritional Anthropometry-Various parameters and Growth monitoring and promotion. • Comparison with norms, standards, Z-scores. • Interpretation of the nutritional assessment data and its significance • Socio-demographic and psychosocial variables. • Determining Validity and Reliability • Sources of errors for different methods of measurement relating to nutritional exposures. • Measuring outcomes-Morbidity, Mortality, Rates and Ratios-Incidence, Prevalence • Measuring diet-disease (exposure-outcome) associations. • Expressing results from nutritional epidemiological studies.-Meta Analysis. Unit III National Goals, Policies, Schemes and Programmes related to Nutrition and Health. 15 • Nutrition Related Health Goals and Millennium Development Goals. (MDGs). • National Rural Health Mission-Vision, objectives, strategies and outcomes of the mission. • Health Care Delivery system in India. • Universal Immunization Programme. • National Nutrition Policy – a summary of important aspects. • Food Security –in Anthropocene Era. National Food Security Act (NFSA) 2013. • An overview of plans and services (local, state, national and international) related to Public Health Nutrition. • Initiatives for prevention of disease e.g. Water, air and vector borne diseases.

References: Gibney, M.J. Margetts, B.M., Kearney, J.M. and Arab, L. (2012). Public health Nutrition. The Nutrition Society Blackwell Publishing Company,. Oxford.,Kent,UK Jelliffe, D.B. (1966). The Assessment of the Nutritional Status of the community, WHO Geneva. Lee, R.D. and Nieman, D.C. (2003). Nutritional Assessment 3rd Ed. McGraw – Hill Higher education. NewYork. Nutrient Requirements and Recommended Dietary Allowances for Indians, ‘A Report of The Expert Group of Indian Council of Medical Research’. (2013) ICMR. Sachdev, H.P.S. and Choudhary, P (eds). (1994). Nutrition in Children-Developing country Concerns, B.I.Publications Pvt. Ltd. New Delhi. Sainani, G.S. (ed-in-chief) (1992), A.P.I. textbook of Medicine 5th ed. Association of Physicians of India Mumbai. Sheila ChanderVir (ed)(2011)Public Health Nutrition in Developing countries –Part I & Part II Woodhead Publishing India Pvt. Ltd,New Delhi Nweze Eunice Nnakwe(2009)Community Nutrition:Planning Health Promotion and Disease Prevention.Jones&Bartlette Publishing House

Course Code Title Periods/Week/Division Marks Credits PSHSIA304 Nutrition For Exercise & Fitness 4 100 4

Objectives: 1. To enable students to understand 2. Importance of holistic fitness for health 3. Role of exercise and nutrition in fitness 4. Nutritional needs and problems of sports persons

Units Course Content Periods Unit I Definition and domains of fitness-Physical, Mental, Social & Spiritual domains of fitness 15 Components of physical fitness Health oriented components -cardiovascular endurance, muscular strength, muscular endurance, flexibility, and body composition. Skill oriented components-agility, balance, coordination, power, reaction time, and speed -Factors influencing Physical fitness - Role of exercise and nutrition in Physical fitness, Psychological Fitness- stress- Causes, consequences & strategies of management. Unit II Role of exercise and nutrition in fitness 15 A-Types of exercise-Endurance & resistance exercise o Role of exercise in the prevention and management of chronic degenerative diseases-Obesity, Diabetes, CVD, Cancer, Bone health etc. • --Guidelines for physical activity- National and international B-Effect of malnutrition on body composition and exercise performance -Effect of macro (carbohydrates, amino acids, EFA) and micronutrients (Vitamins & Minerals) on physical & mental fitness Unit III Nutrition and Physical Fitness in sports persons 15 • -Classification of sports activities, • -Body Composition of Sports Persons • -Energy metabolism during Exercise (aerobic and anaerobic) • -Utilisation of Carbohydrates, Protein and fat during Exercise • -Micronutrients and sports performance • -Fluid and Electrolyte needs of sports persons • -Nutritional problems of athletes • -Ergogenic Aids

References Powers, S. and Dodd, Stephen (1996) Total fitness, Allyss and Bacon, Univ. of Florida Hoeger, W., Turner, Low and W. Hafen Brent (2002), Wellness Guidelines for ahealthy life style Wadsworth/Thomas Learning USA. Brannon, L. and Feist, Jess (2000), Health Psychology IV edition, An Introduction to behaviour and health, Wadsworth USA. Schafer Walt (1998) Stress Management for IV ed. Wellness Wadsworth USA. Mind, body and soul (1998) The body shop, Bullyinch press book, little Brown and co. Bhat and Savur, S. (1998) Fitness for life, Jaico publishing House, Mumbai Hamlyn, Encylopedia for Complimentary Health (1996) Wolinsky, Ira (1998) Nutrition in Exercise & Sport (3rded.) Fred and Brouns (2002) Essentials of Sports Nutrition (2nd ed.), John Wiley & Sons pub. Mc Ardle, W.D. &Katch (2005) Sports and Exercise Nutrition (4thed.) Williams & Wilkins, A Waverly Company. Williams, C. &Delvin, J.T. (1992) Foods, Nutrition & Sports Performance (1sted.)E. & F.N. Sons’ Pub.

Course Code Title Periods/Week/Division Marks Credits

PSHSIAP301 Research Dissertation 4 100 4

Objectives

1. To guide students in developing general research skills as well as research skills specific to their specialization. 2. To encourage students to work in conjunction with relevant industries, institutes, hospitals, NGOs and schools. 3. To encourage students to adopt best practices in research. 4. To facilitate students in accomplishing the beginning steps of the research process, formulate and defend a research proposal, begin data collection, and write the first two chapters of the dissertation (Introduction and Review of Literature; Proposed Methodology).

Course Content Periods

Unit I Understanding tools for review of literature 15 -Metanalaysis and Literature review- differences -PubMed, Cochrane Databases, Research Gate, Google Scholar -RefWorks, Citethisforme, -Understanding various referencing styles AMA, Vancouver, APA (6th Ed) -Plagiarism Check Softwares Unit II Review of Literature 15 -Explore and finalize the area of interest for research with guidance from experts for feasibility, relevance and significance. -Refer national and international journals and other relevant literature like dissertations, thesis, books. -Contacting and communicating with experts (locally, nationally, and internationally) initially and periodically throughout the research process -Identifying possible focus areas with regard to one topic; specifying one such focus area (using relevant reading and communication with experts); writing research objectives/ questions/ hypotheses; conducting a thorough literature review; presenting a clear and convincing argument in support of the study; writing the first chapter of the dissertation, namely, the Introduction and Review of Literature, with due acknowledgement of source of ideas. Unit III Proposed Methodology 15 -Specifying variables; defining variables (citing relevant literature) -Selecting an appropriate research design -Writing the second chapter of the dissertation, namely, the Method, with due acknowledgement of source of ideas; orally defending a research proposal; integrating feedback. -Obtaining consent from participants and relevant agencies/authorities; starting data collection; integrating changes if any; scheduling remaining data collection; starting data entry; revising the first two chapters of the dissertation.

Course Code Title Periods/Week/Division Marks Credits PSHSIAP302 Therapeutic Dietetics - I 4 100 2

Objectives 1. To provide a detailed practical aspect to the clinical conditions studied in theory 2. To enable students to: i. Analyse the given case ii. To reach anutritional diagnosis iii. Propose a nutrition plan for the patient iv. Prepare the selected meal v. Evaluate the suggested diet plans

Units Contents Periods Unit I Review of Diet Planning and its adaptations to different life cycle conditions 15 Understanding the role of supplements and nutraceuticals (Review) Obesity and Metabolic syndrome – Planning and Preparationof diets for the following • Juvenile Onset and Adult Onset obesity • Bariatric Surgery • VLCD • Metabolic Syndrome Unit II Diabetes – Planning and Preparation 15 Type I DM ,Type II DM Cardiovascular Diseases – Planning and Preparation • Atherosclerosis – Prevention and Management • Myocardial infarction, Congestive cardiac failure • Hyperlipidemias • Hypertension • Cardiac Surgery Unit III Enteral Feeds - Planning and Preparation 15 Hypercatabolic States – Planning and Preparation • Burns • Surgery • Accident Victim • Trauma • Head Injury Pulmonary Diseases – Planning and Preparation • Asthma • COPD • Chronic Bronchitis . Cystic Fibrosis. References Gibney, J.M.,(2005). Clinical Nutrition Blackwell Publishing House. King, K. (2003). Nutrition Therapy 2nd ed. Helm Publishing,Texas Bendich,A (1997). Preventive Nutrition Humana Press Peckenpaugh, N (2003). Nutrition Essentials and Diet Therapy. 9th ed. Saunders Pub Co. Blackwell Scientific Publication (1994). Manual Of Dietetic Practice.2nd ed. Brown, J. (2002). Nutrition Through The Lifecycle. Wadsworth Pub Co. Jamison, J. (2003). Clinical Guide To Nutrition and Dietary Supplements in Disease Management Churchill – Livingstone Pub. Jeejeebhoy, et al (1988). Nutrition and Metabolism in Patient Care W.B.Saunders CO. Lee, R.D. (2003). Nutritional Assessment 3rd ed. M c Graw Hill Pub. Mahan, K. L. (2008). Krause’s Food and Nutrition Therapy Saunders Pub. Garrow, J.S (1993). Human Nutrition and Dietetics 9th ed.Churchill Livingstone Pub. Shills, M. (2006). Modern Nutrition in Health and Disease.10th ed.Lippincot William and Wilkins ICMR Pub. (2000). Nutrient Requirement and Recommended Dietary Allowances for Indians Gopalan .C. (2000). Nutritive Value of Indian Foods. NIN ICMR Pub. Whitney .C. (2006) Understanding Normal and Clinical Nutrition. Wadsworth publication Sauberlich .H (1999) Laboratory Tests for the Assessment of Nutritional Status 2nd ed. CRC Press

Course Code Title Duration Marks Credits

PSHSIAP303 Internship 40 hours/ week 50 2 for 1 month

Internship Protocol -Students are required to take up an internship/hands-on training in either of the following for a minimum of 4 weeks with 40 hours per week. • Government/ Private hospitals/Nursing homes/Clinic • GO/NGO • Food Industry • Fitness centres/Gymnasiums • Research Laboratories - At the end of internship students are required to submit a soft copy and hard-bound report to the college. -Internship will be graded by the supervisor at the place of internship on completion of the internship.

- Alternatively, students can also take up an entrepreneurial activity or term paper of equal weightage as per the discretion of the department (Subject to approval of the Department Head).

M.Sc. (Home Science) Branch IA : Foods, Nutrition and Dietetics

Semester IV

Sub Code Title Internal Semester Total Periods/ Credits Assessment End Marks Marks Week/ Marks Batch/ Division PSHSIA401 Advances in Human Nutrition – II 40 60 100 4 4

PSHSIA402 Nutritional Therapeutics 40 60 100 4 4

PSHSIA403 Public Health Nutrition 40 60 100 4 4

PSHSIA404 Food Psychology 40 60 100 4 4

PSHSIAP401 Dissertation - - 100 10 4

PSHSIAP402 Therapeutic Dietetics - II - - 50 4 2

PSHSIAP403 Alternative Health Strategies and Therapies - - 50 - 2

Total 600 30 24

Course Code Title Periods/Week/Division Marks Credits

PSHSIA401 Advances In Human Nutrition-II 4 100 4

Objectives : To enable students to understand 1. Issues in the field of human nutrition and contributions of research towards addressing the same 2. Complementary nutrition strategies for achieving and maintaining health 3. Need and concerns of genetic modification of foods

Units Course Content Periods Unit I A. Micronutrients-Vitamins: Over view of Classification, digestion, absorption and 15 transportation; and Current research in the functions, Requirements, deficiency & toxicity; Assessment of nutritional status of Fat soluble –A,D,E& K: & Water soluble vitamins (B-Complex vitamins and vitamin C). B: Interrelationship between vitamins;& vitamins and macronutrients Unit II A: Micronutrients-Minerals : Over view of Classification, digestion, absorption and 15 transportation; and Current research in the functions, Requirements, deficiency & toxicity; and Assessment of nutritional status of Macro minerals-Na, K, Ca, Phosphorus &Magnesium Micro minerals-Iron, Iodine, Zinc and fluorine Trace Minerals- Copper and Selenium B: Mineral-Mineral interactions; Interrelationship between vitamins & Minerals; Interrelationship between macro and micronutrients Unit III A: : Nutritional requirements for special conditions - Extreme climatic conditions, High 15 altitude and space nutrition; Nutrition during natural calamities B: Complementary Nutrition- Basic and advanced aspects Classification, Health benefits, Mechanism of action, sources & recommendations of • Prebiotics, Probiotics and Synbiotics -Types, Sources of prebiotics and probiotics, Health benefits, Regulations • Bioactive Dietary Components, Functional foods, Phytochemicals, Flavonoids, Phytoestrogens • Meal Replacers, - Classification, Health benefits, Mechanism of action, Recommendations & concerns

References: Grodd, J.L. and Gropper, S.S. (1999) Advanced Nutrition and human metabolism. Belmount CA Wodworth/ Thomson learning. Judith E. Brown (1998) Nutrition Now, West/wadsworth International Thomson Pub. Co. Williams, Cand Devlin, T.J. (1992) Foods nutrition and sports performance E and N Sposs I Ed. Goodhart R.S.S and Shils, M.E (1998) Modern nutrition in health and disease. Philadelphia Lea and Febiger. Shils, M.E., Olson, J., Shike, M. and Roos, C (2003). Modern Nutrition in Health and Disease, 9” edition Williams and Williams. A Beverly Co. London. Stipanuk Martha H. 2006 Biochemical, physiological, molecular aspects of human nutrition – Saunders ELSEVIER. Paul, I, Turner, E.R., Ross, Don – 2006 (2nd ed.) Discovering Nutrition – Jones and Bartlett Publishers – Canada. Geissler, C., Powers, H (11th ed.) (2005) Human Nutrition ELSEVIER Churchill Livinstone Zegler, E.E and Filer, L.J. (1996) Present knowledge in nutrition. Washington D.C. International Life Sciences Institute

Course Code Title Periods/Week/Division Marks Credits

PSHSIA402 Nutritional Therapeutics 4 100 4

Objectives 1. To expose students to the nutritional care process, the role of a nutritionist and the methods employed in nutrition provision and intervention. 2. To impart knowledge regarding prevalence, etiology, diagnosis, pathophysiology, drug nutrient interactions, gene – nutrient interactions and medical, nutritional and lifestyle management in different disease conditions. 3. To enable students to understand advances in clinical nutrition, emerging modes of therapy and intervention and ongoing research in the field. 4. To emphasize the role of nutrition in the prevention of chronic disease. 5. All diseases (acute and chronic) will be discussed with reference to the following topics:- 6. Etiology, risk factors, Diagnosis, classification, pathophysiology. 7. Management – o Nutritional o Lifestyle and exercise o An overview of medical, surgical and other interventions(wherever applicable) 8. Drug – nutrient and gene- nutrient interactions 9. Advances and trends in research in the disease conditions. 10. Available supplements and nutraceuticals

Unit Content Periods Unit I Renal Diseases 15 • Tests for renal function • Glomerulonephritis • Nephrotic Syndrome • Acute Renal failure • Chronic Renal failure and ESRD • Dialysis – Haemo, Peritoneal and CAPD • Renal Transplant • Nephrolithiasis Unit II Nutritional Management of 15 • PEM • Nutritional Anaemias • Low immunity and infections o General Principles o Tuberculosis o HIV / AIDS o Typhoid • Respiratory diseases o COPD o Asthma o Cystic Fibrosis Unit III Principles of Nutritional Therapy in the management of the following: 15 • Inborn errors of metabolism o Principles of genetic disease management o Phenylketonuria o Tyrosinaemia o Alkaptonuria o Maple Syrup Urine Disease o Galactosaemia • Nutrition in Neurological and Psychiatric Disease o Nutritional causes for neurological disorders o Senility o Alzheimer’s and Parkinson’s disease o Epilepsy o Cerebral Palsy o Schizophrenia and Psychosis Management of conditions related to the loss of nerve function – stroke and paralysis Nutrition for bone health and disease o Vitamin D deficiency o Osteomalacia o Osteoporosis. References Barrer. K. (2007) Basic Nutrition Counselling Skill Development. Wadsworth Pub. Co. Bendich. A. and Deckelbaum, R. (eds). (1997) Preventive Nutrition :The Comprehensive Guide for Health Professionals. Humana Press Inc. New Jersey. Briony, T. (ed). (1994). (2007). Manual of Dietetic Practice.2nd ed. Blackwell Scientific Publication. Oxford. British Nutrition Foundation. (1999). Obesity. Blackwell Science Inc.Oxford. Brown. J. E. and Isaacs, J. (2011). Nutrition through the Lifecycle. Wadsworth Cengage Learning. Australia. Cataldo, C.B., De Bruyne, L.K. and Whitney, E.N. (1999). Nutrition and Diet Therapy-Principles and Practice. 5th ed. Wadsworth Publishing Co. USA. Gable. J. (1997) Counselling skills for Dietitians. Blackwell Science Ltd. Oxford. Garrow. J.S. and James, W.P.T. (1993). Human Nutrition and Dietetics. 9th ed., Churchill Livingstone .New York.. Gibney, M. J.(ed). (2005). Clinical Nutrition. Blackwell Publishing Co. Oxford. Gopalan C. (2000). Nutritive Value of Indian Foods. NIN ICMR Pub. ICMR Pub. (2012). Nutrient Requirement and Recommended Dietary Allowances for Indians Jamison.J. (2003). Clinical Guide to Nutrition and Dietary Supplements in Disease Management, Churchill – Livingstone Pub. Jeejeebhoy et al. (1988). Nutrition and Metabolism in Patient Care W. B. Saunders CO. Joel B. Mason. (2003). Biomarkers of Nutrient Exposure and Status in One-Carbon (Methyl) Metabolism1.Journal of Nutrition 2003.pdf. jn.nutrition.org/content/132/12/3563. King K. (2003). Nutrition Therapy 2nd Ed. Texas: Helm Publishing. Lee. R.D. (2003). Nutritional Assessment 3rd ed. M c Graw Hill Pub. Mahan.L.K.,Escott-Stump and Raymond,J.L. (2012). Krause’s Food and the Nutrition Care Process. 13th ed. Elsevier. Missouri. McCormic.D. (1999). Annual Review of Nutrition vol 19 &20. Annual Reviews, California. Medeiros D. and Wildman R. (2011). Advanced Human Nutrition. Jones & Bartlett Publishers. Peckenpaugh.N. (2003) Nutrition Essentials and Diet Therapy. 9th ed. Saunders Pub Co. Ross, A. C., Caballero, B., Cousins, R.J., Tucker, K.L. and Ziegler, T.R. (eds.).(2014). Modern Nutrition in Health and Disease. 11th ed. Lippincott Williams and Wilkins. Philadelphia. Rolfes, S.R., Pinna, K. and Whitney, E. (2006). Understanding Normal and Clinical Nutrition. 7th ed. Thomson Wadsworth. USA. Sauberlich .H (1999). Laboratory Tests for the Assessment of Nutritional Status 2nd ed. CRC Press Shills. M. (2006). Modern Nutrition in Health and Disease.10th ed. Lippincot William and Wilkins. Whitney.C. (2006). Understanding Normal and Clinical Nutrition. Wadsworth publication Journals American Journal of Clinical Nutrition Journal of American Dietetic Association. Nutrition Revi

Course Code Title Periods/Week/Division Marks Credits PSHSIA403 Public Health Nutrition 4 100 4

Objectives 1. To impart knowledge related to the concept and the process of Public Health Nutrition. 2. To increase awareness about current and emerging issues in Public Health Nutrition. 3. To apply the knowledge to solve nutrition related health problems. 4. To understand and critically evaluate the impact of research on the practice of Public health Nutrition

Units Course Content Periods Unit 1 An overview of Public health Nutrition 15 • Definitions of Public Health and Public Health Nutrition. • Overview of Public Health Nutrition Landscape-with special reference to India. • The Public health nutrition cycle-7Steps. • Public Health Nutrition strategies for Intervention at the Ecological level- Key Principles, Intervention. Guidelines for using the ecological approach to design nutrition interventions, Ecological interventions to change eating habits. • Public Health Nutrition strategies for Intervention at the Individual level- Possible approaches, Theoretical models for behaviour change, Key steps involved in planning, implementing and evaluating an intervention Unit II Dietary Guidelines • Dietary goals versus dietary guidelines. • Quantitative and Qualitative dietary guidelines. • Steps involved in devising dietary guidelines. Food Choice • Population issues affecting food choice. • Individual issues affecting food choice. • Assessment of Nutritional Status in Individuals and Populations. New-born care, child survival, Child Undernutrition and nutritional status of women and Children. • Breast feeding and complementary feeding for Infants and young children-issues and current status. Strategies to reach under two. • PEM among children. -Medium Acute Malnutrition, Severe Acute Malnutrition in children and their management. • Measuring under nutrition and over nutrition in children. • Dual nutrition burden in women: causes, consequences and control measures. Interventions to improve dietary intake and nutritional status in women. Unit III Public health Issues -Study of the following with greater emphasis to the current Indian 15 context. • Nutrition and Reproductive health • Maternal nutrition, Intrauterine Growth Retardation (IUGR)andfoetal outcome. • Geriatric Nutrition and Common health problems. • Public Health Impact of Obesity-Obesity as a determinant of mortality and morbidity  Micro nutrient deficiency. • Hidden Hunger • Vitamin A deficiency. • Vitamin D deficiency • Iodine Deficiency Disorders. • Iron deficiency and anaemia • Zinc Deficiency HIV and macronutrients and micronutrient nutrition Public Health Nutrition strategies related non-communicable chronic disorders- Prevalence of non-communicable diseases at global and national level Prevention and Control of NCDs • Cancers • Diabetes • Hypertension. • CVD Nutrition –Health education and communication for behaviouralchange. Techniques and Methodologies. Research Methods used in Public health nutrition: critical Factors-Case Studies.

Course Code Title Periods/Week/Division Marks Credits PSHSIA404 Food Psychology 4 100 4

Objectives: 1. To understand the relevance and applications of models and influencing factors of food choices and eating behavior. 2. To understand the applications of food psychology for health, disease prevention and product development. 3. To study perceptions and factors influencing food choices from the point of view of the food consumer.

Unit Course Content Periods Unit I The psychology of food choices and eating behavior • Models of food choice • Influences on food choice Biological • Genetic influences on energy and nutrient intake • Neurobiology of food intake Social and psychological models of food choice • Role of family and peers • Food and Culture • Mood ,emotions and food choice • Food cravings and addiction • Food Rewards Influences of Media on food choice Food choices across the life span. Food product development and marketing ideas based on factors affecting choice of foods. Unit II Applications of food psychology for health maintenance and disease prevention • Strategies to change dietary behavior • Optimisim and intention • Strategic automisation • Using stages of change model to change dietary behavior • Applications of food psychology in pediatric population • Ingestive homeostasis • Early and conditioned food preferences • Development of human flavor preferences • Taste aversion • Role of experience in in the development of child’s eating behavior. • Alcohol and tobacco use and abuse • Role of stress in choosing foods • Behavior modification strategies to influence food and nutrition choices in disease conditions. • Obesity - Behavioural phenotype in obesity, mindful eating • Diabetes • Allergies • Cancer • Theory of planned behavior and healthy eating • Food product development and marketing ideas based on applications of food psychology for health maintenance and disease prevention. Unit III Psychology of the food and nutrition consumer • The psychology of the food shopper • Cues in consumer perception and acceptance of food product • Factors affecting food purchase • Food quality and consumer expectations • Packaging and labeling based on the psychology of the consumer • Ethnic ,religious and economic influences on food choice of the consumer • Consumer perception of processed foods ,supplements, organic and genetically modified foods • Food trends and the changing consumer • Consumer attitudes to health • Factors affecting the consumers healthy food choices • Ecological consciousness and sustainability with regard food consumption  Environmental influences in food purchase.  Encouraging ethical and sustainable food consumption. • Food product development and marketing to positively impact nutrition status.

References:

Booth D.A.(1994).The Psychology of Nutrition, Taylor and Francis, UK. Committee on Examination of the Adequacy of Food Resources and SNAP Allotments; Food andNutrition Board; Committee on National Statistics; Institute of Medicine; National Research Council. Editors: Caswell J. and Yaktine a..(2013).Supplemental Nutrition Assistance Program-Examining theEvidence to Define Benefit Adequacy, National Academies Press (US); Washington (DC). Conner M and Armitage J.(2002).The social psychology of food, Open University Press, Mc –Graw Hill Education, UK. Institute of Medicine; Food and Nutrition Board; Board on Children, Youth, and Families; Committee on Food Marketing and the Diets of Children and Youth; McGinnis M, Gootman J., andKraak V. Editors.(2006). Food Marketing to Children and Youth- Threat or Opportunity? NationalAcademic Press.DOI: https://doi.org/10.17226/11514. https://www.nap.edu/read/11514 Layman B.(2012),A Psychology of Food-More Than a Matter of Tastes, Springer,Kindle Edition. Mayer E.(2016).The Mind-Gut Connection: How the Hidden Conversation Within Our Bodies Impacts Our Mood, Our Choices, and Our Overall Health,Harper Collins Publishers. Mendes R. and Dias E.(2011).Health Protection, Health Promotion, and Disease Prevention at the Workplace, Oxford University Press. DOI:10.1093/acprof:oso/9780195380002.003.0018 Ogden J.(2011).The Psychology of Eating: From Healthy to Disordered Behavior. John Wiley & Sons Stuckey B.(2012). Taste What You're Missing: The Passionate Eater's Guide to Why Good Food Tastes Good, Simon and Schuster Inc, New york. Rankin S.H., Stallings K.D. and London F.(2005) Patient Education in Health and Illness, Lippincott Williams & Wilkins, Philadelphia. Shepherd R. and Raats M. (2010).The Psychology of Food Choice, The Centre for Agriculture and Bioscience International (CABI), Wallingford, England. www.newbooks-services.de/MediaFiles/Texts/7/9781107011007_Intro_001.pdf www.jblearning.com/samples/0763743828/43828_CH05_LO_5183.pdf www.eolss.net/sample-chapters/c04/e6- 27-01- 02.pdf www.emro.who.int/dsaf/EMRPUB_2012_EN_1362.pdf

Course Code Title Periods/Week/Division Marks Credits

PSHSIAP401 Research Dissertation 4 100 4

Objectives:

1. To encourage students to work in conjunction with relevant industries, institutes, hospitals, schools, etc. 2. To assist students in developing general research skills as well as research skills specific to their specialization. 3. To encourage students to adopt best practices in research. 4. To facilitate students in completing laboratory work/product development/data collection/data entry/data analysis, and writing the remaining three chapters of the dissertation (Results, Discussion, Summary). 5. To support students to complete and submit the dissertation for the viva voce examination, integrate feedback, submit the final copy of the dissertation, and write a research paper using the findings of their research.

Course Content Periods Unit I Completing Laboratory Work/Product Development/ Data Collection 15 Completing Data Entry and Preliminary Analyses -Entering all data; checking for data entry errors; running preliminary analyses. Analyzing Data and Reporting Results -Analyzing data; interpreting findings; reporting results in figures/tables and text using scientific protocol; writing the third chapter of the dissertation, namely, the Results, by research objectives/ questions/hypotheses; orally presenting the results and integrating feedback. Unit II Discussing Findings and Write Results and Discussions 15 Corroborating own findings with those in previous research and theory -Explaining findings using relevant literature and communication with experts -Discussing implications of findings for practice/ industry/family/society Suggesting recommendations for future research; writing the fourth chapter of the dissertation, namely, the Discussion, using appropriate scientific protocol Unit III Summarizing Findings and Completing the Writing of the Dissertation 15 Writing the fifth chapter of the dissertation, namely, the Summary; writing the abstract; revising previous chapters as necessary; completing all other relevant work for the dissertation (e.g., reference list, appendices, table of contents, and list of figures/tables); submitting the dissertation for the viva voce examination. Submission and Oral Defense; Writing of the Research Paper Orally defending the dissertation; integrating feedback into the final document; submitting the completed dissertation (hard copy and soft copy). Using the dissertation to write a research paper; submitting the research paper (hard copy and soft copy)/ Present the findings at Avishkar/Indian Science Congress or any other Conference

Course Code Title Periods/Week/Division Marks Credits PSHSIAP402 Therapeutic Dietetics -II 4 100 2

Objectives 1. To provide a detailed practical aspect to the clinical conditions studied in theory 2. To enable students to: • Analyse the given case • Obtain a nutritional diagnosis • Propose a nutrition plan for the patient • Prepare the selected meal • Evaluate the suggested diet plans

Units Contents Periods Unit I Assignment presentation of Nutritional Care Protocol 15 GI diseases (Planning and Preparation) • Esophagitis • Gastritis and peptic ulcers • Gluten induced enteropathy • Lactose intolerance • Inflammatory bowel disease • Short bowel syndrome • Irritable bowel syndrome • Diverticulitis • Haemorrhoids Diseases of the Liver Gall bladder and Pancreas (Planning and Preparation) • Hepatitis • Cirrhosis • Encephalopathy • Gallbladder disease • Chronic Pancreatitis • Wilson’s disease Unit II Disease of the Kidney (Planning and Preparation) 15 Glomerular Nephritis, Nephritic syndrome Acute Renal Failure, Chronic Renal Failure Haemodialysis, Peritoneal Dialysis Renal Transplant, Renal Calculi Cancer Therapy (Planning and Preparation) Patients on chemotherapy, Patients on Radiation Head and Neck Cancer, GI Cancers Bone Health and Bone Joint Disease (Planning and Preparation) Bone Health Osteoporosis, Osteoarthritis Gout, Rheumatoid arthritis Unit III Infections (Planning and Preparation) 15 HIV Tuberculosis Malaria, Dengue Food Borne Infection Haematological Conditions (Planning and Preparation / Presentation)

References Gibney, J.M.,(2005). Clinical Nutrition Blackwell Publishing House. King, K. (2003). Nutrition Therapy 2nd ed. Helm Publishing,Texas Bendich,A (1997). Preventive Nutrition Humana Press Peckenpaugh, N (2003). Nutrition Essentials and Diet Therapy. 9th ed. Saunders Pub Co. Blackwell Scientific Publication (1994). Manual Of Dietetic Practice.2nd ed. Brown, J. (2002). Nutrition Through The Lifecycle. Wadsworth Pub Co. Jamison, J. (2003). Clinical Guide To Nutrition and Dietary Supplements in Disease Management Churchill – Livingstone Pub. Jeejeebhoy, et al (1988). Nutrition and Metabolism in Patient Care W.B.Saunders CO. Lee, R.D. (2003). Nutritional Assessment 3rd ed. M c Graw Hill Pub. Mahan, K. L. (2008). Krause’s Food and Nutrition Therapy Saunders Pub. Garrow, J.S (1993). Human Nutrition and Dietetics 9th ed.Churchill Livingstone Pub. Shills, M. (2006). Modern Nutrition in Health and Disease.10th ed.Lippincot William and Wilkins ICMR Pub. (2000). Nutrient Requirement and Recommended Dietary Allowances for Indians Gopalan .C. (2000). Nutritive Value of Indian Foods. NIN ICMR Pub. Whitney .C. (2006) Understanding Normal and Clinical Nutrition. Wadsworth publication Sauberlich .H (1999) Laboratory Tests for the Assessment of Nutritional Status 2nd ed. CRC Press

Course Code Title Periods/Week/Division Marks Credits PSHSIAP403 Alternative Health Strategies and 2 50 2 Therapies Objectives 1. To have students learn about alternative health strategies and therapies through engagement in participatory workshops.

Units Contents Periods Unit I Organising and participating in workshops that teach Eastern alternative health strategies 15 and therapies such as the following: • Yoga • Mindfulness and meditation • Ayurveda • Energy healing • Laughter therapy • Acupuncture / acupressure • Any other Unit II Organising and participating in workshops that teach Western alternative health strategies 15 and therapies such as the following: • Music therapy • Dance therapy • Art-based therapy • Nature therapy • Hypnotherapy • NLP • Any other

• At the end of term, students are required to submit a soft copy and hard-bound report to the college which will be graded and a viva-voce will also be conducted • Note: Common paper with the Department of Human Development and Department of Textile and Fashion Technology.

Examination Scheme for MSc Home Science:

Part A: Theory Papers

All theory papers of 100 marks are to be evaluated in two parts.

INTERNALS: 40 marks. This comprises 30 marks for a project, 5 marks for class participation, and 5 marks for the extent to which the student was a responsible learner. See Table below:

• One seminar presentation based on the curriculum in the college, 30 Marks assessed by the teacher of the institution teaching PG learners / Publication of a research paper/ Presentation of a research paper in seminar or conference. A. Selection of the topic, introduction, write up, references‐ 15 marks. B. Presentation with the use of ICT‐ 15 marks.

• Other exercises of equal weightage can also constitute the project: For example, conducting interviews or assessments based on the topics in the curriculum; or reflective writing exercises on topics relevant to the curriculum; or product designing.

• Active participation in routine class instructional deliveries 05 Marks

• Overall conduct as a responsible learner, communication and leadership 05 Marks qualities in organizing related academic activities

SEMESTER-END EXAMINATION: 60 marks. The semester-end question paper is for 2 ½ hours. The semester-end examination question paper has to be set with limited choice within each set of questions.

For all four unit syllabi, the question paper must have five sets of questions of 12 marks each; each of the five questions is compulsory, with options within each question:

• Question 1, carrying 12 marks, has a set of sub-questions from Unit I. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6. • Question 2, carrying 12 marks, has a set of sub-questions from Unit II. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6. • Question 3, carrying 12 marks, has a set of sub-questions from Unit III. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6. (Format may be modified for a lengthier statistics sum.)

• Question 4, carrying 12 marks, has a set of sub-questions from Unit IV. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6. (Format may be modified for a lengthier statistics sum.) • Question 5, carrying 12 marks, has a set of sub-questions from Units I, II, III, and IV. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6.

Total Marks/ Internal Semester End Pattern Duration Assessment Exams Theory Papers 100 marks/ 40 60 Q 1.(12 marks)- Unit 1 2 ½ hours Q 2.(12 marks)- Unit 2 Q 3.(12 marks)- Unit 3 Q 4.(12 marks)- Unit 4 Q 5.(12 marks)- Units 1, 2, 3, 4, & 5

For all three unit syllabi, the question paper must have four sets of questions of 15 marks each; each of the four questions is compulsory, with options within each question:

• Question 1, carrying 15 marks, has a set of sub-questions from Unit I. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8. • Question 2, carrying 15 marks, has a set of sub-questions from Unit II. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8. (Format may be modified for a lengthier statistics sum.) • Question 3, carrying 15 marks, has a set of sub-questions from Unit III. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8. (Format may be modified for a lengthier statistics sum.) • Question 4, carrying 15 marks, has a set of sub-questions from Units I, II, & III. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8.

Total Marks/ Internal Semester End Pattern Duration Assessment Exams Theory Papers 100 marks/ 40 60 Q 1.(15 marks)- Unit 1 2 and ½ hours Q 2.(15 marks)- Unit 2 Q 3.(15 marks)- Unit 3 Q 4.(15 marks)- Units 1, 2 and 3

Part B: Practical Papers

Each Practical Paper of 50 marks will be evaluated in a semester-end examination of 50 marks. There are no internal marks for these practical papers. The semester-end examination is of 3 ½ hours.

Total Marks/ Internal Semester End Pattern Duration Assessment Exams Practical Paper 50 marks/ - 50 - 3 ½ hours

Dissertation carries 100 marks in each of Semesters III and IV. Of these 100 marks, 50 marks are to be scored by the guide (25 marks for execution of the project/process & 25 marks for the final outcome of the project), and 50 marks by the referee(s) on the day of the viva-voce examination (25 marks for the written submission & 25 marks for the viva).

M.Sc. (HOME SCIENCE) BRANCH II : HUMAN DEVELOPMENT

SEMESTER I

Course Code Title Theory/ Internal Semester Total Periods Credits Practical Marks End Marks / week Exam PSHSII101 Research Methods and Statistics I 4 Theory 40 60 100 4 PSHSII102 Advanced Study of Theories of 4 Theory 40 60 100 4 Human Behaviour and Development I PSHSII103 Advanced Study of Counselling 4 Theory 40 60 100 4 and Psychological Testing I PSHSII104 Research in Early Childhood, 4 Theory 40 60 100 4 School, and Higher Education PSHSIIP101 Group Research Project I 3 Practical -- 50 50 2 PSHSIIP102 Early Childhood Education 4 Practical -- 50 50 2 Practicum PSHSIIP103 Counselling Practicum I 2 Practical -- 50 50 2 PSHSIIP104 Psychological Testing Practicum I 2 Practical -- 50 50 2 TOTAL 160 440 600 27 24

Course Code Title Lectures/Week Marks Credits PSHSII101 Research Methods and Statistics I 4 100 4

Objectives 1. To build in students appreciation for high quality research in Human Development and allied areas. 2. To introduce students to the skills needed in conducting a research in Human Development and allied areas. 3. To introduce students to principles of good scientific writing. 4. To enable in students the skills in selecting, computing, interpreting and reporting descriptive statistics.

Course Content Lectures Unit I 1 A. Introduction and Overview 15 (a) What is a research? (b) Objectivity and subjectivity in scientific inquiry: Premodernism, modernism, and postmodernism (c) Steps in the research process (d) Importance of research in general, and in Human Development and related areas (e) Illustration of research in Human Development and allied areas (f) Qualitative versus quantitative research 1 B. The beginning steps in the research process (a) Identifying broad areas of research in a discipline (b) Identifying interest areas; using multiple search strategies (c) Prioritising topics; specifying a topic; feasibility (d) Review of literature/scholarly argument in support of study (e) Specifying research objectives/hypotheses/questions Unit II 2 A. Variables 15 (a) Definition (b) Characteristics (c) Types (d) Levels of measurement 2 B. Measurement (a) Conceptual definitions and operational definitions (b) Types of validity and reliability in quantitative research 2 C. Data entry in quantitative research (a) Codebook and mastersheet (b) Creating data files and data management Unit III 3. A. Introduction and overview to statistics 15 (a) Role of statistics in (quantitative) research (b) Definition/changing conceptions (c) Prerequisite concepts in mathematics (e.g., properties of the summation sign, basic algebra) 3 B. Descriptive Statistics for summarizing ratio level variables (a) Frequencies and percentages (b) Computing an average/measure of a central tendency Mean, median, mode(s) Contrasting the mean vs. median Computing an average when there are outliers or extreme values in the data set Robust measures of the center (5% trimmed mean; M estimators) Quartiles and percentiles (d) Computing a measure of variability or dispersion Why? (inadequacy of the mean) Minimum value and maximum value Range Interquartile range Variance and standard deviation (e) Discrete and continuous variables (f) Histograms and line graphs

Unit IV 4 A. Descriptive Statistics for summarizing nominal, ordinal and interval 15 level variables 4 B. Demonstration of computer software such as the Statistical Package for the Social Sciences (SPSS) (a) Data entry (b) Data Management (c) Descriptive Statistics 4. C. Probability: Foundation of Advanced/Inferential Statistics (a) Definition (b) Role of probability in research and statistics (c) Elementary concepts in probability Sample space, experiment, event/outcome/element of the sample space Equally likely outcomes and the uniform probability model Stabilization of the relative frequency

References: Bhattacharyya, G. K. & Johnson, R. A. (1977). Statistical concepts and methods. New York, NY: John Wiley. Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research. Thousand Oaks, CA: Sage. Fraenkel, J. R., &Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York, NY: McGraw-Hill. Jackson, S. L. (2012). Research methods and statistics: A critical thinking approach (4th ed.). Wadsworth Cengage Learning. Johnson, R. A., & Bhattacharyya, G. K. (2011). Statistics: Principles and methods (6th ed.). New York, NY: John Wiley. Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage. Kachigan, S. K. (1986). Statistical analysis: An interdisciplinary introduction to univariate & multivariate methods. Radius Pr. Kerlinger, F. N. & Lee, H. B. (2000). Foundations of behavioral research. Orlando, Florida: Harcourt. Leong, F.T.L. & Austin, J. T. (Eds.) (1996). The psychology research handbook. New Delhi: Sage. Leong, F.T.L. & Austin, J. T. (Eds.) (2006). The psychology research handbook: A guide for graduate students and research assistants (2nd ed.). Thousand Oaks, CA: Sage. Rubin, A., &Babbie, E. R. (2011). Research methods for social work (7th ed.). Belmont, CA: Thomson, Brooks/Cole.

Course Code Title Lectures/Week Marks Credits PSHSII102 Advanced Study of Theories of 4 100 4 Behaviour and Development I

Objectives 1. To have students construct advanced knowledge of the theories of human behaviour and development: (a) comprehend the relevance of personal and societal events/contexts in the construction of a theory, (b) analyse the major contributions of a theorist, and (c) identify and address the major criticisms of a theory. 2. To develop in students an appreciation for primary literature. 3. To introduce the student to the latest theories of human behaviour and development.

Course Content Lectures Unit I Introduction and Overview 15 a) Overview of the course b) Concepts/definitions of theories, models, paradigms c) Role of a theory in advancement of knowledge d) Process of theory development i. The role of the context in theory development ii. A theory as an evolving phenomenon: across the life-time of a founding theorist and across generations of scholars Classic Theories of Development: The Psychodynamic Perspective Sigmund Freud a) Relevance of socio-history (both personal and societal) in theory construction b) Overview of key concepts c) Advanced study of the unconscious (primary literature), the structure of the personality, and psychosexual development e) Psychoanalysis i. Role of the unconscious in psychoanalysis ii. Illustration using one of Freud’s case histories (primary literature) f) Major criticisms; major contribution study Unit II Classic Theories of Development: Breakaways from Freud 15 Jungian/Analytical Psychology: Carl Gustav Jung a) Relevance of personal and societal events/contexts in the construction of the theory (primary literature) b) Overview of key ideas c) The personal and impersonal/collective nature of human personality (the collective unconscious, ego, shadow, anima, animus, persona, archetypes) d) Advanced study of the Jungian perspective of the unconscious: the collective unconscious; related ideas such as synchronicity, significance of dreams, and, symbolism in art and religion (primary literature) e) Major criticisms; major contributions Psychosocial Theory of Development: Erik Erikson a) Relevance of personal and societal events/contexts in the construction of the theory (primary literature) b) Overview of key ideas c) The epigenetic chart and psychosocial stages (primary literature) d) Major criticisms; major contributions Unit III Newer developments 15 Revised Classic Theories of Development: Neo-Behaviorism Social-Cognitive Theory: Albert Bandura a) Historical background: overview of classical and operant conditioning and major criticisms b) Role of context in theory development: context of changing paradigms c) Overview of key changes in Bandura’s approach to human learning d) Major criticisms; major contributions Contemporary Theories of Human Behaviour and Development: Bioecological Perspectives Urie Bronfenbrenner a) Relevance of personal and societal events/contexts in the construction of the theory (primary literature) b) Defining properties of the bioecological model (primary literature) c) Microsystemic influences in development (primary literature) d) Beyond the microsystem (meso-, exo-, macro-systemic influences in development) (primary literature) e) Later extensions e) Major criticisms; major contributions Unit IV Contemporary Theories of Human Behaviour and Development: Life 15 Span Approaches Life Span Theory: Paul B. Baltes and associates (primary literature) a) Role of context in theory development b) Life-span theories: key concepts & principles i. Lifelong processes in development ii. Change and plasticity iii. Gain-loss dynamic; development as a process of selective adaptation; SOC iv. Culture as compensation v. Incomplete architecture of human development c) Five levels of analysis d) Major criticisms; major contributions Life Course Theory: Glen H. Elder Jr. (primary literature) a) Role of context in theory development b) Overview of key ideas with regard to life course theory i. Social pathways ii. Cumulative processes iii. Life trajectories iv. Turning points c) Principles of life course theory (primary literature) d) Major criticisms; major contributions

References: Baldwin, A. (1980). Theories of human development. New York, NY: Wiley. Bronfrenbrenner, U. (1980). The ecology of human development. Chicago: University Press. Damon, W. (Series Ed.) & Lerner, R. M. (Vol. Ed.). (2006). Handbook of child psychology. Volume one: Theoretical models of human development. New York, NY: John Wiley. Erikson, E. H. (1963). Childhood and society. New York, NY: W. W. Norton. Freud, S. (1905, 1909/1990). Vol. 8 Case Histories. London: Penguin Books. Freud, S. (1955/1991). Case Histories 2. Penguin Freud Library, Vol.9. London: Penguin Books. Fromm, E. (1980). The greatness and limitations of Freud’s thought. New York, NY: Harper & Row. Green, M. (1989). Theories of human development: A comparative approach. New Jersey: Prentice Hall. Jung, C. G. (1961/1995). Memories, dreams, reflections. London: Fontana Press. Lerner, R. M. (2001). Concepts and theories of human development. Psychology Press. Mussen, P. H. (Ed.). (1983). Handbook of Child Psychology.Vol.1: History, theory and methods. New York, NY: Wiley. Thomas, M. (2000). Comparing theories of child development (5th ed.). Belmont, CA: Wadsworth.

Course Title Periods/ week Marks Credits Code PSHSII103 Advanced Study of Counselling and 4 100 4 Psychological Testing I

Objectives:

1. To introduce students to the advanced study of counselling and psychological testing. 2. To have students develop insights with regard to the counselling process, skills, approaches and applications. 3. To provide students with an overview of the field of psychological testing. 4. To have students construct advanced knowledge with regard to the various psychological tests of intelligence, aptitude, personality, and interest.

Course Content Lectures Unit I Introduction and Overview of counseling 15 a. Concept of counselling b. Characteristics of a helping relationship c. Core conditions of a helping relationship d. Personal characteristics of effective counsellors e. Stages in counselling • Initial Disclosure (attending, active listening ) • In-depth exploration(questioning, theme identification, confrontation, immediacy, advanced empathy) • Commitment to action and termination (goal setting, action plans, termination, follow-up) f. Achieving a professional and personal identity g. Ethical issues in counselling Unit II Counselling Approaches 15 a. Psychoanalytical b. Affective (Person-Centered, Gestalt ) c. Cognitive – Behavioural (Rational-Emotive-Behavioural Therapy, Beck’s Cognitive Therapy, Behavioural Counselling, Reality Therapy, Transactional Analysis) d. Solution–Focused Brief Counselling e. Crisis Intervention Unit III Overview of the Field of Testing 15 a. Characteristics of psychological tests (reliability, validity, item analysis, test construction, test administration) b. Major contexts of test usage c. Selection of appropriate tests d. Reporting psychological assessment e. Ethics of psychological testing f. Future of psychological testing and relevance of computer- assisted assessment

Unit IV Assessment of Intelligence, Aptitude, Personality & Interest 15 a. Assessment of Intelligence and Creativity (e.g.,Binet scales, Wechsler’s scales, Kaufman’s Assessment Battery, Bayley’s Scale of Infant Development, Torrance Tests of Creative Thinking ) b. Assessment of Personality (EPPS, MBTI, Cattell’s 16PF, Neo-Personality Inventory) c. Assessment of Interests and Aptitudes for Vocational Guidance ( e.g., Strong Interest Vocational Blank, Kuder Occupational Interest Survey, Campbell Interest and Skill Survey, Holland’s Self-Directed Search, Assessment of Career Development , Differential Aptitude Tests)

References

Capazzi, D & Cross, D .( 2014). Counselling and psychotherapy: Theories and interventions. New Jersey: Prentice –Hall.

Corey, G.( 2016). Theory and practice of counselling and psychotherapy. Connecticut: Cengage learning.

Gehart, D. ( 2012). Theory and treatment planning in counselling and psychotherapy. Connecticut: Cengage learning.

Groth-Marnat, G., & Jordan-Wright , A. ( 2016). Handbook of psychological assessment (6thed). New York, NY: Wiley.

Hays, D.G. ( 2014). Assessment in counselling . A guide to the assessment of psychological assessment procedures. New York, NY: Wiley.

Neukrug, E.S.(2015).The sage encyclopedia of theory in counselling and psychotherapy. Thousand Oaks, CA: Sage.

Neukrug, E.S., & Fawcett, C. (2014).Essentials of testing and assessment: A practical guide for counselors, social workers and psychologists. Connecticut: Cengage Learning.

Course Code Title Lectures/Week Marks Credits PSHSII104 Research in Early Childhood, School, 4 100 4 and Higher Education

Objectives 1. To expose students to high quality research in early childhood, school, and higher (i.e., tertiary) education. 2. To build in students both appreciation and critical thinking skills related to extant research in early childhood, school, and higher education. 3. To help students construct advanced knowledge of early childhood education, school education, and higher education.

Course Content Lectures Unit I Research in Early Childhood Education Part I 15 1A. Research on efficacy of early childhood programs: a) Efficacy of different types of early childhood programs; efficacy of different types of teaching-learning strategies in early childhood classrooms; anti-bias education 1B. Research on teacher development, teacher-student and teacher-parent relationships in early childhood: a) Teacher professional development and impact on student learning outcomes in early childhood b) Teacher-student relationships in the early childhood classrooms c) Family engagement in early childhood programs; cocaring frameworks 1C. Research on the role of play in early development: a) Threats to play in early childhood programmes; false dichotomy between play and learning; teacher instructional strategies and child play activities b) The complex role of pretend play in early childhood development c) The role of big body play in early childhood development; importance of natural spaces for play Unit II Research in Early Childhood Education Part II 15 2A. Research on language, cognitive, socio-emotional, and motor development in early childhood programs: a) Facilitation of speech-language and literacy skills in early childhood classrooms; multilingualism, dual-language learning and speech- language competence in early childhood classrooms; best practices identified through research b) Cognitive development, science and mathematics in early childhood classrooms c) Socio-emotional development, motor development, music and movement, creative arts in early childhood classrooms 2B. Research on assessment, transition to school, ICT, and diverse cultural settings in early childhood programs: a) Growth trajectories in early academic learning; assessment frameworks in early childhood care and education b) Transition to school; technology and digital media in the early years; research on early childhood education from diverse cultures Unit III Research in School Education 15 3A. Research on current status of the Indian and global school education systems a) Current status of the Indian and non-Indian school education systems at different levels with respect to access, enrolment, retention, participation in school process and achievement b) Teachers, teacher training/education, and teacher qualifications c) Medium of instruction and languages taught d) Schooling facilities in rural/tribal areas vs. urban areas; schooling facilities for children with disabilities; alternative schooling; specific facilities in secondary and higher secondary schools

3B. Research on teaching of various subjects in the school: a) Teaching of Indian languages and English b) Teaching of Mathematics, Science, and Social Science c) Teaching Art, Music, Dance and Theatre; Teaching Heritage Crafts d) Health and physical education in schools 3C. Research on Curriculum development a) Curriculum, syllabus and textbooks b) Vocational education in schools; work and education c) Examination reform 3D. Research in issues in school education a) Gender issues b) Problems of Scheduled Caste and Scheduled Tribe Children c) Use of educational technology d) Growth in school education in India and challenges Unit IV Research in Higher (i.e., Tertiary) Education 15 4A. Introduction and history of higher education a) Introduction; the logic of mass higher education; history in the world and India b) Western impact on Asian higher education; English as the dominating academic language c) Higher education systems in India and other countries 4B. Research on key concepts in higher education a) Academic leadership, governance and management in higher education b) Principles and policy issues of college admissions c) Transforming teaching and learning in higher education; student retention and success in higher education; development in the college years; transforming students d) Demonstrating institutional effectiveness; higher education accreditation e) Academic remuneration and contracts: Global and local realities 4C. Research on challenges facing higher education in India and globally; possible solutions a) The changing marketplace for higher education; understanding and shaping college mission, market and management; education sector non-profits; managing financial resources in non-profit organisations; public vs. private higher education b) Globalisation and higher education; higher education without borders; the global academic revolution c) Higher education in the digital age 4D. Research on issues in higher education a) Diversity and equity in higher education; student engagement in higher education b) Academic freedom—realities and challenges; student political activism c) Future of higher education

References: All India School Education Surveys (NCERT) and position papers on school education in India (NCERT)

Altbach, P. G. (2016). Global perspectives in higher education. John Hopkins University Press.

NAEYC Research into Practice Series

Yorke, M., &Longden, B. (2004). Retention & student success in higher education (1sted.). Open University Press.

Course Code Title Lectures/Week Marks Credits PSHSIIP101 Group Research Project I 3 50 2

Objectives 1. To facilitate students in completing the initial steps of a group research project in Human Development and allied areas. 2. To help students learn how to execute the beginning steps of a research, namely: identifying a viable and worthwhile research topic, specifying the research purpose, and completing a review of literature. 3. To provide students with the experience of working in a research team.

Course Content Lectures Unit I Preliminary steps in the research process: using multiple search strategies 15 (Part I) • Identifying leading scholarly journals (in the college library and through the Net): Which are the leading scholarly journals? Therefore, what are the broad areas of research related to Human Development? APA divisions that are applicable to Human Development • Reading the table of contents in nine journals (3 different journals x 3 volumes); articles in which areas are solicited in each such journal • Scanning dissertation topics; identifying focus areas with regard to dissertation topics; changes in dissertation topics over the years • Interviewing academicians/researchers/practitioners about salient/priority areas of research in Human Development and allied fields Unit II Preliminary steps in the research process: using multiple search strategies 15 (Part II) • Visits to research centers in Mumbai • Identifying priority areas of research in Human Development • Identifying three areas of personal interest o Selecting dissertations that match these interests o Selecting research journal articles that match these interests o Experts’ endorsement of such topics • Selecting one common area of interest to the group: starting a mini- research study o Summarising any three dissertations that match this interest o Summarising any three research papers that match this interest o Obtaining the perspective of any two experts on this topic o Finalising the research topic Unit III Preliminary steps in the research process: the review of literature and 15 statement of purpose • Studying the review of literature in various dissertations and research articles and identifying key features of the content of literature reviews with the teacher • Studying the manner in which the research purpose is stated in dissertations and research articles o Examples from 3 dissertations o Examples from 3 research articles • Developing skills in paraphrasing (i.e., rewriting ideas in own words) and avoiding plagiarism (due acknowledgement to original source) • Collecting literature on chosen topic (resource file as submission) • Writing one-page summaries of each resource in the file • Making an outline of the review of literature; finalizing the outline • Putting together a PPT presentation on a literature review and statement of purpose; finalizing title, content of review of literature, & research purpose • Oral presentation of the literature review and purpose on chosen topic (PPT)

Methods: Students engage in multiple hands-on exercises in pairs or threes. The assigned teacher explains the value of each exercise and how to do each exercise. Students complete each exercise and submit their work. They obtain feedback about the relevance of that work in the research process and about the quality of their work. The mini research study is to be done in threes or in a group of four.

References: Leong, F.T.L. & Austin, J. T. (Eds.) (1996). The psychology research handbook. New Delhi: Sage. Leong, F.T.L. & Austin, J. T. (Eds.) (2006). The psychology research handbook: A guide for graduate students and research assistants (2nd ed.). Thousand Oaks, CA: Sage.

Course Code Title Lectures/Week Marks Credits PSHSIIP102 Early Childhood Education Practicum 4 50 2

Objectives 1. To help students apply theoretical knowledge in practical situations. 2. To enable students to plan, implement and evaluate developmentally-appropriate educational and recreational activities for children. 3. To facilitate the development of classroom management skills in students. 4. To facilitate the development of event management skills in students.

Course Content Lectures Unit I Introduction 15 a) Orienting students to various aspects of the ECCE placement. b) Input sessions on lesson planning and conducting different activities for preschool children. c) Developing skills in creating and composing stories and songs. d) Developing skills in creative storytelling. e) Developing skills in selecting art and craft activities for young children. f) Developing skills in selecting/creating games/transition activities for young children. Observation of children a) Developing a checklist and using it to observe children in the preschool setting. Unit II Individual/Small Group lessons: Beginning Competencies 15 a) Planning and Implementing developmentally-appropriate lesson plans b) Evaluating Lessons (Self and Peers) c) Learning Classroom Management Unit III Individual/Small group lessons: Advanced Competencies 15 a) Planning and Implementing developmentally-appropriate lesson plans b) Evaluating Lessons c) Learning Classroom Management Unit IV Event Management 15 Planning and organizing a special event for one or more of the following: children, teachers, parents, and grandparents

Methods: Students are to be placed in a classroom in a preschool in Mumbai. Their placement is for one day a week and includes planning and evaluation meetings. Students are guided in their planning, conducting and evaluating developmentally-appropriate activities by the assigned faculty member.

Reference Kostelnik, M. J., Soderman, A. K., Whiren, A. P., &Rupiper, M. L. (2014). Developmentally appropriate curriculum: Best practices in early childhood education (6th ed.). New York, NY: Pearson.

Course Title Periods/ week Marks Credits Code PSHSIIP103 Counselling Practicum I 2 50 2

Objectives

1. To facilitate in students a clearer understanding of themselves. 2. To get students to work on issues that may affect the effectiveness of their counselling. 3. To help students develop competencies in the microskills of counselling. 4. To provide an opportunity to students to apply these skills in an individual setting. 5. To help students develop skills in recording the counselling process. 6. To help students develop skills in reporting the counselling process.

Course Content Periods Unit I Awareness of Self 15 a) Understanding Self b) Identifying issues in self that could affect counselling c) Translating insights into real-life settings Microskills in Counselling Part I Developing basic counselling skills (building rapport, active listening, paraphrasing, reflection, questioning, summarizing, goal setting, creating comfortable closure, termination, referral) Unit II Microskills in Counselling Part II 15 Developing advanced counselling skills (confrontation, advanced empathy, reframing, challenging self-destructive beliefs, using the “here and the now”) Reporting and recording counselling sessions a) Recording counselling sessions (audiotape/videotape) b) Preparing transcripts c) Reporting sessions

Students are expected to do the following under the guidance and supervision of a faculty member:

1. Participate in self-awareness exercises prior to observing and conducting the counselling sessions. 2. Observe the faculty member conduct at least five sessions focusing on the microskills of counselling. Faculty member demonstrates how to do conduct the sessions. 3. Conduct five sessions of individual counselling in the classroom in the presence of the instructor (who observes and gives feedback). 4. Conduct three sessions outside the classroom and record the same. 5. Report the counselling sessions in a file. 6. Continuously work on personal issues that could affect the effectiveness of their counselling.

References

Egan. G. ( 2014). The skilled helper. A problem management and opportunity development approach to helping. Belmont, CA: Brooks/ Cole.

Nelson- Jones, R. ( 2016). Counselling Skills: A helper’s manual. UK: Sage.

Course Title Periods/ week Marks Credits Code PSHSIIP104 Psychological Testing Practicum I 2 50 2

Objective To enable students to acquire competencies in the administration, scoring, and interpretation of selected psychological tests of personality, self-esteem/self-perception, aptitude and interest and measures of Learning disabilities and ADHD.

Course Content Periods Unit 1 Assessment of Personality 15 a. Edward Personal Preference Schedule b. Children’s Apperception Test c. Myers-Briggs Type Indicator d. Neo Personality Inventory Assessment of Self-Esteem/Self-Perception a. Rosenberg’s Self-Esteem Scale b. Harter’s Self-Perception Scales Unit 2 Vocational Assessment 15 a. Differential Aptitude Test b. Group Intelligence Test (NVTI/OTIS) c. Holland’s Self-Directed Search Assessment of Learning Disabilities and Attention– Deficit Hyperactive Disorder a. Assessment of the skills of language, memory, perception, reading ,writing and mathematics for learning disabilities b. Assessment of ADHD (hyperactivity, impulsivity and inattention).

Methods:

a) Faculty member demonstrates and explains the administration, scoring and interpretation of each of the tests one-by-one. b) Students administer at least each test on at least one participant under her guidance and supervision. c) Students are expected to strictly follow the relevant manual instructions while administering, scoring and interpreting each of the above mentioned tests. d) Students are expected to administer, score and interpret each of the above mentioned tests on at least three participants/clients. e) Students have to maintain an individual file of the test administrations.

References

Manuals of the above-mentioned tests

M.Sc. (HOME SCIENCE) BRANCH II : HUMAN DEVELOPMENT

SEMESTER II

Course Code Title Theory/ Internal Semester Total Periods Credits Practical Marks End Marks / week Exam PSHSII201 Research Methods and Statistics II 4 Theory 40 60 100 4 PSHSII202 Advanced Study of Theories of 4 Theory 40 60 100 4 Human Behaviour and Development II PSHSII203 Advanced Study of Counselling 4 Theory 40 60 100 4 and Psychological Testing II PSHSII204 Special Topics in Human 4 Theory 40 60 100 4 Development: Health Psychology & Positive Psychology PSHSIIP201 Group Research Project II 3 Practical -- 50 50 2 PSHSIIP202 Practicum in Other Human 4 Practical -- 50 50 2 Development Agencies PSHSIIP203 Counselling Practicum II 2 Practical -- 50 50 2 PSHSIIP204 Psychological Testing Practicum II 2 Practical -- 50 50 2 TOTAL 160 440 600 27 24

Course Code Title Lectures/Week Marks Credits PSHSII201 Research Methods and Statistics II 4 100 4

Objectives 1. To help students develop the skills needed in conducting a research in Human Development and allied areas. 2. To promote academic, research and professional ethics in students. 3. To introduce students to principles of good scientific writing. 4. To enable in students the skills in selecting, computing, interpreting and reporting advanced statistics.

Course Content Lectures Unit I 1 A. Sampling techniques in quantitative research 15 (a) Probability and nonprobability sampling methods in current use/examples from current research (b) Issues with regard to sampling techniques I B. Research designs in quantitative research Distinguishing between the following research designs; and, selecting research designs that are congruent with one’s research purpose. (a) Experimental, quasi-experimental, and pre-experimental research designs; correlational research design Inferring causality, internal validity, external validity (b) Survey research design (c) Other research designs: Longitudinal versus cross-sectional; exploratory, descriptive, and explanatory; mixed methods Unit II 2A. Qualitative research methods 15 (a) Ideology/worldview of the qualitative researcher (b) Research designs in qualitative research (c) Sampling techniques in qualitative research (d) Data collection methods in qualitative research (e) Data analytic strategies in qualitative research (f) Reporting of results in qualitative research 2B. Scientific writing (a) Distinguishing scientific writing from popular and literary writing styles (b) Characteristics/principles of scientific writing (c) Examples of good scientific writing (d) Writing a research proposal (d) Reporting statistical findings in text 2 C. Ethics (a) In academia (b) In research in general (c) In research with human subjects (d) In research with animal subjects Unit III 3 A. Prerequisite concepts needed for the use of advanced/inferential 15 statistics (a) Types of distribution Frequency distribution Normal distribution Probability distribution Sampling distribution (b) Type I and type II errors (c) Central limit theorem (d) Point estimation vs. interval estimation (e) Standard error (and confidence intervals) (f) Parametric and nonparametric methods 3 B. Using an advanced statistical method (steps in using an advanced statistical method) Unit IV 4 A. To study statistics that allows us to contrast phenomena 15 (a) Univariate chi-square test (b) Bivariate chi-square test (c) t- or z- test for contrasting two independent groups (d) Paired t-test (e) one-way independent groups ANOVA 4 B. To study statistics that allows us to examine relationships between variables (a) Bivariate chi-square test (b) Product-moment correlation coefficient 4 C. Ethics in the use of statistics (e.g., the importance of test assumptions, the number of statistical tests in a research and levels of significance)

References: Bhattacharyya, G. K. & Johnson, R. A. (1977). Statistical concepts and methods. New York, NY: John Wiley. Denzin, N. K., & Lincoln, Y. S. (2011). The Sage handbook of qualitative research. Thousand Oaks, CA: Sage. Fraenkel, J. R., &Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York, NY: McGraw-Hill. Jackson, S. L. (2012). Research methods and statistics: A critical thinking approach (4th ed.). Wadsworth Cengage Learning. Johnson, R. A., & Bhattacharyya, G. K. (2011). Statistics: Principles and methods (6th ed.). New York, NY: John Wiley. Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage. Kachigan, S. K. (1986). Statistical analysis: An interdisciplinary introduction to univariate & multivariate methods. Radius Pr. Kerlinger, F. N. & Lee, H. B. (2000). Foundations of behavioral research. Orlando, Florida: Harcourt. Leong, F.T.L. & Austin, J. T. (Eds.) (1996). The psychology research handbook. New Delhi: Sage. Leong, F.T.L. & Austin, J. T. (Eds.) (2006). The psychology research handbook: A guide for graduate students and research assistants (2nd ed.). Thousand Oaks, CA: Sage. Lerner, R. M. (Series Ed.), & Overton, W. F., &Molenaar, P. C. M. (Volume Eds.). (2015). Handbook of Child Psychology and Developmental Science, Vol. 1, Theory and method (7th ed.). New York, NY: Wiley. Rubin, A., &Babbie, E. R. (2011). Research methods for social work (7th ed.). Belmont, CA: Thomson, Brooks/Cole.

Course Code Title Lectures/Week Marks Credits PSHSII202 Advanced Study of Theories of 4 100 4 Behaviour and Development II

Course Content Lectures Unit I Classic Theories of Development: Growth of Thought, Language and 15 Morality (Part I) Cognitive Development: Jean Piaget a) Role of context in theory construction b) Biological presuppositions and epistemological conclusions (primary literature) c) Illustration of the epigenetic point of view (primary literature) d) Advanced study of assimilation and accommodation (primary literature) e) Factors of development (primary literature) f) Stages of cognitive development g) Major criticisms; major contributions Unit II Classic Theories of Development: Growth of Thought, Language and 15 Morality (Part II) Language and Thought: Lev S. Vygotsky a) Role of context in theory construction b) Development of thought and language c) Key generalizations about development d) Major criticisms; major contributions Moral Development: Lawrence Kohlberg a) Role of context in theory construction b) Overview of key ideas c) Stages of moral development d) Major criticisms; major contributions stages (primary literature) Unit III Contemporary Theories of Human Behaviour and Development: Systems 15 Approaches Introduction to Systems Theories Mechanistic vs. Organismic/Systems Views Key concepts integral to systems views Dynamic Systems Theory: Esther Thelen and Linda B. Smith (primary literature) a) Role of context in development of Dynamic Systems Theories b) Key ideas in Dynamic Systems Theories c) Principles of development d) Major criticisms; major contributions Dynamic Systems Theory: David C. Witherington a) Extensions of Dynamic Systems Theory i. Contextualism; organicism ii. Circular Causality; reciprocal nature of structure-function relationships iii. Emergence through self-organisation Unit IV Contemporary Theories of Human Behavior and Development: Other New 15 Approaches Action Perspectives: JochenBrandtstädter(primary literature) a) Role of context in development of action theories b) Key ideas in Action Theories of development c) Personal regulation of developmental processes d) The concept of action e) Intentional self-development and personal control over development f) Major criticisms; major contributions The Development of Agency: Bryan W. Sokol, Stuart I. Hammond, Janet Kuebli, and Leah Sweetman a) Key concepts in the development of agency Positive Youth Development: Peter L. Benson, Richard Lerner, Jacqueline Eccles, William Damon and associates (primary literature) a) Role of context in theory development b) Positive Youth Development Theory: Key ideas c) Major criticisms; major contributions

References: Baldwin, A. (1980). Theories of human development. New York, NY: Wiley. Damon, W. (Series Ed.) & Lerner, R. M. (Vol. Ed.). (2006). Handbook of child psychology. Volume one: Theoretical models of human development. New York, NY: John Wiley. Green, M. (1989). Theories of human development: A comparative approach. New Jersey: Prentice Hall. Lerner, R. M. (2001). Concepts and theories of human development. Psychology Press. Lerner, R. M. (Series Ed.), & Overton, W. F., &Molenaar, P. C. M. (Volume Eds.). (2015). Handbook of Child Psychology and Developmental Science, Vol. 1, Theory and method (7th ed.). New York, NY: Wiley. Mussen, P. H. (Ed.). (1983). Handbook of Child Psychology.Vol.1: History, theory and methods. New York, NY: Wiley. Piaget, J. (1970/1983). Piaget’s theory. In P. H. Mussen (Ed.), Handbook of Child Psychology. Vol.1: History, theory, and methods. New York, NY: Wiley. Thomas, M. (2000). Comparing theories of child development (5th ed.). Belmont, CA: Wadsworth.

Course Title Periods/ week Marks Credits Code PSHSII203 Advanced Study of Counselling and 4 100 4 Psychological Testing II

Objectives

1. To have students develop insights with respect to areas of child and adolescent counselling and in particular counselling children with special concerns. 2. To familiarize students with different areas of adult counselling and issues of human diversity in counselling. 3. To have students construct advanced knowledge with respect to assessment of individuals with impairments/handicaps/ disabilities. 4. To sensitize students to assessment in clinical and healthcare settings.

Course Content Lectures Unit I Specialized areas of counselling – Part 1 15 a. Child & Adolescent counselling ( play therapy, group counselling, school counselling, college counselling, career counselling ) b. Counselling children and youth with special concerns (addiction counselling; children of alcoholics, divorce, single- parent families; children experiencing death and bereavement; children with disabilities) Unit II Specialized areas of counselling – Part 2 15 a. Adult counselling (marriage, family and sex counselling; parent counselling; workplace counselling; counselling for mid-life issues; counselling older adults ) b. Issues of human diversity in counselling (counselling clients of different genders, socioeconomic strata, sex orientations, religions) Unit III Assessment of Special Populations 15 a. Visually Impaired and Blind b. Hearing Impaired and Deaf c. Motor Disabled d. Learning Disabled e. Mentally handicapped Unit IV Assessment in Clinical and Healthcare settings 15 a. Assessment of Child and Adult Adjustment, Anxiety, Self- esteem and Depression ( e.g., MMPI, Child Behavior Checklist, Harter’s Self-Esteem Scale, Beck’s Depression Inventory, Neuropsychological Assessment for the Geriatric population) b. Projective tests in Clinical Practice (e.g., Rorschach, TAT, CAT, Sentence Completion tests, Drawing tests) c. Types of Assessment in Healthcare settings (Anxiety Scales, Test Anxiety Scales, Life Experience Survey, Quality of Life, Marriage and Family functioning, Measures of Coping, Measures of Social Support)

References

Capazzi, D., & Cross, D. ( 2014). Counselling and psychotherapy: Theories and interventions. New Jersey: Prentice –Hall. Corey, G. ( 2016). Theory and practice of counselling and psychotherapy. Connecticut: Cengage learning. Gehart, D. ( 2012). Theory and treatment planning in counselling and psychotherapy. Connecticut: Cengage learning. Groth-Marnat, G., & Jordan-Wright , A. ( 2016). Handbook of psychological assessment (6thed). New York, NY: Wiley. Hays, D.G. ( 2014). Assessment in counselling . A guide to the assessment of psychological assessment procedures. New York, NY: Wiley. Neukrug, E. S. (2015). The sage encyclopedia of theory in counselling and psychotherapy. Thousand Oaks, CA: Sage. Neukrug, E.S., & Fawcett, C. (2014). .Essentials of testing and assessment: A practical guide for counselors , social workers and psychologists. Connecticut: Cengage Learning.

Course Code Title Lectures/Week Marks Credits PSHSII204 Special Topics: Health Psychology & 4 100 4 Positive Psychology

Objectives 1. To introduce students to special topics in Human Development and allied areas: namely, Health Psychology and Positive Psychology. 2. To facilitate students in constructing their knowledge of the key concepts in Health Psychology and Positive Psychology.

Course Content Lectures Unit I Health Psychology Part I 15 1A. Introduction to Health Psychology & Health Beliefs a) What is health psychology; focus and aims of health psychology b) Health inequalities c) Role of health beliefs in predicting health behaviours; intention- behaviour gap d) Theoretical perspectives • Attribution theory • Risk perception and self-affirmation theory • Motivation and self-determination theory • Self-efficacy • Stage models: stages of change model; health action process approach (HAPA); social cognition models 1B. Health Behaviours a) Eating behaviour • Diet and health • Developmental, cognitive, and weight concern models of eating b) Exercise • Contemporary concern with exercise behaviour; • Factors predicting exercise • Improving exercise behaviour; exercise adherence and relapse c) Sex • Biological functions of sex; sex as risk to health, including in the context of STDs/HIV and AIDS; sex and wellbeing • Developmental and decision-making models • LGBT community 1C. Health promotion: Changing health behaviours a) Learning and cognitive theories, social cognition theory, stage models; changing affect b) Modern technologies; media (negative influence, resource for positive change, media campaigns) c) Sustained behaviour change Unit II Health Psychology Part II 15 2A. Becoming Ill a) Illness cognitions; Leventhal’s self-regulatory model of illness behaviour b) Accessing healthcare • Health care systems: primary and secondary • Help seeking and delay • Screening; adherence; patient-practitioner interactions c) Stress and illness • The development of stress models; psychological factors; transactional model of stress • Appraisal, self-control; changes in physiology: stress reactivity, stress recovery, allostatic load, stress resistance; interaction between physiological and psychological aspects of stress • How does stress cause illness; individual variability in the stress- illness link; psychoneuroimmunology • Chronic stress: job stress, relationship stress • Coping, social support, personality, and control 2B. Being ill a) Pain • Early pain theories, psychological factors, gate control theory of pain, psychosocial factors in pain perception, subjective-affective- cognitive processes • Psychology in pain treatment b) Psychology through the course of illness • HIV and AIDS/Cancer/Diabetes/Chronic kidney disease • Obesity and coronary heart disease c) Gender issues in health d) Measurement of health status: Mortality to quality of life e) Critical health psychology Unit III Positive Psychology Part I 15 3A. Introduction a) History and foundations of Positive Psychology b) Character strengths, values, virtues; resilience 3B. Cognitive approaches a) Dispositional optimism, learnt optimism, health benefits b) Hope c) Mindfulness d) Self-efficacy & self-determination 3C. Emotional approaches a) Happiness, subjective well-being, hedonic capacity b) Understanding and developing positive emotions/positive affectivity (broaden and build theory; other theories), affective forecasting, benefits of negative emotions c) Emotional intelligence d) Emotional creativity Unit IV Positive Psychology Part II 15 4A. Interpersonal approaches a) Forgiveness b) Gratitude, altruism c) Love, compassion, kindness, goodness, empathy 4B. Neuroscience approaches a) Positive neuroscience 4C. Applications a) Positive education b) Positive aging c) Positive parenting d) Positive health e) Positive workplace; innovation and leadership through positive psychology

References: Ogden, Jane. (2012). Health psychology: A textbook (5th ed.). New Delhi: McGraw Hill, Open University Press.

Snyder, C. R., & Lopez, S. J. (Eds.). (2009). Oxford handbook of positive psychology (2nded.). New York, NY: Oxford University Press.

Course Code Title Lectures/Week Marks Credits PSHSIIP201 Group Research Project II 3 50 2

Objectives 1. To facilitate students in completing the middle and final steps of a group research project in Human Development and allied areas. 2. To help students learn how to execute the middle and final steps of a research, namely: selecting/constructing tools, data collection, data analysis, and reporting results. 3. To provide students with the experience of working in a research team.

Course Content Lectures Unit I Middle steps in the research process (Part I): Designing the methods of own 15 group research project • Tools o Reviewing relevant tools o Selecting, adapting available tools o Constructing tools o Piloting tools o Obtaining expert feedback • Making decisions about sample size, sample characteristics, and sampling techniques • Feasibility checks; obtaining consent from relevant organisations and potential participants

Unit II Middle steps in the research process (Part II): 15 • Data collection • Data entry o Quantitative data entry: SPSS o Identifying qualitative analysis areas

Unit III Latter steps in the research process: 15 • Data analysis o Quantitative o Qualitative • Making and finalising an outline of the results • Putting together a PPT presentation on the group research project with the final title and the research purpose as well as: o Sampling, sample size, sample characteristics o Measurement o Key findings o Brief discussion • Oral presentation of the methods and results of the group research project (PPT)

Course Code Title Lectures/Week Marks Credits PSHSIIP202 Practicum in Other Human Development 4 50 2 Agencies

Objectives 1. To help students apply theoretical knowledge in practical situations. 2. To provide students with hands-on experiences in Human Development agencies other than preschools (i.e., counselling centres, NGOs, corporate sector, schools).

Course Content Lectures Unit I Introduction 15 a) Orienting students to different Human Development (HD) agencies. b) Collecting information on possible placement opportunities in HD agencies. • Visits • Web-based information • Phone calls/emails c) Completing feasibility checks and finalising placement in an approved HD agency in pairs. Placement in an HD agency: Beginning Competencies (Part I) a) Observing processes in the HD agency in which placed. b) Making a report of the organisational structure and functioning Unit II Placement in an HD agency: Beginning Competencies (Part II) 15 a) Completing simple-level assignments or tasks given by site supervisors b) Making a report of the assignments/tasks Unit III Placement in an HD agency: Advanced Competencies 15 a) Completing advanced-level assignments or tasks given by site supervisors b) Making a report of the assignments/tasks Unit IV Conducting a workshop on a relevant theme at the HD agency in which 15 placed a) Planning and organizing a workshop on a relevant theme b) Implementing and evaluating the workshop

Methods: Students are to be placed in pairs at an HD agency in Mumbai such as NGOs, counselling centres, companies etc. Their placement is for one day a week and includes meetings with faculty supervisor and site supervisors. Students are guided in their planning, conducting and evaluating appropriate assignments including the workshop by the assigned faculty member along with the site supervisors.

Course Title Periods/ week Marks Credits Code PSHSIIP203 Counselling Practicum II 2 50 2

Objectives:

1. To help students develop competencies in using diverse approaches of counselling. 2. To provide an opportunity to students to apply these approaches in an individual setting. 3. To help students develop skills in recording the counselling process. 4. To help students develop skills in reporting the counselling process.

Course Content Periods Unit I Approaches to Counselling Part I 15 Solution Focused Brief Counselling Behavioural therapy Cognitive-behavioural Therapy • R.E.B.T. • Beck’s Cognitive Therapy

Unit II Approaches to Counselling Part 2 15 Transactional analysis Client-Centered Therapy and the Carkhuff Model Reality Therapy Gestalt Therapy

Students are expected to:

1. Observe the faculty member conduct at least three sessions of each counselling approach. 2. Conduct two sessions of each counselling approach in the classroom in the presence of the instructor (who observes and gives feedback). 3. Conduct two sessions outside the classroom and record it. 4. Report the counselling sessions in a file. 5. Attend at least one workshop that focusses on counselling approaches. 6. Continuously work on personal issues that could affect the effectiveness of their counselling.

References

Egan. G. ( 2014). The skilled helper. A problem management and opportunity development approach to helping. Brooks/ Cole: CA.

Nelson- Jones, R. ( 2016). Counselling Skills: A helper’s manual. UK: Sage.

Course Title Periods/ week Marks Credits Code PSHSIIP204 Psychological Testing Practicum II 2 50 2

Objectives

To enable students to acquire competencies in the administration, scoring and interpretation of selected psychological tests of intelligence, creativity, adjustment, anxiety and depression.

Course Content Periods Unit 1 Intelligence, Developmental and Creativity Assessment 15 a. Wechsler’s Intelligence Scale for School Children. b. Developmental Assessment Scale for Indian Infants. c. Kaufman’s Assessment Battery. d. Torrance/Passi’s Tests of Creativity. Unit 2 Assessment of Adjustment, Anxiety and Depression 15 a. Achenbach’s Child Behavior Checklist. b. State Trait Anxiety Inventory. c. Beck’s Depression Inventory.

Methods:

References

Manuals of the above-mentioned tests.

AC______Item No. ______UNIVERSITY OF MUMBAI

Syllabus for Approval

Sr. No. Heading Particulars M. Sc. (Home Science) Title of the 1 Branch II: Human Development Course Semesters III and IV  Bachelor of Home Science with specialisation in Human Development/Child Development or any sub- specialisation such as Early Childhood Education and Developmental Counselling.  Bachelor of Science with Human Development/Child Development  Bachelor of Home Science—general or any specialisation (e.g., Foods, Nutrition and Dietetics; Textile and Fashion Technology; Community 2 Eligibility for Admission Resource Management; Extension Education)  Bachelor of Arts with Psychology as a major or as a part fulfilment  Bachelor of Arts with Sociology as a major or as a part fulfilment  Bachelor of Arts with Education  Bachelor of Social Work  Learners of any gender are eligible to apply for admission to the course. 3 Passing Marks 40% (Theory) and (Practical) Eligibility- O.5088 dated 31st August, 2015 Ordinances / Regulations 4 Attendance- O. 6086 with effect from 2014-15 ( if any) and thereafter 5 No. of Years / Semesters 1 years/ 2 Semesters P.G. / U.G./ Diploma / Certificate 6 Level ( Strike out which is not applicable) Yearly / Semester 7 Pattern ( Strike out which is not applicable) New / Revised 8 Status ( Strike out which is not applicable) To be implemented from 9 From Academic Year 2017-18 Academic Year

Date: 10.04.2017 Signature :

Name of BOS Chairperson / Dean : ___Dr Geeta Ibrahim______

M. Sc. (Home Science), 1 Title of the Course Branch II: Human Development Semesters III and IV 2 Course Code PSHSII 3 Preamble / Scope The MSc in Home Science, with a specialisation in Human Development, is designed to facilitate the construction of knowledge and skills related to Human Development and allied fields,. Thrust areas in the curriculum include: Human Development and Family

Studies; Counselling, Testing, Psychological Disorders, & Human Exceptionality; Early Childhood, School and Higher Education; Health Psychology and Positive Psychology; Research Methods and Statistics; and Administration and Supervision of Human Development Agencies.. • We strive for empowerment of our students through an education that is: 4 – life-oriented – career-oriented . – community-oriented Tie-ups and linkages with numerous agencies relevant to Human Development are integral to the course.

Objective of Course / Course Outcome:

A. To facilitate students to build/strengthen the following skills: interpersonal skills & team-work; leadership/managerial /supervisory skills; research skills; oral & written scientific communication; specialised computer skills (SPSS); counselling skills; psychological testing skills; planning, executing, and evaluating activities for varied age-groups; event management skills; skill in identifying own interests related to Human Development and allied areas/strengthening competence in interest areas,global competence B. To help students build the following values and strengths: autonomy/initiative; creativity; service orientation; sensitivity to others; scientific contribution; professionalism; respect for diversity; commitment.

Eligibility  Bachelor of Home Science with specialisation in Human Development/Child Development or any sub-specialisation such as Early Childhood Education and Developmental Counselling.  Bachelor of Science with Human Development/Child Development  Bachelor of Home Science—general or any specialisation (e.g., Foods, Nutrition and Dietetics; Textile and Fashion Technology; Community Resource Management; Extension Education)  Bachelor of Arts with Psychology as a major or as a part fulfilment  Bachelor of Arts with Sociology as a major or as a part fulfilment  Bachelor of Arts with Education  Bachelor of Social Work  Learners of any gender are eligible to apply for admission to the course. Admission will be based on merit Merit at qualifying T.Y.B.Sc. examination (Semester V and VI) Fee Structure

M.Sc. (HOME SCIENCE) BRANCH II: HUMAN DEVELOPMENT SEMESTERS III & IV

PROPOSED FEE STRUCTURE 2017-18

*Particulars of fees for M.Sc. (Home Science) No. Semester III and IV Amount 1 Tuition fee 460.00 2 Univ. Share Tuition fee 540.00 3 Form and Prospectus fee 0.00 4 Other fees/ Extra-curricular activities 250.00 5 Exam fee 3120.00 6 Laboratory fee 6000.00 7 Library 1000.00 8 Gymkhana 400.00 9 Admission processing fee 0.00 10 V.C. Fund 20.00 11 Magazine 100.00 12 Identity Card 50.00 13 Group insurance 40.00 14 Student Welfare 50.00 15 University Sports and cultural activity 30.00 16 Development fee 500.00 17 Utility 250.00 18 Computer/Laptop 500.00 19 e suvidha 50.00 20 e charges 20.00 21 Disaster relief fund 10.00 22 Convocation fee only for M.Sc. Part II 250.00 23 National Services Scheme 10.00 24 Field trips/Activities 1000.00

TOTAL 14650.00

* FEES ARE DUE TO BE REVISED

7 No. of Lectures 12 periods per week 8 No. of Practical 5 Practicals, 9 Duration of the Course 1 year 10 Notional hours 12 periods per week 11 No. of Students per Batch: 10-12 Selection- Merit at qualifying B.Sc. examination (particularly, Semesters V and VI) Assessment– included in the syllabus copy as Scheme of Examination Syllabus Details – included in the syllabus copy Title of the Unit– included in the syllabus copy Title of the Sub-Unit – included in the syllabus copy Semester wise Theory – included in the syllabus grid Semester wise List of Practical – included in the syllabus grid Question Paper Pattern – included in the syllabus copy as Scheme of Examination Pattern of Practical Exam– included in the syllabus copy as Scheme of Examination Scheme of Evaluation of Project / Internship – included in the syllabus copy List of Suggested Reading– included in the syllabus copy List of Websites – included in the syllabus copy wherever applicable List of You-Tube Videos –Not Applicable List of MOOCs–Not Applicable

M.Sc. (Home Science) SEMESTER III BRANCH II: HUMAN DEVELOPMENT Revised w.e.f. June 2017

Course Title Internal Semester Total Periods/Wee Credit Code Assessme End Mark k/ s nt Marks Examinatio s Division/Batc n h PSHSII301 Developmental 40 60 100 4 4 Science I PSHSII302 Advanced Study 40 60 100 4 4 of Human Exceptionality PSHSII303 Advanced 40 60 100 4 4 Family Studies PSHSIIP30 Dissertation 50 50 100 10 4 1 PSHSIIP30 Supervision of -- 50 50 2 2 2 Curriculum Planning in Education Settings PSHSIIP30 Supervision of -- 50 50 2 2 3 Conduction of Developmentally -Appropriate Activities in Education Settings PSHSIIP30 Meta- -- 50 50 2 2 4 analysis/Seminar PSHSIIP30 Internship I -- 50 50 30 hours in all 2 5 600 24

Course Code Title Periods/week Marks Credits

PSHSII301 DEVELOPMENTAL SCIENCE I 4 100 4

Objectives 1. To facilitate competence in knowledge related to Developmental Science. 2. To expand the vision we hold of human development and the systems within which it occurs. 3. To create insights about human existence, both what is and what can be. Thus, to reflect on life as fashioned currently and explore alternatives. 4. To facilitate an understanding of the following: a. the different aspects of human development/developmental science that receive scholarly attention; b. the extent to which they are studied using a developmental framework; c. theoretical, methodological and substantive changes in conceptualizations over the years/recently; d. the inter-relationships between theoretical, methodological and substantive content and issues; and, e. the changes in explanations of human development over the years. 5. To examine alternative explanations of human development (e.g. by philosophers, theologians, religion, spirituality). 6. To reflect on the writings of exemplary researchers/scholars. 7. To hone scientific reading, analytical, and writing skills. Course Content Periods Unit I Introduction and Overview 15 Academic Perspective: Lerner, Overton, Valsiner, P.Baltes, Brandtstädter, Benson, Elder (a)The disciplinary focus on human development: Human Development/ Developmental Psychology/Developmental Science (b)Notions of Development; Key issues inherent in definitions of development (c) Understanding the relative and brittle nature of scientific truth. Processes and outcomes that characterize advancements in a(ny) science: Richard Rorty & Thomas Kuhn Alternative Perspective: Processes that explain advancements in science: D.Chopra Unit II History/Nature of Advancements in Human Development/Developmental 15 Psychology/Developmental Science; Principles of Development (Part 1): Academic Perspective: R. Stevenson and R. Cairns (a) History; nature of advancements/paradigmatic shifts (b) Principles of development; What characterizes development? How does human development proceed? (preformation versus epigenesis; mechanistic versus organismic explanations; structure-function relationships; plasticity, novelty/change/transformations/flexibility; recapitulation/acceleration versus deceleration; multiplicity/plurality of pathways; role of context in development; indivisibility of developmental influences) (c) Conceptual models (direct and indirect effects; proximal and distal effects; full mediation versus partial mediation) Alternative perspective: Principles characterizing development and life in general: J. Krishnamurti Unit III History/Nature of Advancements in Human Development/Developmental 15 Psychology/Developmental Science; Principles of Development (Part 2): Academic Perspective: Reese & Overton; Sameroff; J. Piaget; G. Gottlieb; Indian scholar (a) Paradigms in HD/DP/DS; Paradigmatic shifts in HD/DP/DS (b)Principles of development; What characterizes development? How does human development proceed? (probabilistic epigenesis, coactions, multiplicity/plurality/degeneracy/redundancy of pathways; competition or collaboration; canalization, resilience; role of context in development; indivisibility of developmental influences; continuity vs. discontinuity; developmental manifold concept) Alternative perspective: Principles characterizing development and life in general UNIT IV Gene-Environment Contributions in Developmental Science/Human 15 Development Gene-environment contributions: Academic perspective Advancements in understanding gene-environment contributions in human development (a) Gene-environment interaction model (b) Gene-environment correlation model (c) Animal research; separating the inseparable; the indivisibility of reality

Alternative perspective: Indivisibility (Thích Nhất Hạnh); role of genes (Neale DonaldWalsh

References Chopra, D. (1987).Creating health: Beyond prevention, towards perfection. Boston: Houghton Mifflin. Damon, W.C. (Series Ed.) (1998). Handbook of child psychology. Volumes I ,II, III and IV. Hoboken, New Jersey: Wiley. Damon, W. (Series Ed.) (2006). Handbook of child psychology.Volumes I, II, III and IV. Hoboken, New Jersey: Wiley. Hanh, T. N. (1975/1991). The miracle of mindfulness: A manual on meditation. London: Rider. Krishnamurti, J. (1994). The flame of attention. Madras: Krishnamurti Foundation of India. Krishnamurti, J. (1979/1997). Exploration into insight. Madras: Krishnamurti Foundation of India. Kuhn, T. (1970). The structure of scientific revolutions. Chicago: The University of Chicago Press. Kuhn, T. (2002). The road since structure: Philosophical essays, 1970-1993, with an autobiographical interview. Chicago: The University of Chicago Press. Mohanty, A. K., & Prakash, P. (1993).Theoretical despairs and methodological predicaments of Developmental Psychology in India: Some reflections. In T. S .Saraswathi and B. Kaur (Eds.), Human development and family studies in India: An agenda for research and policy, pp104-121. New Delhi: Sage. Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and developmental science. Volumes I, II, III and IV. Hoboken, New Jersey: Wiley. Mussen, P. H. (Ed.) (1983). Handbook of child psychology. Volumes I, II , III, and IV. Hoboken, New Jersey: Wiley. Plomin, R., DeFries, J. C., McClearn, G. E., & Rutter, M. (1997). Behavioral genetics. New York: W. H. Freeman. Saudino, K. J., & Plomin, R. (1997). Cognitive and temperamental mediators of genetic contributions to the home environment during infancy. Merrill-Palmer Quarterly, 43 (1), 1-23.

Course Code Title Periods/week Marks Credits

PSHSII302 ADVANCED STUDY OF HUMAN 4 100 4 EXCEPTIONALITY

Objectives 1. To sensitize students to individuals with exceptionality, their needs and problems. 2. To facilitate students in formulating a life span approach to the study of exceptionalities. 3. To help students gain advanced knowledge about the different categories of exceptionality— their prevalence, causes, characteristics, assistive technology, and educational support and services. 4. To help students build awareness and knowledge about different laws and legislations; provisions and concessions; and educational support and services for individuals with exceptionalities, globally and also with special reference to the Indian context.

Course content Periods UNIT I Introduction: Understanding exceptionalities in the 21st century 15  Describing people with differences: common terminologies, when someone does not conform to the norm; cultural perspectives of differences and how we judge what is normal; theories of developmental differences; a positive, person-centred approach to the lives of people with exceptionalities; issues related to labelling.  Historical perspectives on disabilities.  Education for all: Legislative history—US and Indian Laws, a comparison.  The Individuals with Disabilities Education Act (IDEA)  Inclusive Education  Multidisciplinary roles and responsibilities: Role of healthcare; roles of the psychologist and the special educator.  Transition and adult life of individuals with disabilities. UNIT II High-Incidence Disabilities 15  Intellectual and Developmental Disabilities (Life span view of: Definition and classification, prevalence, characteristics, causes, assessment, assistive technology, multidisciplinary collaboration—educational support and services, life planning).  Learning Disability (Life span view of: Definition and classification, prevalence, characteristics, causes, assessment, assistive technology, multidisciplinary collaboration— educational suppor tand services, life planning).  Communication Disorders (Life span view of: Definition and classification, prevalence, characteristics, causes, assessment, assistive technology, multidisciplinary collaboration— educational support and services, life planning). UNIT III Low-Incidence Disabilities 15  Severe and Multiple Disabilities (Life span view of: Definition and classification, prevalence, characteristics, causes, identification, assessment, assistive technology, multidisciplinary collaboration—educational support and services, life planning).  Sensory Impairments  Hearing impairment (Life span view of: The hearing process, definition, classification, prevalence, characteristics, causes, assessment, assistive technology, multidisciplinary collaboration—educational support and services, life planning).  Visual Impairment (Life span view of: Visual process, definition, classification, prevalence, characteristics, causes, assessment, assistive technology, multidisciplinary collaboration—educational support and services, life planning).  Physical Disabilities and Traumatic Brain Injury  Physical Disabilities: Cerebral Palsy, Spina Bifida, Muscular Dystrophy (Life span view of: Definition, classification, prevalence and causes, interventions and assistive technology, life planning).  Traumatic Brain Injury (Life span view of: Definition, causes, assistive technology, life planning). UNIT IV Giftedness and advanced topics in the field of exceptionalities 15  Gifted, Creative and Talented (Life span view of: Definitions and concepts, prevalence, characteristics, origins of giftedness, assessment, assistive technology, educational services and support, life planning).  Twice exceptional (2e) learners (children and adults).  Education for culturally-diverse students.  Exceptionalities and families.  Sexuality and disability.

References: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association. Gargiulo, R. M. (2015). Special education in contemporary society: An introduction to exceptionality (5th ed.). New York: Sage. Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2013). Exceptional learners: An introduction to special education (12th ed.). Boston, MA: Pearson Education. Hardman, M. L., Egan, M. W., & Drew, C. J. (2017). Human exceptionality: School, community, and family (12th ed.). Boston, MA: Cengage Learning. Heward, W. L. (2013). Exceptional children: An introduction to special education (10th ed.). Boston, MA: Pearson Education. Kharge, M. T. (2014). Rights of persons with disabilities bill, 2014. Retrieved from http://www.prsindia.org/uploads/media/Person%20with%20Disabilities/The%20R ight%20of%20Persons%20with%20Disabilities%20Bill.pdf Srivastava, P., & Kumar, P. (2015). Disability, its issues and challenges: psychosocial and legal aspects in Indian scenario. Delhi Psychiatry Journal, 18(1), 195-205.

Course Code Title Periods/week Marks Credits

PSHSII303 ADVANCED FAMILY STUDIES 4 100 4

Objectives 1. To introduce the student to the key theories in family studies. 2. To have students reflect on and examine key issues in research in family studies with a special focus on changing notions of family normality and models of family functioning. Course content Periods Unit I Marriage and the Family 15 a) Concepts of marital behaviour b) Marital satisfaction and marital stability c) Characteristics of high quality marital relationships d) Creating personal and dyadic well-being in marriages e) Sexuality in families f) Family violence—child maltreatment and adult maltreatment

Contemporary Alternative Family Patterns and Relationships a) Dual career families b) Singlehood: Historical and contemporary perspectives, reasons, successful singles, sexuality, loneliness, fulfillment c) Cohabitation: Types, cohabitation and stability of relationship, legal issues, same-gender cohabitants d) The Child-Free family: Voluntary childlessness e) Single-parent Families: Divorce, binuclear family, custody of children (mothers, fathers, split, joint) f) Stepfamilies: Phases g) Same-sex relationships

Unit II Current Status of Theorizing about Families 15 a) Symbolic Interaction Theory b) Conflict and feminist theory c) Structural/ Functionalism Theory d) Developmental Theory e) Social Exchange Theory f) Stress theory

Models of family functioning a) Circumplex model b) Double ABCX model of adjustment and adaptation c) Beavers System Model d) McMaster model of family functioning e) Grounded theory of family life model

Unit Parent-Child Relationships in Diverse Contexts 15 III a) Ecological and Systems Theory applied to parent-child relationships b) Family structural variations: socioeconomic status, maternal employment, divorce, siblings. c) Family process and relationship variables: parenting styles and behaviour, parental support, parental psychological and behavioural control, autonomy granting d) Family conflict: Parent-child conflict, inter-parental conflict.

Father’s Nurturance of Children over the Life Course a) Gendered and embodied fathering b) Cognitive map of parenting/fathering c) Transition to and within fathering d) Situated fathering e) Complex family configuration f) Reciprocity between fathers and children

Unit Micro-Social Perspective of Aging Families 15 IV a) Demographic revolution (longer lives, falling fertility) b) Work and welfare in old age c) Late-life living arrangements d) Marital relations in old age e) Eldercare

Intergenerational Relationships a) Intergenerational Relationship Theory b) Intergenerational Solidarity – A systematic approach to family relations c) Intergenerational Family Problems d) Intergenerational Ambivalence e) Elder abuse

References Bengston, V. L., Acock, A. C., Allen, K. R., Dilworth-Anderson, P., & Klein, D. M. (Eds.) (2005). Sourcebook of family theory & research. New Delhi: Sage. Bretherton, I. (1993). Theoretical contributions from developmental psychology. In P.G. Boss, W.J. Doherty, R. LaRossa, W.R. Schumm, & S.K. Steinmetz (Eds.), Sourcebook of family theories and methods: A contextual approach (pp. 505-524). New York, NY: Plenum. Broderick, C. B. (1993). Understanding family process: Basics of family systems theory. New York: Sage. DeLamater, J., & Hyde, J. (2004). Conceptual and theoretical issues in studying sexuality in close relationships. In J. Harvey, A. Wenzel, & S. Sprecher (Eds.), The Handbook of sexuality in close relationships (pp. 7- 30). Hillsdale, NJ: Erlbaum Heath, P. (2005). Parent-child relations: History, theory, research, and context. New Jersey: Prentice-Hall. Ingoldsby, B. B., Smith, S., & Miller, J. E. (2004). Exploring family theories. Los Angeles: Roxbury. Kuczynski, L. (2002). Handbook of dynamics in parent-child relations. New York: Sage. Kuczynski, L. (2003). Beyond bidirectionality: Bilateral conceptual frameworks for understanding dynamics in parent-child relations (pp.1-24). In L. Kuczynski (Ed.), Handbook of dynamics in parent-child relations. Thousand Oaks, CA: Sage. Kuvalanka, K.A, Weiner, J. L., & Russell, S.T. (2012). Sexuality in families: the (re-) creation of sexual culture. In G.W. Peterson & K.R. Bush (eds). Handbook of marriage and the family (pp 423-447). New York, NY: Springer. Lamb, M. E. (Vol. Ed.), Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and developmental science. Vol. 3: Socioemotional processes. Hoboken, N. J.: Wiley. Lerner, R. M. (2006). Developmental science, developmental systems, and contemporary theories of human development. In R. M. Lerner, W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Vol 1: Theoretical models of human development (6th ed.). (pp. 1–17). Hoboken, NJ: Wiley. Luxton, M. (2001). Conceptualizing ―families‖: Theoretical frameworks and family research. In M. Baker (Ed.), Families: Changing trends in Canada (pp. 28-50). Toronto: McGrawhill-Ryerson. Peterson G. W., & Bush, K. R. (Eds.). (2013). Handbook of Marriage and the Family (3rd ed.). New York, NY: Springer. Roy, P. K. (2003). Family diversity in India: Patterns, practices and ethos. New Delhi: Gyan. Saraswathi, T.S., & Kaur, B. (Eds.). (1993). Human development and family studies in India: An agenda for research and policy. New Delhi: Sage. Steel, L., Kidd, W., & Brown, A. (2001). The family (2nd ed.). London: Palgrave Macmillan. Sussman, M. B., & Steinmetz, S. K. (Eds.) (1987). Handbook of marriage and family. New York, NY: Springer. Sussman, M. B., Steinmetz, S. K., & Peterson, G. W. (1999). Handbook of Marriage and the family (2nd ed.). New York, NY: Plenum. Turner, L. H., & West, R. (Eds.) (2006). The family communication sourcebook. New Delhi: Sage. Walker, A. J. (1999). Gender and family relationships. In M. B. Sussman, S. K. Steinmetz, & G. W. Peterson, Handbook of marriage and the family (2nd ed.). New York, NY: Plenum Press. Wallace, H. (2002). Family violence: Legal, medical and social perspectives. Boston: Allyn & Bacon. Walsh, F. (Ed.) (2002). Normal family processes: Growing diversity and complexity. New York: Guilford. White, J. M., & Klein, D. M. (2014). Family theories: An introduction (4th ed.). New York: Sage. Wipfler, P. (2003). Parenting by connection. Palo Alto, CA: Parents Leadership Institute.

Course Code Title Periods/week Marks Credits

PSHSIIP301 DISSERTATION 10 100 4 Objectives 1. To provide students with an opportunity to conduct independent research under supervision in Human Development and allied areas. 2. To encourage students to work in conjunction with relevant industries, institutes, NGOs, hospitals, schools, etc. 3. To assist students in developing general research skills as well as research skills specific to their specialization. 4. To encourage students to adopt best practices in research. 5. To facilitate students in accomplishing the beginning steps of the research process, formulate and defend are search proposal, begin data collection, and write the first two chapters of the dissertation (Introduction and Review of Literature; Method). Course Content UNIT I A. Beginning Steps of the Research Process: I Contacting and communicating with experts (locally, nationally, and internationally) initially and periodically throughout the research process; reading relevant literature (e.g., scientific journals, dissertations, theses, books, literature on the net); selecting appropriate topics in one’s specialization; prioritizing these topics; checking topics for feasibility. B. Beginning Steps of the Research Process: II Identifying possible focus areas with regard to one topic; specifying one such focus area (using relevant reading and communication with experts);writing research objectives/ questions/hypotheses; conducting a thorough literature review; presenting a clear and convincing argument in support of the study; writing the first chapter of the dissertation, namely, the Introduction and Review of Literature, with due acknowledgement of source of ideas (i.e., avoiding plagiarism).

UNIT II A. Proposing Methods Specifying variables; defining variables (citing relevant literature); selecting an appropriate research design; making decisions related to sampling; selecting and/or constructing tools, pilot testing tools; making a plan of analysis; writing the second chapter of the dissertation, namely, the Method, with due acknowledgement of source of ideas; orally defending a research proposal; integrating feedback. B. Beginning Data Collection: Obtaining consent from participants and relevant agencies/authorities; at least starting data collection; integrating changes if any; scheduling remaining data collection; starting data entry; revising the first two chapters of the dissertation.

Course Title Periods/week Marks Credits Code PSHSIIP302 Supervision of Curriculum 2 50 2 Planning in Education Settings

Objectives: 1. To help students learn how to facilitate and supervise teachers in curriculum planning in education settings, particularly early childhood education settings. 2. To help students learn how to facilitate and supervise student teachers in planning developmentally- appropriate educational and recreational activities for young children. 3. To help students learn supervisory skills of supporting teachers as they engage in curriculum planning in educational settings, keeping in mind the learning objectives as also the classroom arrangement, classroom enrichment, role(s) of the child, role(s) of the teacher, transition activities, learning centres, and balance in the daily and weekly schedules. 4. To provide a hands-on, practical experience of supervision to students by having them play the role of a supervisor (in training) of student teachers. In effect the student-supervisors are guided in guiding the student-teachers.

Unit Course content Periods I Planning and executing workshops for student teachers on developmentally- appropriate activities for children in the following areas:  Fine-motor and gross-motor activities (e.g. blocks, manipulatives, outdoor play)  Art and craft activities  Music and movement  Language activities (e.g., picture talk/object talk/circle time/story time)  Science and math activities 15  Social studies activities  Sociodramatic play  Transition activities  Classroom arrangement, classroom enrichment, learning centres  Classroom management  Scheduling  Group dynamics, team-building, conduct and personal grooming II Supervising student teachers’ planning of developmentally-appropriate activities for young children in education settings:  Observing student teachers’ conduction of lessons and activities with children in education settings.  Supervising student teachers’ lesson planning for developmentally- appropriate activities: Brain-storming, discussion as well as written plans.  Supervising student teachers’ preparation of teaching aids. 15  Facilitating and supervising student teachers’ planning also with regard to the classroom arrangement, classroom enrichment, role(s) of the child, role(s) of the teacher, transition activities, learning centres, field trips, and balance in children’s schedules.  Supervising student teachers’ mock lessons and providing appreciative and constructive feedback. This practical dovetails with a Semester V, TY BSc Home Science (Branch II: Human Development) practical called “Curriculum Planning for Children in Education Settings”. Each student-supervisor is assigned a small number of student-teachers.

Course Title Periods/week Marks Credits Code PSHSIIP303 Supervision of Conduction of 2 50 2 Developmentally-Appropriate Activities in Education Settings

Objectives 1. To develop supervisory skills in student-supervisors such that, on graduation, they can become supervisors in early childhood education settings. 2. To help student supervisors identify and plan visits for student teachers to different educational settings and institutions catering to the needs of young children. 3. To build supervisory skills in student-supervisors such that they can facilitate student teachers in implementing and evaluating developmentally-appropriate educational and recreational activities for young children. 4. To facilitate student-supervisors in helping develop student-teachers’ teaching and classroom management skills. 5. To help student-supervisors guide student-teachers in applying theoretical knowledge in practical situations.

Unit Course content Periods I Supervising student-teachers in conduction and evaluation of developmentally- appropriate activities for young children in education settings:  Fine-motor and gross-motor activities (e.g. blocks, manipulatives, outdoor play) 15  Art and craft activities  Music and movement activities  Sociodramatic play  Transition activities II Supervising student-teachers in conduction and evaluation of developmentally- appropriate activities for young children in education settings:  Language activities (e.g., picture talk/object talk/circle time/story time)  Science activities  Math activities 15  Social studies activities  Learning centre activities  Field trips

This practical dovetails with a Semester V, TY BSc Home Science (Branch II: Human Development) practical called “Conducting Developmentally-Appropriate Activities for Children in Education Settings”. Each student-supervisor is assigned a small number of student-teachers.

Course Title Periods/week Marks Credits Code PSHSIIP304 Meta-Analysis/Seminar 2 50 2

Objectives

1. To provide students with the opportunity to identify concepts and issues in the literature of particular interest to them (other than their dissertation topic). 2. To facilitate students' powerful engagement with such literature either through conducting a meta- analysis or through a seminar.

Course content Protocol for the meta-analysis or seminar:

Students conduct a meta-analysis, following each of the steps.

Students submit a research report and make an oral presentation of the meta-analysis as part of the examination.

Alternatively, students take turns to present and teach their peers using a selected paper. Each week, 3 to 4 students (individually, one after another) make available their selected paper to their peers before class and teach their peers using that paper during the practical.

Each student has to submit reflections on 15 papers which were part of this seminar at the end of the semester and a viva voce is conducted by an expert.

Course Title Duration Marks Credits Code PSHSIIP305 INTERNSHIP I 30 50 2 hours in all

Objectives:

1. To provide opportunities to students to clarify specialized interests related to work and careers. 2. To provide hands-on experience to students in real-life work settings relevant to their field. 3. To have students rehearse skills analogous to job search skills: how to identify, enter and participate in already existing work settings relevant to their field or create work opportunities for themselves. 4. To have students build practical skills and knowledge and learn to apply theoretical knowledge to the field.

Course content Internship Protocol:

Students are required to place themselves as interns and complete an internship of 30 hours in any Human Development agency of their choice (subject to approval of the Department Head) such as: counselor trainees with counselors, curriculum developers/teacher trainers with educational institutions, soft skill trainers with an HR department, research assistants in a research centre, teaching assistant in a college etc.

Students can select from a wide range of educational, research, mental health, and welfare settings. They can choose to work with those from nonclinical populations as well as those from special or vulnerable or clinical populations.

The student's role in the internship agency must be clearly specified and the contribution made in the 30 hours must be in tangible form such as workshops/sessions conducted, module developed, data collected/analyzed, clients counseled etc.

At the end of the internship, students are required to submit a soft copy and a hardbound report to the college.

Internship will be graded by the supervisor at the place of internship on completion of the internship. The internship has to be concluded at least one month before the commencement of semester-end examinations.

Students can also take up an entrepreneurial activity (e.g., freelance with schools and conduct relevant workshops with students/ teachers/parents) with equal weightage (subject to approval of the Department Head).

Students who take up an entrepreneurial activity must specify clearly the 30 hours of contribution. They are required to submit a soft copy and a hardbound report to the college. They will be graded by experts.

M.Sc. (Home Science) SEMESTER IV BRANCH II: HUMAN DEVELOPMENT Revised w.e.f. June 2017

Course Title Internal Semester Total Periods/Week/ Credits Code Assessment End Marks Division/Batch Marks Examination PSHSII401 Advances in Research in 40 60 100 4 4 Human Development II PSHSII402 Advanced Study of 40 60 100 4 4 Psychological Disorders PSHSII403 Advanced Special Topics: 40 60 100 4 4 A. Adolescence B. Late Adulthood PSHSIIP401 Dissertation 50 50 100 10 4 PSHSIIP402 Supervision and Administration -- 50 50 2 2 of Child and Youth Community-Based Service Agencies PSHSIIP403 Supervision and Administration -- 50 50 2 2 of Adult Community-Based Service Agencies PSHSIIP404 Alternative Health Strategies -- 50 50 2 2 and Therapies PSHSIIP405 Internship II 50 30 hours in all 2 600 24

Course Code Title Periods/week Marks Credits

PSHSII401 DEVELOPMENTAL SCIENCE II 4 100 4

Objectives 1. To facilitate competence in knowledge related to Developmental Science with respect to selected domains of development. 2. To expand the vision we hold of human development and the systems within which it occurs. 3. To create insights about human existence, both what is and what can be. Thus, to reflect on life as fashioned currently and explore alternatives. 4. To facilitate an understanding of the following: a. the different aspects of human development that receive scholarly attention; b. the extent to which they are studied using a developmental framework; c. theoretical, methodological and substantive changes in conceptualizations over the years/recently; d. the inter-relationships between theoretical, methodological and substantive content and issues; and, e. the changes in explanations of human development over the years. 5. To examine alternative explanations of human development (e.g. by philosophers, theologians, religion, spirituality). 6. To reflect on the writings of exemplary researchers/scholars. 7. To hone scientific reading, analytical, and writing skills.

Course Content Periods Unit I Cognitive Development 15 Cognitive Development: Academic perspective Perspectives in the study of cognition and cognitive development, with a special focus on current perspectives (multiple intelligences, bioecological model of cognitive development, practical versus academic intelligences); mental abilities and cognitive styles; issues in the study of cognitive development/intelligence (metacognition, learning styles) Latest developments in the study of cognitive development

Alternative perspective

Unit II Language Development Language Development: Academic perspective Advancements in the study of language development Current theoretical and empirical perspectives in the study of language development Advancements in the study of bilingualism/multilingualism

Alternative perspective Unit III Socioemotional Development 15 Socioemotional Development: Academic perspective History of the study of emotions; methodological and theoretical advancements in the study of emotions; the development of socioemotional competence; skill sets of socioemotional competence; inter-relationships between emotional, social, cognitive and language developments. Latest developments in the study of emotional development: emotional regulation; emotions and consciousness.

Emotional Development: Alternative perspective What constitutes emotional well-being; process of creating emotional well- being; inter-relationships between emotional, language and cognitive developments.

Alternative perspective Conceptualization of emotional wellbeing in the spiritual literature (e.g., The Bhagwad Gita). Unit IV Personality, Self-Conceptions, and Gender 15 Personality Development: Academic perspective What is personality; tenability of personality; personality versus dynamism; the issue of continuity versus discontinuity in personality development Alternative perspective: Tenability of personality

Self-Conceptions: Academic perspective: Development of the self-system versus self-representations; contributions of William James; the looking glass self and Cooley; Susan Harter’s contributions; other self scholars’ contributions

Alternative perspective: Notions of personality in the spiritual literature; self vs. Self in the spiritual literature

Gender Development Changes in conceptualization and current perspectives

References

Bakshi, A. J. (2014). Personality and self: Multiple frames of reference for career service professionals. In G. Arulmani, A. J. Bakshi, F. T. L. Leong, & A. G. Watts (Eds.), Handbook of career development: International perspectives (pp. 121-147). New York, NY: Springer. Damon, W. C. (Series Ed.) (1998). Handbook of child psychology. Volumes I, II, III and IV. Hoboken, New Jersey: Wiley. Damon, W. (Series Ed.) (2006). Handbook of child psychology. Volumes I, II, III and IV. Hoboken, New Jersey: Wiley. Fingerman, K. L., Berg, C. A., Smith, J., & Antonucci, T. C. (Eds.). Handbook of life-span development. New York, NY: Springer. Lamb, M. E. (Vol. Eds.). Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and developmental science. Vol. 3: Socioemotional processes. Hoboken, N. J.: Wiley. Liben, L. S., & Müller, U. (Vol. Eds.) Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and developmental science. Vol. 2: Cognitive processes. Hoboken, N. J.: Wiley. Mussen, P. H. (Ed.) (1983). Handbook of child psychology. Volumes I, II, III, and IV. Hoboken, New Jersey: Wiley. Overton, W., & Molenaar, P. C. M. (Vol. Eds.) Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and developmental science. Vol. 1: Theory and method. Hoboken, N. J.: Wiley.

Course Code Title Periods/week Marks Credits

PSHSII402 ADVANCED STUDY OF 4 100 4 PSYCHOLOGICAL DISORDERS

Objectives 1. To sensitize students to individuals with psychological disorders, their needs and problems. 2. To help students gain advanced knowledge about the different psychological disorders—their prevalence, causes, characteristics, assistive technology, and educational support and services. 3. To help students build awareness and knowledge about different laws and legislations; provisions and concessions; and educational support and services for individuals with exceptionalities, globally and also with special reference to the Indian context.

Course content Periods Unit I INTRODUCTION 15  Defining mental disorders.  Historical view of psychopathology and evolution of contemporary thought.  Current paradigm in psychopathology: Genetic, Neuroscience, Cognitive Behaviour paradigms; factors that cut across the paradigms.  Diagnosis and assessment: classification of diagnosis, psychological assessment, neurobiological assessment, cultural and ethnic diversity in assessment.

Unit II NEURODEVELOPMENTAL AND PSYCHOTIC DISORDERS 15  Autism Spectrum Disorder (Clinical description of ASD, DSM-V diagnostic criteria, etiology, treatment)  Attention-Deficit/Hyperactivity Disorder (Clinical description of ADHD, DSM-V diagnostic criteria, etiology, treatment)  Schizophrenia (Clinical description of schizophrenia, DSM-V diagnostic criteria, etiology, treatment)

Unit III DISRUPTIVE, IMPULSE-CONTROL, CONDUCT AND MOOD 15 DISORDERS  Oppositional Defiant Disorder (Clinical description of ODD, DSM-V diagnostic criteria, etiology, treatment)  Intermittent Explosive Disorder (Clinical description of IED DSM-V diagnostic criteria, etiology, treatment)  Conduct Disorder (Clinical description of conduct disorder, DSM-V diagnostic criteria, etiology, treatment)  Depression (Clinical description of depression, DSM-V diagnostic criteria, etiology, treatment)

Unit IV  PERSONALITY DISORDERS AND SUBSTANCE USE 15 DISORDER  Cluster A-Schizotypal Personality Disorder (Clinical description of SPD, DSM-V diagnostic criteria, etiology, treatment)  Cluster B -Antisocial Personality Disorder (Clinical description of APD, DSM-V diagnostic criteria, etiology, treatment)  Narcissistic Personality Disorder (Clinical description of NPD, DSM- V diagnostic criteria, etiology, treatment)  Cluster C - Avoidant Personality Disorder, Obsessive-Compulsive Disorder (Clinical description, DSM-V diagnostic criteria, etiology, treatment)  Substance Use Disorder (Clinical description, prevalence and effect, etiology, treatment)

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Association. Bennett, P. W. (2011). Abnormal and clinical psychology: An introductory textbook (3rd ed.). Berkshire, UK: Open University Press. Comer, R. J. (2015). Abnormal psychology (9th ed.). Boston, MA: Pearson Education. Kring, A. M., Johnson, S. L., Davison, G. C., & Neale, J. M. (2012). Abnormal psychology (12th ed.). New York: Wiley. Kring, A. M., Johnson, S. L., Davison, G. C., & Neale, J. M. (2014) Abnormal Psychology: DSM-5 update (12th ed.). New York: Wiley.

Course Code Title Periods/week Marks Credits

PSHSII403 ADVANCED STUDY OF SPECIAL 4 100 4 TOPICS: A. ADOLESCENCE B. LATE ADULTHOOD

Objectives 1. To have students reflect on selected aspects of the human development/developmental science literature on adolescence and late adulthood.

2. To help students build specialised knowledge about adolescence and late adulthood.

Course Content Periods Unit I 1. Empirical and theoretical perspectives on relationships with 15 parents and peers in adolescence a. Socialisation models/processes: Historical perspectives on family socialization; contemporary perspectives on family socialization; the integrated roles of parents and peers; the family systems approach to socialization b. Adolescent-parent relationships; adolescent-parent attachment relationships c. Friendships, romantic relationships, and peer relationships; contexts of neighbourhood and school

Unit II 1. The development of sexuality, with a special focus on adolescence 15 a. Theoretical framework b. Development of sexuality: Childhood & Adolescence c. Adolescent sexual behaviour d. Parental influences e. Sexual coercion f. Sexuality in the Internet age g. Sexual minority youth h. Future directions i. Positive sexual development

2. Adolescent Neuroscience: Latest conclusions about the adolescent cognitive neuroscience

Unit III 1. Wisdom 15 a. Historic conceptions of wisdom b. Meaning of wisdom: Implicit and explicit theoretical approaches; wisdom and leadership; measurement of wisdom c. Development of wisdom: Wisdom and late adulthood; trajectories of wisdom d. Research on wisdom and late adult development

2. Thriving/Wellbeing/Gerotranscendence a. Concept of thriving in developmental study b. Definition and principles of thriving c. Thriving and positive development in later life; resilient aging; life strengths and well-being in late life; gerotranscendence (a developmental theory of positive aging); brain plasticity in late adulthood

Unit IV 1. Religious and Spiritual Development, with a special focus on late adulthood a. Conceptualising religiousness/religiosity and spirituality: Polarised or Overlapped? Meanings of religiousness and spirituality: Eastern vs. Western perspectives Defining religious and spiritual development b. Theories/conceptualisations of religious and spiritual development c. Developmental tasks and religious-spiritual development d. Positive correlates of religious and spiritual development e. Problematic religious and spiritual development f. Negative correlates and pathology g. Religion and spirituality as overlapping sources of life- strengths h. Positive spirituality and meaning-based counseling

References Fingerman, K. L., Berg, C. A., Smith, J., & Antonucci, T. C. (Eds.). Handbook of life-span development. New York, NY: Springer. Fry, P. S., & Keyes, C. L. M. (Eds.) (2010). New frontiers in resilient aging: Life strengths and well-being in late life. Cambridge, UK: Cambridge University Press. Hill, R. D. (2005). Positive aging: A guide for mental health professionals and consumers. New York, NY: W. W. Norton. Lamb, M. E., & Freund, A. M. (Vol. Eds.). Lerner, R. M. (Series Ed.). (2010). The handbook of life-span development, Vol. 2, Social and emotional development. Hoboken, N. J.: Wiley. Lamb, M. E. (Vol. Eds.) Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and developmental science. Vol. 3: Socioemotional processes. Hoboken, N. J.: Wiley. Liben, L. S., & Müller, U. (Vol. Eds.) Lerner, R. M. (Series Ed.) (2015). Handbook of child psychology and developmental science. Vol. 2: Cognitive processes. Hoboken, N. J.: Wiley. Oser, F. K., Scarlett, W. G., & Bucher, A. (2006). Religious and spiritual development throughout the life span. In W. Damon (Series Ed.), Handbook of child psychology.Volume I: Theoretical models of human development (pp. 942-998). Hoboken,NJ:Wiley. Tornstam, L. (2005). Gerotranscendence: A developmental theory of positive aging. New York, NY: Springer.

Course Code Title Periods/week Marks Credits

PSHSIIP401 DISSERTATION 10 100 4

Objectives 1. To provide students with an opportunity to conduct independent research under supervision in Human Development and allied areas. 2. To encourage students to work in conjunction with relevant industries, institutes, hospitals, schools, etc. 3. To assist students in developing general research skills as well as research skills specific to their specialization. 4. To encourage students to adopt best practices in research. 5. To facilitate students in completing data collection/data entry/data analysis, and writing the remaining three chapters of the dissertation (Results, Discussion, Summary). 6. To support students in: (a) completing and submitting the dissertation for the viva voce examination, (b) integrating feedback and submitting the final copy of the dissertation, and (c) writing a research paper using the findings of their research.

Course Content UNIT I A. Completing Data Collection B. Completing Data Entry and Preliminary Analyses Entering all data; checking for data entry errors; running preliminary analyses. C. Analyzing Data and Reporting Results Analyzing data; interpreting findings; reporting results in figures/tables and text using scientific protocol; writing the third chapter of the dissertation, namely, the Results, by research objectives/questions/hypotheses; orally presenting the results and integrating feedback. UNIT II A. Discussing Findings Corroborating own findings with those in previous research and theory (or practice); explaining findings using relevant literature and communication with experts; identifying/specifying contributions and limitations of own research; discussing implications of findings for practice/industry/family/society; suggesting recommendations for future research; writing the fourth chapter of the dissertation, namely, the Discussion, using appropriate scientific protocol. B. Summarizing Findings and Completing the Writing of the Dissertation Writing the fifth chapter of the dissertation, namely, the Summary; writing the abstract; revising previous chapters as necessary; completing all other relevant work for the dissertation (e.g., reference list, appendices, table of contents, and list of figures/tables); submitting the dissertation for the viva voce examination. C. Submission and Oral Defense; Writing of the Research Paper Orally defending the dissertation; integrating feedback into the final document; submitting the completed dissertation (hard copy and soft copy). Using the dissertation to write a research paper; submitting the research paper (hard copy and soft copy).

Course Code Title Periods/week Marks Credits

PSHSIIP402 Supervision and Administration 2 50 2 of Child and Youth Community- Based Service Agencies

Objectives 1. To support student-supervisors in facilitating student-teachers in learning how to plan, execute and evaluate developmentally-appropriate educational and recreational activities for underprivileged children in the community and Non-Governmental Organisations (NGOs). 2. To support student-supervisors in facilitating student-teachers in learning how to plan, execute and evaluate developmentally-appropriate educational and recreational activities for youth in the community and NGOs. 3. To support student-supervisors in facilitating student-teachers in learning how to plan, execute and evaluate developmentally-appropriate workshops for varied target groups in the community and in NGOs.

Unit Course content Periods I  Planning and executing input sessions.  To facilitate student teachers in observing, planning, executing and evaluating developmentally-appropriate educational activities and recreational activities for underprivileged children in Non-Governmental Organizations (NGOs). 15  To facilitate student teachers in observing, planning, executing and evaluating developmentally-appropriate workshops for underprivileged children in NGOs.

II  To facilitate student teachers in observing, planning, executing and evaluating educational activities and recreational activities for youth in Youth Centres and NGOs. 15  To facilitate student teachers in observing, planning, executing and evaluating developmentally-appropriate workshops for youth in Youth Centres and NGOs.

This practical dovetails with a Semester VI, TY BSc Home Science (Branch II: Human Development) practical called “Community-Based Services for Children and Youth”. Each student-supervisor is assigned a small number of student-teachers.

Course Code Title Periods/week Marks Credits

PSHSIIP403 Supervision and Administration 2 50 2 of Adult Community-Based Service Agencies

Objectives 1. To support student-supervisors in facilitating student-teachers in learning how to plan, execute and evaluate workshops/activities for varied target groups of adults in diverse Human Development agencies in the community and Non-Governmental Organisations (NGOs) (e.g., old age homes, rehabilitation centres, hospitals, HR departments of companies). 2. To guide student-supervisors in creating awareness among student-teachers about best practices in Human Resource Development.

Unit Course content Periods I  Planning and executing input sessions.  To facilitate student teachers in planning, executing and evaluating workshops/activities for varied target groups of adults in diverse Human Development agencies in the community and Non-Governmental Organizations 15 (e.g., old age homes, rehabilitation centres, hospitals, HR departments of companies). II  To facilitate student teachers in observing, planning, executing and evaluating workshops on Soft Skills (e.g., Team building; Leadership; Time/Stress Management).  Introducing student teachers to best practices in Human Resource Development: 15 Learning about best practices in the area of Human Resource Development (through resource persons/experts working in the respective fields).  Planning visits for student teachers to various organizations that are exemplary with regard to utilization of Human Resources. This practical dovetails with a Semester VI, TY BSc Home Science (Branch II: Human Development) practical called “Community-Based Services for Adults”. Each student-supervisor is assigned a small number of student-teachers.

Course Code Title Periods/week Marks Credits

PSHSIIP404 Alternative Health 2 50 2 Strategies and Therapies Objectives

1. To have students learn about alternative health strategies and therapies through engagement in participatory workshops.

Course content Periods Unit Organising and participating in workshops that teach Eastern alternative health strategies 15 I and therapies such as the following:

 Yoga  Mindfulness and meditation  Ayurveda  Energy healing  Laughter therapy  Acupuncture / acupressure  Any other

Unit Organising and participating in workshops that teach Western alternative health strategies 15 II and therapies such as the following:

 Music therapy  Dance therapy  Art-based therapy  Nature therapy  Hypnotherapy  NLP  Any other

At the end of the term, students are required to submit a soft copy and hardbound report to the college which will be graded and a viva voce will also be conducted. Note: Common paper with the Department of Foods, Nutrition and Dietetics, and Department of Textile and Fashion Technology.

Course Code Title Duration Marks Credits

PSHSIIP405 INTERNSHIP II 30 hours in all 50 2

Objectives:

1. To provide opportunities to students to clarify specialised interests related to work and careers. 2. To provide hands-on experience to students in real-life work settings relevant to their field. 3. To have students rehearse skills analogous to job search skills: how to identify, enter and participate in already existing work settings relevant to their field or create work opportunities for themselves. 4. To have students build practical skills and knowledge and learn to apply theoretical knowledge to the field.

Course content Students are required to place themselves as interns and complete an internship of 30 hours in any Human Development agency of their choice (subject to approval of the Department Head) such as: counselor trainees with counselors, curriculum developers/teacher trainers with educational institutions, soft skill trainers with an HR department, research assistants in a research centre, teaching assistant in a college etc.

At the end of the internship, students are required to submit a soft copy and a hardbound report to the college.

Examination Scheme for MSc Home Science:

Part A: Theory Papers All theory papers of 100 marks are to be evaluated in two parts.

INTERNALS: 40 marks. This comprises 30 marks for a project, 5 marks for class participation, and 5 marks for the extent to which the student was a responsible learner. See Table below:

 One seminar presentation based on the curriculum in the college, 30 Marks assessed by the teacher of the institution teaching PG learners / Publication of a research paper/ Presentation of a research paper in seminar or conference. A. Selection of the topic, introduction, write up, references‐ 15 marks. B. Presentation with the use of ICT‐ 15 marks.

 Other exercises of equal weightage can also constitute the project: For example, conducting interviews or assessments based on the topics in the curriculum; or reflective writing exercises on topics relevant to the curriculum; or product designing.

 Active participation in routine class instructional deliveries 05 Marks

 Overall conduct as a responsible learner, communication and 05 Marks leadership qualities in organizing related academic activities

SEMESTER-END EXAMINATION: 60 marks. The semester-end question paper is for 2 ½ hours. The semester-end examination question paper has to be set with limited choice within each set of questions.

For all four unit syllabi, the question paper must have five sets of questions of 12 marks each; each of the five questions is compulsory, with options within each question:  Question 1, carrying 12 marks, has a set of sub-questions from Unit I.  Question 2, carrying 12 marks, has a set of sub-questions from Unit II.  Question 3, carrying 12 marks, has a set of sub-questions from Unit III.  Question 4, carrying 12 marks, has a set of sub-questions from Unit IV.  Question 5, carrying 12 marks, has a set of sub-questions from Units I, II, III, and IV.  Possible sub-questions for Questions 1, 2, 3, 4 and 5 include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6. (Format may be modified for a lengthier statistics sum.)

Total Marks/ Internal Semester Pattern Duration Assessment End Exams Theory Papers 100 marks/ 40 60 Q 1.(12 marks)- Unit 1 2 ½ hours Q 2.(12 marks)- Unit 2 Q 3.(12 marks)- Unit 3 Q 4.(12 marks)- Unit 4 Q 5.(12 marks)- Units 1, 2, 3, 4, & 5

For all three unit syllabi, the question paper must have four sets of questions of 15 marks each; each of the four questions is compulsory, with options within each question:  Question 1, carrying 15 marks, has a set of sub-questions from Unit I.  Question 2, carrying 15 marks, has a set of sub-questions from Unit II.  Question 3, carrying 15 marks, has a set of sub-questions from Unit III.  Question 4, carrying 15 marks, has a set of sub-questions from Units I, II, & III.  Possible sub-questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8. (Format may be modified for a lengthier statistics sum.)

Part B: Practical Papers Each Practical Paper of 50 marks will be evaluated in a semester-end examination of 50 marks. There are no internal marks for these practical papers. The semester-end examination is of 3 ½ hours. Total Marks/ Internal Semester-End Pattern Duration Assessment Exams Practical Paper 50 marks/ - 50 - 3 ½ hours

Dissertation carries 100 marks in each of Semesters III and IV. Of these 100 marks, 50 marks are to be scored by the guide (25 marks for process & 25 marks for the product), and 50 marks by the referee(s) on the day of the viva-voce examination (25 marks for the written product & 25 marks for the viva).

UNIVERSITY OF MUMBAI

Syllabus

SEMESTER I & SEMESTER II

Program: M.Sc.

Course: Home Science

Branch III: Textile and Fashion Technology

(Credit Based Semester and Grading System with effect from the academic year 2016–2017)

M.Sc. (HOME SCIENCE) BRANCH III : TEXTILE AND FASHION TECHNOLOGY

SEMESTER I

Course Code Title Theory/ Internal Semester Total Periods Credits Practical Marks End Marks / week Exam PSHSIII101 Research Methods and Statistics I Theory 40 60 100 4 4

PSHSIII102 Global Merchandising Theory 40 60 100 4 4

PSHSIII103 Natural Fiber Science Theory 40 60 100 4 4

PSHSIII104 Textile & Garment Finishing Theory 40 60 100 4 4

Home Textiles - Designing & Practical -- 50 50 4 2 PSHSIIIP101 Product Development

Pattern Making, Grading and Practical -- 50 50 4 2 PSHSIIIP102 Garment Construction- Women’s Wear

Value addition through Finishes - Practical -- 50 50 4 2 PSHSIIIP103 Textile and Garment CAD- Textile & Fashion Practical -- 50 50 4 2 Illustration and Design PSHSIIIP104 Development

TOTAL 160 440 600 32 24

The candidate is required to submit the certificate of completing One Year Diploma course in : “CAD, CAM and Computer Technologies in the Apparel Industry”before completion of M.Sc. (Home Science) course.

Periods/ Course Code Title Marks Credits week

PSHSIII101 RESEARCH METHODS AND STATISTICS I 4 100 4

Objectives : 1. To build in student’s appreciation for high quality research in each of their specializations. 2. To introduce students to the skills needed in conducting a research in their specialization. 3. To introduce students to principles of good scientific writing. 4. To enable in students the skills in selecting, computing, interpreting and reporting statistics.

Course Content Lectures

1 A. Introduction and Overview a)What is a research? b) Objectivity and subjectivity in scientific inquiry: Premodernism, modernism, and postmodernism c) Steps in the research process d) Importance of research in general, and in each discipline e) Illustration of research in each of the three specialisations: Foods, Nutrition, UNIT I and Dietetics; Human Development; and, Textile and Fashion Technology 15 f) Qualitative versus quantitative research 1 B. The beginning steps in the research process . (a) Identifying broad areas of research in a discipline . (b) Identifying interest areas; using multiple search strategies . (c) Prioritising topics; specifying a topic; feasibility . (d) Review of literature/scholarly argument in support of study . (e) Specifying research objectives/hypotheses/questions 2 A. Variables (a) Definition (b) Characteristics (c) Types (d) Levels of measurement 15 UNIT II 2 B. Measurement (a) Conceptual definitions and operational definitions (b) Types of validity and reliability in quantitative research 2 C. Data entry in quantitative research (a) Codebook and mastersheet (b) Creating data files and data management 3.A. Introduction and overview to Statistics (a) Role of statistics in (quantitative) research (b) Definition/changing conceptions (c) Prerequisite concepts in mathematics (e.g., properties of the summation sign, basic algebra) 3 B. Descriptive Statistics for summarizing ratio level variables (a) Frequencies and percentages (b) Computing an average/measure of a central tendency UNIT III Mean, median, mode(s) Contrasting the mean vs. median Computing an 15 average when there are outliers or extreme values in the data set Robust measures of the center (5% trimmed mean; M estimators) Quartiles and percentiles (d) Computing a measure of variability or dispersion Why? (inadequacy of the mean) Minimum value and maximum value Range Interquartile range Variance and standard deviation (e) Discrete and continuous variables (f) Histograms and line graphs 4 A. Descriptive Statistics for summarizing nominal, ordinal and interval level variables 4 B. Demonstration of computer software such as the Statistical Package for the Social Sciences (SPSS) (a) Data entry (b) Data Management (c) Descriptive Statistics UNIT IV 15 4. C. Probability: Foundation of Advanced/Inferential Statistics (a) Definition (b) Role of probability in research and statistics (c) Elementary concepts in probability Sample space, experiment, event/outcome/element of the sample space Equally likely outcomes and the uniform probability model Stabilization of the relative frequency

References: Bhattacharyya, G.K. & Johnson, R. A. (1977). Statistical concepts and methods. NY: John Wiley. Dwiwedi, R. S. (1997). Research methods in behavioral sciences. Delhi: Macmillan India. Gravetter, F. J. &Waillnau, L. B. (2000). Statistics for the behavioral sciences. Belmont, CA: Wadsworth/Thomson Learning. Kerlinger, F. N. & Lee, H. B. (2000). Foundations of behavioral research. Orlando, Florida: Harcourt. Leong, F.T.L. & Austin, J. T. (Eds.) (1996). The psychology research handbook. New Delhi: Sage.

Course Code Title Periods/week Credits Marks

GLOBAL MERCHANDISING 100 PSHSIII102 4 4

Objectives: 1. To provide knowledge of international trade. 2. To impart knowledge of marketing and merchandising.

Course Content Periods

Information Technology for Merchandising i. Quick response business systems: ii. Customer driven systems (POS) iii. Universal product code (UPC) Unit I 15 iv. E-commerce, (ERP), Enterprise Resource Planning v. Electronic data interchange (EDI) vi. Smart labels and Radio frequency identification vii. Time based competition, Agility, Partnering (external and internal)

Merchandising systems i. Business to business relationships-wholesaling, ii. Business to ultimate consumer transactions- retailing iii. Line planning: evaluating merchandising mix and forecasting offerings, Merchandise budgets and assortment plans, delivery and allocation plans iv. Determining the length of selling periods: timing merchandising calendars (selling and transition periods) v. Forecast based merchandise plans (regional and local economic and cultural influences during the period trend and end of period trend analysis) vi. Line development: Line concept/ finished goods buying/ sourcing, product 15 development (creative design, line adoption, technical design) Unit II vii. Line presentation: internal line presentation, wholesale online presentation and retail line presentation Dimensions of planning product lines i. Pricing dimensions ii. Assortment dimensions: Merchandise assortment, SKU stock keeping unit Line development and computer technology: CAD systems, PDS, PIMS, Videoconferencing, Customization: Body scanning, Interactive on-line fashion information services, Web based data management systems Role & responsibilities of a merchandiser, Market Knowledge and four P’s Market Segmentation i. Factors for segmentation: Demographic trends, psychographics, social force, government influences, economic trends ii. Market penetration and development Unit III iii. Product development and diversification 15 Strategic Planning Definition, Marketing calendar, Line preview date, Critical path method, Line plan summary, Sales forecast, Shelf stock plan, Style status report, Order tracking Traditional & Contemporary line planning

Quality assurance i. Definition and importance of quality management Unit IV ii. Consumers’ perception of quality, company responsibility 15 iii. Deming’s 14 points, Juran’s 10 steps to quality improvement, Sigma six strategy iv. Standards and specifications. v. Quality determinants (raw materials, pattern and fit, construction) vi. Quality and sampling procedures vii. Statistical Process Control (SPC) viii. Merchandise Checking procedures: Quantity checking and quality controllers, Marking merchandise, Loss prevention: Shoplifting, Deterrents and controls, Electronic Article Surveillance (EAS) Merchandising perspectives on pricing Income statements, Pricing and costing, Pricing Strategies, Pricing variables, Pricing relationships and strategic pricing, Components of pricing strategies, Costing principles and strategies, Types of costing

References Boyd, H. W. (1995) Marketing management: Strategic approach with a global orientation. Chicago: Irwin / Richard Irwin. Davar, R. S. (1982) Modern marketing management. Bombay: Progressive. Diamond, E. (2006) Fashion retailing: A multi-channel approach, New Jersey: Pearson/Prentice Hall. Donnellan, J. (1999) Merchandising buying and management, New York: Fairchild Publications. Ed. Hines, T. and Bruce, M. (2001) Fashion marketing. Oxford: Buttersworth Heinemann. Jackson, T. & Shaw, D. (2001) Mastering fashion buying and merchandising management, New York: Palgrave. th Jarnow, J., Guereira, M. &Judelle, B. (1987). Inside the fashion business. (4 Ed.). New York: MacMillan. Kale, N. G. (1995). International marketing. Mumbai: Vipul Prakashan. Kale, N. G. (1998). Fundamentals of marketing and finance. Mumbai: Manisha Prakashan. th Kotler, P. (1998) Marketing management: analysis, planning, implementation and control. (9 Ed.). New Delhi: Prentice Hall. Vaz, M. (1996) Export marketing. Mumbai: Manisha Prakashan.

Course Code Title Periods/week Marks Credits NATURAL FIBER SCIENCE PSHSIII103 4 100 4

Objectives: 1. To study the morphology, chemical constitution and manufacturing processes of natural fibers. 2. To study physical and chemical properties and end uses of cellulosic and proteinic fibres.

Course Content Periods Cellulose fibers- Chemistry a) Chemistry of cellulose: Chemical composition and constitution b) Reactivity of Unit I 15 different hydroxyl groups, Hydrolysis and oxidation of cellulose, estimation of the extent of degradation Natural Cellulosic fibres- Physics Unit II Morphology, fine structure, properties, and varieties of cellulosic fibers including 15 Indian varieties. a) Cotton b) Jutec) Flax Proteinic fibers a) Chemistry of proteins- chemical composition and constitution of proteins, Unit III functional groups, properties conferred by the nature of substituent 15 b) Morphology and histology of wool and silk, types of bonds present in wool (including Indian varieties) and silk, Indian variety of wool and silk, properties Ecological concerns in manufacturing and processing of natural fibers Recent Unit IV 15 developments in natural fibers

References Carter, E. M. (1971). Essentials of Fiber Chemistry New York: Marcel Dekker. Chakraverty, R. R. (1972). A glimpse on the chemical technology of textile fibres.New Delhi: The Canton Press. Chapman, C. B. (1972). Fibres. London: Butterworths and company. th Cook, J. G. (1984). Handbook of textile fiber. (5 Ed.) U.K: DuramMerrow. th Corbman, P. B. (1985). Textiles: Fiber to fabric. (6 Ed.) McGraw Hill Book. Grayson, M. (1984). Encyclopedia of textile, fiber and nonmoving fabrics. New York: John Wiley & Sons. th Hess, K. Paddock.( ) Textile fibres and their use. (6 Ed). New Delhi: Oxford & IBH. th Hollen, N. & Saddler, J. (1988) Textiles. (6 Ed.) .New York: Macmillan. Howard, L. N. (1986). Textiles: fibres, dyers, finishes and processes. New Jersey: Noyes. th Hollen, N. & Saddler, J. (1988). Textiles (6 Ed.) New York: Macmillan. Kornreich, E. (1966). Introduction to fibres and fabrics. London Heywood books. Kothari, V. K. (2000). Textile fibres: Development and innovation. Vol. II. New Delhi: I.A.F.L. Publication. Lewin, M., & Pearce, M. E. (1998). A handbook of fiber chemistry. New York: Marcel Dekker. Marjory, L. J. (1976). Essentials of textiles. New York. Marjory, L. J. (1977). Introductory textile science rd .(3 Ed.). New York. Mishra, S. P. (2000). A textbook of fiber science and technology. New Delhi: New Age. Morton, W. E. &Hearle, W. S. (1975). Physical properties of textile fibres. London: The Textile Institute. Murthy, H. V. (1987). Introduction to textile fibres. Bombay: The Textile Association of India. Sadov, F., Korchanging, M. &Matelsky A. (1973). Chemical technology of fibrous materials. Moscow: MIR Publications. Shenai, V. A. (1977). Textile fibres. Vol. I Mumbai: Sevak. Steven, B. W. (1975). Fiber science. New Jersey: Prentice Hall. Tammanna, N. S. (1973). Handbook of silk technology. New Delhi: Wiley Eastern. th Tortora, G. P. (1992). Understanding textiles. (4 Ed.) New York: Macmillan. Wynne, A. (1997). Textiles-The Motivate Series, London: Macmillan Education Ltd.

Course Code Title Periods/week Marks Credits TEXTILE AND GARMENT PSHSIII104 FINISHING 4 100 4

Objectives: 1. To study about the chemicals used in textile finishing, along with the essential properties of raw materials used in their manufacture and application. 2. To study the recent developments in various finishing processes.

Course Content Periods

Introduction to and classification of textile auxiliaries, concept Unit I of water surface activity, hydrophilic and lyophilic 15 balance. Chemical finishing processes

Unit II Cationic, anionic and nonionic surfactants, soaps. 15

Unit III Current textile garment finishing in use: 15

Softening finish, stiffening finish, easy care / durable press finish, water repellent and water proof finish, soil release finish, non slip finish, finishing with enzymes. Various chemicals and method used in obtaining these finishes, their mode and mechanism of reaction, effect on various fabric and fabric properties.

Eco concerns of the finishes.

Unit IV Current textile garment finishing in use: 15

Flame retardant finish, anti-static finish, anti-pilling finish, UV protection finish, antimicrobial and anti fungal finish Various chemicals and method used in obtaining these finishes, their mode and mechanism of reaction, effect on various fabric and fabric properties.

Eco concerns of the finishes.

Future trends in chemical finishing

References Charan K. (1980). Technology of laundry and toilet soaps. New Delhi: S. B. Publications. Davidson A. and Milwidsky B. M. (1978). Synthetic detergent. Bombay: The Book Center. Hall A. J. (1986). Textile finishing. London: American Elsevier. Nallankilli G. and Jayaprakashan S. (1997). Textile finishing. Kamarpalayam: S. S. M. Publications Reevco W. A., Orake G. K. and Perkins R. M. (1974). Fire resistant textiles: handbook. Westpost: Technomic. Schindler, W.D. and Hauser, P.J. (2000). Chemical finishing of textiles. England: Woodhead Publishing Ltd. Shenai V. A. (1980). Chemistry of textile auxiliaries. Vol V. Bombay: Sevak. Srivastava S. B., Gupta R. K. and Gupta R. (1980). Household Detergents and Industrial Surfactants. New Delhi: Small Business.

Course Code Title Periods/week Marks Credits HOME TEXTILES- DESIGNING PSHSIIIP101 AND PRODUCT DEVELOPMENT 4 50 2

Objectives: 1. To acquaint students to advance techniques of pattern making for different products and styles of home made- ups. 2. To adapt constructed blocks to the given patterns and grading according to different sizes. 3. To familiarize students with various techniques of finishing. 4. To acquaint students with the skill of handling different materials and patterns. 5. Identification, analysis and selection of different types of fabrics for particular end-uses. 6. Layout of drafts on fabric and its cutting

Course Content Period Unit I Drafting of various made-ups- for bedroom, living room, kitchen, bathroom 15 Construction of Bedroom & living room products- classification of oriental and contemporary rugs, Floor covering, Bed linen, carpets, curtains, bedlinen, its availability in the market, Use & care of floor coverings, curtains, bed Unit II linen etc 15 Making products using hand and machine embroidery using old and new material

Construction of kitchen and bathroom products- Table Linen & Bath Linen, Kitchen towels & napkins,Different types of fabric used, Different sizes, Use & care of table and bath linen , Unit III 15 Making products using hand and machine embroidery using old and new material

Portfolio Presentation

References Deshpande R.S. 1978 “Modern Ideal homes for India” United Book corporation Poona. Deshpande R.S. 1971 “Building your own home” United Book Corporation, Poona De Van and Dorothy 1964 Introduction to Home Furnishing. NewYork, Mac Milan Co. Winget, I (1946 )Textiles& their selection Prentice-Hall, Inc Ana Hong, R (1935 )Home Furnishing, Wiley and sons, Chapman and Hall Heather Luke, (2001)Lets Home Decorator,Soft Furnishing, Charles Letts & co. Readers Digest, (1997) The complete book of sewing.

Course Code Title Periods/week Marks Credits PATTERN MAKING, GRADING AND GARMENT CONSTRUCTION PSHSIIIP102 4 50 2 – WOMEN’S WEAR

Objectives:

1. To acquaint students to advance techniques of pattern making for different styles of clothing for women. 2. To adapt constructed blocks to the given patterns and grading according to different sizes. 3. To familiarize students with various techniques of apparel making. 4. To acquaint students with the skill of handling different materials and patterns. 5. Identification, analysis and selection of different types of fabrics for particular end-uses. 6. Layout of drafts on fabric and its cutting

Course Content Periods A. Basic Block Construction (a) Adult’s Basic Block, Sleeve, Torso block (b) Displacements of darts Concealments of darts (c ) Drafting of yokes, gathers, pleats for upper and lower garments, collars (Shirt, Reversible, Shawl, Danton, Chinese) B. Drafting of sleeves (Dolman, Raglan, Kimono, Magyar) Unit I 15 C. Drafting and adapting patterns (along with draft instructions and markings) using anthropometric measurements and grading of upper block D. Drafting and adapting patterns (along with draft instructions and markings) using anthropometric measurements and grading of lower block Unit II Upper Garments: Choli, Kurta/Angarakha, Partywear/Western Outfit- any two 15 Unit III Lower Garments: Chudidar, Designer salwar, Skirts/trousers/culottes- any two 15 • Construction of the above garments using plackets (Kurta/double shirt placket/continuous Kurta), collars (Reversible/Chinese/ Shawl and Danton, yokes (T-/ U-/Straight) and gussets (simple/ sleeve/ strip), pockets (side seam pocket/velt pocket/ bound pocket/ front pant pocket) zips (with seam/ invisible zip/ zip with fly). • Portfolio Presentation

References Aldrich, W. (1996). Fabric Form and flat pattern cutting. Oxford: Blackwell Science. Armstrong, H. J (1986). Pattern making for fashion designing. New York: Harper Collins Armstrong, H. (1987). Pattern making for fashion design. New York: Harper & Row Bane, A. (1972). Flat pattern design. New York: McGraw Hill Batsford. Graff. J. L. (1976). Concepts in clothing. New York: McGraw Hill. Braddock, S. F. (1998). Techno-textiles: revolutionary fabrics for fashion and design. London: Thames and Hudson rd Bradley, G. (1954). Costume design. (3 Ed.). Searton International Textbook th Bray, N. (1970). Dress fitting: The basic principles of cut and fit. (5 Ed.) London: Crosby Lockwood and sons th Bray, N. (1970). Dress pattern designing: the basic principles of cut and fit. (5 Ed.) London: Crosby Lockwood and sons nd Bray, N. (1978). Dress fitting. (2 Ed.). London: Granada th Bray, N. (1978). Dress pattern designing. (4 Ed.). London: Granada th Bray, N. (1978). More dress pattern designing. (4 Ed.). London: Granada, Blackwell Science. nd Carr, H. and Latham, B. (1994). The Technology of clothing manufacture. (2 Ed.). Oxford: Blackwell Science Cooklin, G. (1991). Introduction to clothing manufacture. Oxford: Blackwell Science. Cooklin, G. (1992). Pattern grading for women’s clothes: the technology of sizing. Oxford: S.P. Professional Books. Cooklin, G. (1995). More patterns and grading for women’s outsize. Great Britain: Blackwell Science Dunn, L., Bailey. A. & Draper. W. (1970). Steps in clothing skills. Peoria. Illinois: Chas A. Bennett Giolle. D. A. &Berke. B. (1979). Figure types and size ranges. New York: Fairchild. Goulbourn, M. (1971). Introducing pattern cutting, grading and modeling. London: B.T. Goulboum, M. (1971). Introducing pattern cutting: Grading and modeling. London: B. T. Batsford. Jan, M. (1967). Coordinated pattern fit. Burgess Publishing Littman, C, (1977). Pattern making design: Skirts and pants. New York: Delmar Minott. J. (1978). Fitting commercial patterns. Minneapolis: Minnesota Burgess. Muke, A. (1980) A French touch -1. Pittsburgh: Hermann Printing &Litho Stanley. H. (1977). Modeling and flat cutting for fashion. London: Hutchison Toledo, R. (1996). Style dictionary. New York Abbeville Press.

Course Code Title Periods/week Marks Credits VALUE ADDITION THROUGH FINISHES– TEXTILE AND PSHSIIIP103 4 50 2 GARMENT

Objectives : 1. To experiment with the chemicals used in textile finishing, along with the essential properties of raw materials used in their manufacture and application. 2. To experiment with the chemicals used in denim washing, along with the essential properties of raw materials used in their manufacture and application. 3. To experiment with the recent chemicals and methods used in various finishing processes. 4. To experiment with chemicals and methods used in various fabrics for textile finishing 5. Portfolio & Journal

Course Content Periods Value addition through chemical finishes- functional- softening, antimicrobial, Unit I hydrophilic, water proof, soil release, etc. using environmental friendly 15 chemicals and reagents on various fabric types Value addition through chemical finishes- denim washing using environmental Unit II 15 friendly chemicals and reagents on various fabric types Unit III Testing and evaluation of above finishes relevant to each 15

Portfolio/Journal Presentation

Course Code Title Periods/week Marks Credits CAD- TEXTILE & FASHION ILLUSTRATION AND DESIGN PSHSIIIP104 4 50 2 DEVELOPMENT

Objectives: 1. To enhance the creative skills of drawing, sketching and rendering colours for designing prints, weaves, knits, garments and accessories based on themes. 2. The above ensembles to include designs in sleeves, collars, necklines, bodices, bifurcated wear, outer wear 3. To familiarize students with design process 4. Portfolio & Journal

Course Content Periods

Design Development for rotary and digital printing of textile designs for apparel and home furnishings- Inspiration, Forecast boards, Technical Unit I 15 drawings and Presentation of Design sheets using CAD Demonstrations of printing software’s in computer applications Design Development for weave and knit designs for apparel and home furnishings- Inspiration, Forecast boards, Technical drawings and Presentation Unit II of Design sheets using CAD 15 Demonstrations of weave and knit designing software’s in computer applications Design development for women’s, men’s and kids apparel and accessries- Inspiration, Forecast boards, Technical drawings and Presentation of Design Unit III 15 sheets using CAD Demonstrations of apparel designing software’s in computer applications

References Kybalova, L. (1968). Pictorial encyclopedia of fashion. London: Hamlyn. st Mackrell, A. (1997). An illustrated history of fashion and 500 years of fashion illustration. (1 Ed.). London: B.T. Batsford. McKelvey, K. (1996) Fashion source book. Oxford: Blackwell Science McKelvey, K. (1996) Illustrating fashion. Oxford: Blackwell Science. Neady, F. (1958) Fashion drawing. New York: Rotman. Ogawa. Y. (1990). Colour in fashion: a guide to coordinating fashion colours. Bombay: India Books. Peacock, J. (1993). 20thcentury fashion : the complete source book. London: Thames and Hudson. Peacock, J. (1997). 20thcentury fashion: the source books – the 1930’s. London: Thames and Hudson. Peacock, J. (1997). Fashion source books – the 20’s. New York: Thames and Hudson. Peacock, J. (1997). Fashion source books – the 30’s. New York: Thames and Hudson. Peacock, J. (1997). Fashion source books – the 50’s. New York: Thames and Hudson. Peacock, J. (1997). Fashion source books – the 70’s. New York: Thames and Hudson. Photoshop software manual Richpeace software manual Singer (1993).Creating fashion accessories. U.S.A.: C.Y. de’Cosse. Tate, S.L. (1987). The complete book of fashion illustration. New York: Harper & Row. Toledo, R. (1996). Style dictionary. New York: Abbeville. Turnpenny, J.M. (1983). Fashion design and illustration II- knitwear and jersey. London: Century Hutchison Turnpenny, J.M. (1986). Fashion design and illustration I- basic guidelines. London: Century Hutchison. Wonderweaves software manual

M.Sc. (HOME SCIENCE) BRANCH III : TEXTILE AND FASHION TECHNOLOGY

SEMESTER II

Course Code Title Theory/ Internal Semester Total Periods Credits Practical Marks End Marks / week Exam PSHSIII201 Research Methods and Statistics II Theory 40 60 100 4 4

Global Marketing and Theory 40 60 100 4 4 PSHSIII202 Entrepreneurship

Regenerated and Synthetic Fiber Theory 40 60 100 4 4 PSHSIII203 Science

PSHSIII204 Technical Textiles Theory 40 60 100 4 4

Accessory Making and Product Practical -- 50 50 4 2 PSHSIIIP201 Development

Pattern Making, Grading and Practical -- 50 50 4 2 PSHSIIIP202 Garment Construction- Men’s Wear

Value addition through Dyeing Practical -- 50 50 4 2 PSHSIIIP203 and Printing Fashion Photography and Visual PSHSIIIP204 Practical -- 50 50 4 2 Merchandizing TOTAL 160 440 600 32 24

Periods/ Course Code Title week Marks Credits RESEARCH METHODS AND STATISTICS II PSHSIII201 4 100 4

Objectives : 1. To help students develop the skills needed in conducting a research in their specialisation. 2. To promote academic, research and professional ethics in students. 3. To introduce students to principles of good scientific writing. 4. To enable in students the skills in selecting, computing, interpreting and reporting statistics.

Course Content Periods 1 A. Sampling techniques in quantitative research . (a) Sampling methods in current use/examples from current research . (b) Issues with regard to sampling techniques I B. Research designs in quantitative research Unit I Distinguishing between the following research designs; and, selecting research designs 15 that are congruent with one’s research purpose. . (a) Longitudinal versus cross-sectional . (b) Experimental versus quasi-experimental versus correlational . (c) Exploratory versus descriptive versus explanatory 2 A. Qualitative research methods (a) Ideology/worldview of the qualitative researcher (b) Research designs in qualitative research (c) Sampling techniques in qualitative research (d) Data collection methods in qualitative research (e) Data analytic strategies in qualitative research (f) Reporting of results in qualitative research 2B. Scientific writing Unit II . (a) Distinguishing scientific writing from popular and literary writing styles 15 . (b) Characteristics/principles of scientific writing . (c) Examples of good scientific writing . (d) Writing a research proposal . (e) Reporting statistical findings in text 2 C. Ethics . (a) In academia . (b) In research in general . (c) In research with human subjects . (d) In research with animal subjects 3 A. Other concepts needed for the use of advanced/inferential statistics (a) Types of distribution Frequency distribution Normal distribution Probability distribution Sampling distribution (b) Type I and type II errors Unit III 15 (c) (c) Central limit theorem (d) Point estimation vs. interval estimation (e) Standard error (and confidence intervals) (f) Parametric and nonparametric methods 3 B. Using an advanced statistical method (steps in using an advanced statistical method) 4 A. To study statistics that allows us to contrast phenomena (a) Univariate chi-square test (b) Bivariate chi-square test (c) t- or z- test for contrasting two independent groups (d) Paired t-test (e) ANOVA Unit IV 4 B. To study statistics that allows us to examine relationships between variables 15 (a) Bivariate chi-square test (b) Product-moment correlation coefficient 4 C. Ethics in the use of statistics (e.g., the importance of test assumptions, the number of statistical tests in a research and levels of significance)

References Bhattacharyya, G.K. & Johnson, R. A. (1977). Statistical Concepts and Methods. NY: John Wiley. Dwiwedi, R. S. (1997). Research Methods in Behavioral Sciences. Delhi: Macmillan India. Gravetter, F. J. &Waillnau, L. B. (2000). Statistics for the Behavioral Sciences. Belmont, CA: Wadsworth/Thomson Learning. Kerlinger, F. N. & Lee, H. B. (2000). Foundations of Behavioral Research. Orlando, Florida: Harcourt. Leong, F.T.L., & Austin, J. T. (Eds.) (1996). The Psychology Research Handbook. New Delhi: Sage.

Course Periods/ Title Credits Code week Marks

PSHSIII202 GLOBAL MARKETING AND ENTREPRENEURSHIP 4 100 4

Objectives 1. To equip students with the knowledge of the fashion world. 2. To provide knowledge of international trade. 3. To impart knowledge of marketing and merchandising. 4. To enhance entrepreneur skills.

Course Content Periods Language of fashion and textile design i. Definition and nature of Fashion Business ii. Principles of Fashion iii. Terminology: Style, Fashion (high and mass fashion), Design, Taste, Classic, Fad, Trend, any others iv. Components of Fashion/Design Elements & Principles: 15 Unit I v. Fashion Cycle vi. Movement and Theories of fashion vii. Fashion forecast and fashion shows Leading international designers and their labels Organization and operation of the fashion business: Women’s wear, menswear, children’s wear, fashion accessories, home fashions

Merchandise planning, buying and control. i. Merchandise distribution ii. Service quality, servicing customers in on-site and offsite ventures iii. Personal Selling: Characteristics of sales associate, Sales presentation Advertising and promotion i. Classifications of Fashion advertisements Unit II ii. Media 15 iii. Promotional programs and Publicity iv. Off-site retailing: E-tailing Advantages v. Process (creating a web-site Design development and web-site specifications) vi. Classification of E-tailers vii. Catalogs Market Research i. Basic, Applied (consumer, product, market analysis) ii. Consumer research: Demographics and psychographics iii. Product research: preferred product design and characteristics iv. Market analysis: long range and short range forecasting Fashion research i. Fashion trend research ii. Color research iii. Fabric and trim research iv. Line plan & styling direction. Unit III v. Nature of retailing research and the research process 15 Data Collection i. Methods for data collection ii. Focus groups, Mall intercepts consumer panels, mail & telephone surveys, point of sale data, corporate sales records, Web sites. iii. Industry information sources: Trade shows, trade publications Fashion Retailing i. Definition of retailing terms ii. Types of retailing and multichannel fashion retailing iii. Understanding fashion consumers and their buying behavior. iv. Consumer behavior and assessment theories v. Concept of decision making Self concept theory vi. Consumer analysis vii. Customer Response (CRS) viii. In-store shopping behavior: Situational factors, Shopper’s intentions, stock situations (in-stock, stock-out, customer service), purchase decisions (current sales, potential sales, lost sales) Supply chain management in fashion and textiles i. Concepts and principles of SCM: short interval scheduling (SIS), inventory carrying costs, supply chain for soft goods. What are supply chains, definitions ii. Information and technology in supply chain management: SCM enabling technologies: EDI, EPOS, item coding, EFT, activity based costing, etc. The applications of the information and technology for the SCM in the 15 fashion industry. iii. Marketing sourcing and logistics decisions decisions iv. Pricing considerations: Competition, merchandise characteristics, International sourcing process: Research, Initial orders, L/C documents, follow-up, final quality inspection, Shipping documentation Visual Merchandising i. Environments of Visual presentations: Windows and interiors ii. Designing and fixturing for retail environment iii. Designing the interiors space iv. Trends in retail environment design Entrepreneurship UNIT IV i. Definition, Entrepreneurial skills 15 ii. Realities, profiles of leading retail entrepreneurs iii. Starting your own business iv. Planning capital and environment influences. Ecology, ethics and green issues i. Business ethics and social responsibility, Ethics in retailing

Periods/ Mark Course Code Title Credits week s REGENERATED AND SYNTHETIC PSHSIII203 FIBRE SCIENCE 4 100 4

Objectives : 1. To study the morphology, chemical constitution and manufacturing processes synthetic fibers. 2. To study physical and chemical properties and end uses of proteinic and synthetic fibers. 3. To acquaint students with recent developments in the field of fibers.

Course Content Periods Regenerated cellulosic fibers a) Raw materials, manufacturing process, physical and chemical properties of regenerated fibers.(viscose rayon, cuprammonium rayon, Unit I 15 polynosic fibers, high tenacity viscose, modal and lyocell) b) Chemically modified cellulose (primary and secondary acetate rayon) Synthetic fibres Synthesis of raw material, Manufacturing process, properties, uses and Unit II modification of various synthetic fibers a) Nylon 6, nylon 66 b) 15 Polyester c) Acrylic Other synthetic fibres Unit III a) Modacrylic b) PVC, PVA, Elastomeric carbon, glass 15 Blends currently used. Ecological concerns in manufacturing and processing of regenerated UnitIV and synthetic fibers. 15

Recent developments in regenerated and synthetic fibers

References Carter, E. M. (1971). Essentials of fiber chemistry New York: Marcel Dekker. Chakravorty, R. R. (1972). A glimpse on the chemical technology of textile fibres. New Delhi: The Canton Press. Chapman, C. B. (1972). Fibres. London: Butterworths and company. th Cook, J. G. (1984). Handbook of textile fiber .(5 Ed.) U.K: DuramMerrow. th Corbman, P. B. (1985). Textiles: Fiber to fabric. (6 Ed.) McGraw Hill Book. Grayson, M. (1984). Encyclopedia of textile, fiber and nonmoving fabrics. New York: John Wiley & Sons. Gulrajani, M. L. (1985). Man-made textiles in developing countries. India: The Textile Association. Gulrajani, M. L. (1985). Man-made textiles in developing countries. India: The Textile Association. th Hess, K. Paddock.( ) Textile fibres and their use. (6 Ed). New Delhi: Oxford & IBH. th Hollen, N. & Saddler, J. (1988) Textiles. (6 Ed.) .New York: Macmillan. th Hollen, N. & Saddler, J. (1988). Textiles (6 Ed.) New York: Macmillan. Howard, L. N. (1986). Textiles: fibres, dyers, finishes and processes. New Jersey: Noyes. Kornreich, E. (1966). Introduction to fibres and fabrics. London Heywood books. Kothari, V. K. (2000). Textile fibres: Development and innovation. Vol. II. New Delhi: I.A.F.L. Publication. Lewin, M., & Pearce, M. E. (1998). A handbook of fiber chemistry. New York: Marcel Dekker. Marjory, L. J. (1976). Essentials of textiles. New York. rd Marjory, L. J. (1977). Introductory textile science .(3 Ed.). New York. Mishra, S. P. (2000). A textbook of fiber science and technology. New Delhi: New Age. Moncrieff, R. W. (1975). Mamade Fibers. London: Newnes Butterworth. Moncrieff, R. W. (1975). Mamade Fibers. London: Newnes Butterworth. Morton, W. E. &Hearle, W. S. (1975). Physical properties of textile fibres. London: The Textile Institute. Murthy, H. V. (1987). Introduction to textile fibres. Bombay: The Textile Association of India. Porczynski, C. Z. & Carroll. (1961). Manual of man-made fibres. Bombay: The new book. Porczynski, C. Z. & Carroll. (1961). Manual of man-made fibres. Bombay: The new book. Sadov, F., Korchanging, M. &Matelsky A. (1973). Chemical technology of fibrous materials. Moscow: MIR Publications. Shenai, V. A. (1977). Textile fibres. Vol. I Mumbai: Sevak. Steven, B. W. (1975). Fiber science. New Jersey: Prentice Hall. Tammanna, N. S. (1973). Handbook of silk technology. New Delhi: Wiley Eastern. Tortora, G. P. (1992). th Understanding textiles. (4 Ed.) New York: Macmillan. Wynne, A. (1997). Textiles-The Motivate Series, London: Macmillan Education L

Course Code Title Periods/week Marks Credits

TECHNICAL TEXTILES 4 100 PSHSIII204 4

Objectives 1. To study about the various technical textiles, along with the essential properties of raw materials used in their manufacture and application. 2. To study the recent developments in technical textiles

Course Content Periods

Medical Textiles 1) Introduction to healthcare and medical textile devices. a. Polymers used in Medical applications (Alginate, Chitosan, Silk, PLA, PGA, Carboxymethyl cellulose, Cellulose acetate, Polyurethane, Polyester, Polypropylene etc ) 2) Design criteria & fabrication of Medical textile products: with special focus on Knitting, Braiding, 3D weaving, nonwoven techniques, spacer fabric, composites, Hydrogel, Rapid prototyping, Electrospinning. 3) Interaction of cells on Polymeric textile structures (integrin recognition, cellular signaling process, gene expression, immune rejection, correlations with fabric structure and properties). 4) Broad general classification of Medical Textiles. 5) Non-implantable materials (existing products, limitations, future direction) . Wound-dressing, related hydrogel and composite products. . Bandages:Simple,Lightsupport, Compression, Orthopedic bandages. 6) Gauges. 7) Healthcare and Hygiene Products. Applications of hollow fibres for protein purification, drug delivery, biosensor. Implantable biomedical devices (existing products, limitations, future direction) 8) Vasculargrafts(knitting,nonwoven, electrospinning) Unit I 9) Sutures(mono/multifilament,braided) 15 10) Heartvalves(knitting) 11) Hernia mesh (knitted, nonwoven) 12) Extra-corporeal materials (existing products, limitations, future direction) 13) Cartilage (nonwoven, 3D weaving) 14) Skin(nonwoven,weaving) 15) Liver (rapid prototyping) 16) Kidney,Urinarybladder(nonwoven,3D weaving) 17) Tendons, Ligaments (Silk filaments, braiding) 18) Cornea(Electrospinning,hydrogel composite) 19) Soluble factor release (Drug, Growth factor Delivery), Enzyme (Matrix metalloprotease, proteases etc) attachment on fibrous materials. 20) Adhesive, anti-adhesive patches for Surgical application. 21) Phase change polymers & their healthcare applications. 22) Coating & finishing technologies for medical textiles. 23) Characterizing tests, Evaluation of commercial medical textiles products, International and National Standards. Fundamental aspects of safety training. Legal and ethical issues involved in the medical textiles materials. 24) Need, type and applications of 3D structure. 25) Methods of producing 3D structures through weaving and knobbing. 26) Warp and weft knitted spacer fabrics - production, properties and applications 27) Ku-knit and multi-knit 3D structures. Struto and wave maker techniques for producing 3D nonwoven Applications of 3D Nonwovens. 28) Production of 3D braided structures. 29) Type of composites and application areas of textile based composites. 30) Textile reinforcement materials in different types of composites. 31) One, two and three dimensional reinforcements and matrix materials for composites. 32) Production and properties of performs. 33) Production of rigid composites. 34) Properties and uses of rigid composites. Unit II Automotive Textiles 15 Application of textiles in automobiles. Requirements and design for pneumatic tyres Safety devices like air bags and Seatbelts in automobiles. Noise, vibration and heat insulation components in automobiles. Seating fabric characteristics for automobiles. Unit III Sports Textiles 15 Sports clothing and Equipment-Scope and classification. Design of sports active wear. Design of sports active wear. Knitted structures in active sportswear. Waterproof breathable materials. Textile components of sports shoes. Sport surfaces and Equipment. Textiles for Packaging Textiles in food packaging. Fabrics for bags and luggage. Flexible Intermediate Bulk Packing. Unit IV Textiles for Packaging 15 Textiles in food packaging. Fabrics for bags and luggage. Flexible Intermediate Bulk Packing.

References: For medical textiles: Principles of Tissue Engineering, Second Edition, by Robert Lanza, RobeLanger, Joseph P. Vacanti. Tissue Engineering: Engineering Principles for the Design of Replacement Organs Tissues, by Mark Saltzman, Oxford University Press. Medical Textiles, by SubhashAnand, Woodhead Publishing Ltd. Medical textiles 2007: Proceedings of the fourth international conference on health and medical textiles, By JF Kennedy, SC Anand, M Miraftab, S Rajendran, CRC Pre. Medical Textile monthly newsletters, Technical Textiles Net Publications. Medical Textiles and Biomaterials for Healthcare, Ed by S.C. Anand, M Miraftab,Kennedy, Woodhead Publishing Ltd, 2005. V. K. Kothari (Ed), Technical Textiles, IAFL Publications, New Delhi, 2008. SabitAdanur (Ed), Wellington Sears Handbook of Industrial Textiles, Technomic Publishing Company, Inc, Pennsylvania, 1995. RichardA.Scott(Ed),TextilesforProtection,WoodheadPublishing Limited, Cambridge, 2005. A.R.HorrocksandS.C.Anand,HandbookofTechnicalTextiles, Woodhead Publishing Limited, Cambridge, 2000.

Course Code Title Periods/week Marks Credits

ACCESSORY MAKING AND PRODUCT 4 PSHSIIIP201 DEVELOPMENT 50 2

Objectives 1. To study about the accessories, along with the essential properties of raw materials used in their manufacture and application. 2. To study the recent developments in various accessories.

Course Content Periods

Head Gears, Stoles/scarfs & Belts- Traditional & Contemporary, brands, labels, designers Unit I 15 Designing and making, value addition through colouration, embroidery, other techniques using different materials and methods Unit II Bags & Footwear- Traditional & Contemporary, brands, labels, designers 15 Designing and making, value addition through colouration, embroidery, other techniques using different materials and methods Unit III Jewelry, Watches- Traditional & Contemporary, brands, labels, designers 15 Designing and making, value addition through colouration, embroidery, other techniques using different materials and methods

References JohnPeacock,"Thecomplete20thCenturySourceBook", Thames and Hudson, London, 2000 John Peacock, "Fashion Accessories-Men", Thames and Hudson, London, 1996 Claire Billcocks,"Century of Gavin Bags", Chartwell Books, New Jersey 1997 MalolowBlahnik- CoCollinMacdolw, "Shoes-Fashion and Fantasies", Thames and Hudson, 1989 Gavin Waddell, “How fashion works”,Blackwell Publishing Phyllis Tortora “TheFairchildEncyclopediaofFashionAccessories”, OM publishers Gini Stephens Frings, “Fashionfromconcepttoconsumer”, Seventh edition Dr. M. S. Sheshadri, “Apparel Marketing and Merchandising”

PATTERN MAKING, GRADING & GARMENT CONSTRUCTION- MEN’S WEAR

Course Code Title Periods/week Marks Credits PATTERN MAKING, GRADING & GARMENT CONSTRUCTION- PSHSIIIP202 4 50 2 MEN’SWEAR

Objectives 1. To acquaint students to advance techniques of designing and pattern making for different styles of clothing for men. 2. To adapt constructed blocks to the given patterns and grading according to different sizes. 3. To familiarize students with special techniques of apparel making. 4. To acquaint students with the art of handling different materials and patterns. 5. Identification, analysis and selection of different types of fabrics for particular end-uses. 6. Layout of drafts on fabric and its cutting 7. Finishing and Packaging 8. Portfolio Presentation

Course Content Periods 1) Basic Block Construction (a) Adult’s Basic Block, Sleeve, (b)Torso block (c) Drafting of yokes, gathers, pleats for upper and lower garments, collars (Shirt, Reversible, Shawl, Rever, Danton, Chinese) Unit I 2) Drafting of sleeves 15 3) Drafting and adapting patterns (along with draft instructions and markings) using anthropometric measurements and grading of upper block 4) Drafting and adapting patterns (along with draft instructions and markings) using anthropometric measurements and grading of lower block Upper Garments: Shirt Kurta/Sherwani, Partywear/Western Unit II 15 Outfit- any two Lower Garments: Trouser, Chudidar, shrts/culottes- any two Unit III 15 To include packets, zip attachment etc

References Antongiavanni, Nicholas: The Suit, HarperCollins Publishers, New York, 2006. ISBN 0-06-089186-6 Byrd, Penelope: The Male Image: men's fashion in England 1300-1970. B. T. Batsford Ltd, London, 1979. ISBN 0-7134-0860-X Croonborg, Frederick: The Blue Book of Men's Tailoring. Croonborg Sartorial Co., New York and Chicago, 1907 Cunnington, C. Willett; Cunnington, Phillis (1959): Handbook of English Costume in the 19th Century, Plays Inc, Boston, 1970 reprint Devere, Louis: The Handbook of Practical Cutting on the Centre Point System (London, 1866) revised and edited by R. L. Shep. R. L. Shep, Mendocino, California, 1986. ISBN 0-914046-03-9 Doyle, Robert: The Art of the Tailor, Sartorial Press Publications, Stratford, Ontario, 2005. ISBN 0-9683039-2-7 Druessedow, Jean L. (editor): Men's Fashion Illustration from the Turn of the Century Reprint. Originally published: New York: Jno J. Mitchell Co. 1910. Dover Publications, 1990 ISBN 0-486-26353-3 Mansfield, Alan; Cunnington, Phillis: Handbook of English Costume in the 20th Century 1900-1950, Plays Inc, Boston, 1973 Stephenson, Angus (editor): The Shorter Oxford Dictionary. Oxford University Press, New York, 2007 Unknown author: The Standard Work on Cutting Men's Garments. 4th ed. Originally pub. 1886 by Jno J Mitchell, New York. ISBN 0-916896-33-1 Vincent, W. D. F.: The Cutter's Practical Guide. Vol II "All kinds of body coats". The John Williamson Company, London, circa 1893. Waugh, Norah: The Cut of Men's Clothes 1600-1900, Routledge, London, 1964. ISBN 0-87830-025-2 Whife, A. A (ed): The Modern Tailor Outfitter and Clothier. The Caxton Publishing Company Ltd, London, 1951 Additional Reading: Aldrich, W. (1996). Fabric Form and flat pattern cutting. Oxford: Blackwell Science. Armstrong, H. (1986). Pattern making for fashion designing. New York: Harper Collins Armstrong, H. (1987). Pattern making for fashion design. New York: Harper & Row Bane, A. (1972). Flat pattern design. New York: rd McGraw Hill Bradley, G. (1954). Costume design. (3 Ed.). Searton International Textbook Bray, N. (1978). nd Dress fitting. (2 Ed.). London: Granada Armstrong, H. J. (1986). Pattern making for fashion designing. New York: Harper and Row Batsford. Graff. J. L. (1976). Concepts in clothing. New York: McGraw Hill. Braddock, S. F. (1998). Techno-textiles: revolutionary fabrics for fashion and design. London: Thames and Hudson th Bray, N. (1970). Dress fitting: The basic principles of cut and fit. (5 Ed.) London: Crosby Lockwood and sons th Bray, N. (1970). Dress pattern designing: the basic principles of cut and fit. (5 Ed.) London: Crosby Lockwood and sons th Bray, N. (1978). Dress pattern designing. (4 Ed.). London: Granada Carr, H. and Latham, B. (1994). The nd Technology of clothing manufacture. (2 Ed.). Oxford: Blackwell Science th Bray, N. (1978). More dress pattern designing. (4 Ed.). London: Granada th Bray, N. (1995). More dress pattern designing. (4 Ed.). Great Britain: Blackwell Science. Cooklin, G. (1991). Introduction to clothing manufacture. Oxford: Blackwell Science. Dunn, L., Bailey. A. & Draper. W. (1970). Steps in clothing skills. Peoria. Illinois: Chas A. Bennett Giolle. D. A. &Berke. B. (1979). Figure types and size ranges. New York: Fairchild. Goulboum, M. (1971). Introducing pattern cutting: Grading and modeling. London: B. T. Batsford. Goulbourn, M. (1971). Introducing pattern cutting, grading and modeling. London: B.T. Jan, M. (1967). Coordinated pattern fit. Burgess Publishing Littman, C, (1977). Pattern making design: Skirts and pants. New York: Delmar Minott. J. (1978). Fitting commercial patterns. Minneapolis: Minnesota Burgess. Muke, A. (1980) A French touch -1. Pittsburgh: Hermann Printing &Litho Stanley. H. (1977). Modeling and flat cutting for fashion. London: Hutchison Toledo, R. (1996). Style dictionary. New York Abbeville Press.

Course Code Title Periods/week Marks Credits

VALUE ADDITION THROUGH DYEING AND 4 100 PSHSIIIP203 PRINTING 2

Objectives 1. To study about the dyes, pigments and chemicals used in textile colouration, along with the essential properties of raw materials used in their manufacture and application. 2. To study the recent developments in various dyeing and printing processes.

Course Content Periods

Introduction to and classification of dyes and pigments, Dyeing and Printing Unit I 15 Auxiliaries Unit II Fashion effects through dyeing. Testing of the same Eco friendly materials and 15 methods. Future trends in dyeing Unit III Fashion effects through printing- block, screen, digital etc. -single and mix 15 methods. Testing of the same. Eco friendly materials and methods. Future trends in printing

References: Angappan, P. &Gopalkrishnan R. (1993). Textile Testing. S.S.M. Institute of Technology. Booth (1974). Principles of Textile Testing: An Introduction to Physical Methods of Testing Textile fibers, yarn and Fabrics London: Newnes Butterworth. Collier B.J. (1999) Textile Testing and Analysis. New Jersey: Prentice Hall. Handbook of Textile Testing, Bureau of Indian Standards. (1990). Testing and Grading of Textile Fibers. Part 1 New Delhi: Bureau of Indian Standards Handbook of Textile Testing, Bureau of Indian Standards. (1991). Testing and Grading of Textile Fibers. Part 111 New Delhi: Bureau of Indian Standards Handbook of Textile Testing, Bureau of Indian Standards. (1989).Identification and Testing of dyestuff and Colour Fastness on Textile Materials. Part 1V New Delhi: Bureau of Indian Standards Shenai, V.A. (1980). Evaluation of Textile Chemicals Bombay Sevak Publication.

Course Code Title Marks Periods/week Credits FASHION PHOTOGRAPHY AND PSHSIIIP204 VISUAL MERCHANDIZING 4 50 2

Objectives 1. To enhance the creative skills of photography. 2. To expose students to various methods of visual merchandizing 3. Portfolio

Course Content Periods

Various principles and methods of effective fashion photography for various marketing end uses- online and brick and mortar Unit I 15 Demonstrations of photography and videography editing software’s in computer applications Various principles and methods of effective videography for various marketing end uses- online and brick and mortar Unit II 15 Demonstrations of photography and videography editing software’s in computer applications Various principles and methods of effective visual merchandizing for various marketing end uses- online and brick and mortar. Unit III 15 Demonstrations of photography and videography editing software’s in computer applications

Syllabus for Approval

Sr. Heading Particulars No. M. Sc. (Home Science) Title of the 1 Branch III: Textiles & Fashion Technology. Course Semester III and IV  Bachelor of Home Science with Textile & Clothing/Clothing & Textile  Bachelor of Home Science with specialization in Textiles & Fashion Technology  Bachelor of Home Science with specialization in any branch of Home Science  Bachelor of Home Science (General)  Bachelor of Science (Biological Sciences) Eligibility for  Bachelor of Science (Chemistry) 2 Admission  Bachelor of Fashion Design or Bachelor from any Design stream  Learners of any gender are eligible to apply for admission to the course.  Bridge course/Tutorials for Bachelors students from non Textile, Clothing & Fashion / Design Background:  Basic knowledge of Pattern Making and Garment Construction (syllabus as per TYBSc TFT)  Basic knowledge of Textile Science (Syllabus as per FYBSc, SYBSc and TYBSc) These can be undertaken during the MSc SEM I & II simultaneously 3 Passing Marks 40% (Theory) and (Practical) Ordinances / Eligibility- O.5088 dated 31st August, 2015 4 Regulations Attendance- O. 6086 with effect from 2014-15 ( if any) and thereafter No. of Years / 5 1 years/ 2 Semesters Semesters P.G. / U.G./ Diploma / Certificate 6 Level ( Strike out which is not applicable) Yearly / Semester 7 Pattern ( Strike out which is not applicable) New / Revised 8 Status ( Strike out which is not applicable) To be 9 implemented from From Academic Year 2017-18 Academic Year Date: 10.04.2017 Signature : Name of BOS Chairperson / Dean : ___Dr Geeta Ibrahim______

UNIVERSITY OF MUMBAI

Essentials Elements of the Syllabus

M. Sc. (Home Science) 1 Title of the Course Branch III: Textiles & Fashion Technology. Semester III and IV 2 Course Code PSHSIII 3 Preamble / Scope The M.Sc. in Home Science specializing in Textiles and Fashion Technology is designed to impart knowledge and skills that is life oriented, career and community oriented. It has special relevance to Textile, Apparel and Fashion industries with additional knowledge and experience in entrepreneurship skills, field work, rural camp, internship, industrial visits,

computer aided designing, marketing and hard skills in Textile and Fashion Technology related areas.

Objective of Course / Course Outcome 4 1. To equip students with the knowledge of basic chemistry and application of of Fibres, Dyes, Finishes and other auxiliaries used in the Textile and Apparel Industry. 2. To impart students a systematic approach to basic and applied aspects of Textiles and Fashion Technology. 3. To familiarize students with the various theoretical and practical aspects of Textile and Apparel quality Assurance. 4. To encourage students to work in conjunction with relevant textile and Apparel industry to get a deeper insight into the subjects of Textiles and Fashion Technology. 5. To provide students with an opportunity to conduct independent research. 6. To equip students to design and produce garments based on needs of the industry and the market.

Eligibility  Bachelor of Home Science with Textile & Clothing/Clothing & Textile  Bachelor of Home Science with specialization in Textiles & Fashion Technology  Bachelor of Home Science with specialization in any branch of Home Science  Bachelor of Home Science (General)  Bachelor of Science (Biological Sciences)  Bachelor of Science (Chemistry)  Bachelor of Fashion Design or Bachelor from any Design stream  Learners of any gender are eligible to apply for admission to the course.  Bridge course/Tutorials for Bachelors students from non Textile, Clothing & Fashion / Design Background:  Basic knowledge of Pattern Making and Garment Construction (syllabus as per TYBSc TFT)  Basic knowledge of Textile Science (Syllabus as per FYBSc & SYBSc) These can be undertaken during the MSc SEM I & II simultaneously

Fee Structure M.Sc. (HOME SCIENCE) DEGREE COURSE IN TEXTILES & FASHION TECHNOLOGY SEMESTER III and IV

PROPOSED FEE STRUCTURE 2017-18

No. *Particulars of fees Amount 1 Tuition fee 460.00 2 Univ. Share Tuition fee 540.00 3 Form and Prospectus fee 0.00 4 Other fees/ Extra curricular activities 250.00 5 Exam fee 3120.00 6 Laboratory fee 6000.00 7 Library 1000.00 8 Gymkhana 400.00 9 Admission processing fee 0.00 10 V.C. Fund 20.00 11 Magazine 100.00 12 Identity Card 50.00 13 Group insurance 40.00 14 Student Welfare 50.00 15 University Sports and cultural activity 30.00 16 Development fee 500.00 17 Utility 250.00 18 Computer/Laptop 500.00 19 e-suvidha 50.00 20 e-charges 20.00 21 Disaster relief fund 10.00 22 Convocation fee only for M.Sc Part II 250.00 23 National Services Scheme 10.00 24 Field trips/Activities 1000.00

TOTAL 14650.00

* FEES ARE DUE TO BE REVISED

7 No. of Lectures 12 periods per week 8 No. of Practical 11 periods per week 9 Duration of the Course 1 year 10 Notional hours 12 periods per week 11 No. of Students per Batch: 10 - 12 Selection- Merit at qualifying T.Y.B.Sc. examination (Semester V and VI) and Entrance Examination Assessment– included in the syllabus copy as Scheme of Examination Syllabus Details – included in the syllabus copy Title of the Unit– included in the syllabus copy Title of the Sub-Unit – included in the syllabus copy Semester wise Theory – included in the syllabus grid Semester wise List of Practical – included in the syllabus grid Question Paper Pattern – included in the syllabus copy as Scheme of Examination Pattern of Practical Exam– included in the syllabus copy as Scheme of Examination Scheme of Evaluation of Project / Internship- – included in the syllabus copy List of Suggested Reading– included in the syllabus copy List of Websites – included in the syllabus copy wherever applicable List of You-Tube Videos –Not Applicable List of MOOCs–Not Applicable

M.Sc. (Home Science) Branch III : Textile & Fashion Technology Semester III

(Revised w.e.f. June 2017)

Course Code Title Internal Total Period Credits Assessment Marks per Mark week PSHSIII301 Global Fashion Scenario 40 100 4 4

PSHSIII302 Management & Administration 40 100 4 4 in the Textiles & Apparel Business PSHSIII303 Garment Production 40 100 4 4 Technology

PSHSIIIP301 Draping (Knits & Wovens) & _ 50 3 2 Grading

PSHSIIIP302 World Textile Embroideries and _ 50 3 2 Textile crafts PSHSIIIP303 Women's Apparel Design and _ 50 4 2 Production PSHSIIIP304 Internship _ 50 _ 2

PSHSIIIP305 Research Dissertation 50 100 10 4

160 600 32 24

*The candidate is required to submit the certificate of completing One Year Diploma course in : “CAD, CAM and Computer Technologies in the Apparel Industry – Advanced” before completion of M.Sc. (Home Science) course.

Course Title Periods/week/Division Marks Credits Code PSHSIII301 Global Fashion Scenario 4 100 4

Objectives 1. To make aware of the general global fashion scenario. 2. To prepare for the global competition in fashion industry.

Course Content Periods Unit I. Liberalization, Privatization & Globalization & its impact on Indian 11 economy. Development before & after phasing out of Quota system The world fashion scenario- structure of fashion industry and future prospects. Origin of Fashion Fashion Terminology: Unit II. Fashion Cycle 11 Theories and Principles of Fashion Fashion apparel- women’s, men’s, children’s & teens- category and size ranges. Fashion accessories- categories, market segments and trends in accessory industry. Leather and fur- the leather industry, trends in leather industry, the fur industry. Unit III. Global designer practices- vendor as designer, private label designer, 11 brand label designer, freelance designer, designer as manufacturer, costume designer, consumer as a designer Unit IV National & International designers. 12 National & International fashion centers. Fashion Leaders and Followers.

REFERENCES: 1. Dorothy S. Lyle & Jeanne Brinkley, Contemporary Clothing, Bennet & Mc Knigh Publishing Company, Peoria, Illinois, 1983 2. Ulla VAd Lane-Rowley, Using design protection in the Fashion & Textile Industry, Jhon Wiley & Sons, Ist Edition 1997 3. Venkatesan. R, &Katti, V.Indian Textile policy for 21st Century, B R Publishing Corporation

Course Title Periods/week/Division Marks Credits Code Management & Administration in PSHSIII302 the Textiles & Apparel Business 4 100 4

Objectives 1. To enhance personal and professional performance 2. To make students aware and improve administrative and managerial skills in the textiles industry. 3. To enable students learn to plan an entrepreneurial venture and executing the plan. 4. To assist students develop multi-management skills to either start their own business or manage an existing Textile/Fashion business.

Course Content Periods Unit I Introduction and basic functions of management in Textiles 11 industry Human Resource Development Recruitment and selection, orientation, performance appraisal, training and evaluation, Self-awareness, Leadership and motivation, Conflict management, Stress management, Group dynamics including decision making Marketing and Marketing Management process -Concepts of marketing -Channels of distribution -Market Research and Marketing strategies -Market segmentation, targeting and positioning -Novel and innovative product /service development -Brand development and promotion Office Management of Information Systems in Textile industry Information management- Role, need, and contemporary systems of management. Information Technology- Use of computers in administration and research. Unit II Finance management in Textile industry 11 Meaning, significance and objectives of finance management. Sources of finance. Working capital management. Tools of finance analysis and planning. Budget formulation and auditing. Funding for the business proposal  Government and non-government opportunities for funds and resources.  Franchising opportunities Product pricing and profit generation  Tools of analysis of costing, cost control and budgeting Accounting procedures and financial statements. Investing resources into the business Corporate Social Responsibility Unit III Entrepreneurship 11 -Definition and meaning of entrepreneurship -Types, Classification and trends of Entrepreneurial ventures in sports industries -Qualities and skills of an entrepreneur -Resources required for a business -Project formulation, evaluation and feasibility analysis -Idea generation -Market research -Project selection -Project evaluation using appropriate industry standards -Business planning -Importance, purpose and efficiency of a plan -Business acquisition, franchising and outsourcing -Legal, ethical and environmental considerations of the entrepreneurial venture -Overview of business regulation by the government -Inspection, Licensing -Patent, trademark and intellectual property rights registration and accreditations. Unit IV Strategic Management in Textile industry 12 Introduction, Evolution of Strategic Management- Conceptual Frame Work – Strategic Management Process- Relevance and Importance of Strategic Management Strategic Decision- Approaches to Strategy to Strategy Formulation Growth Strategies – Generic Business Strategies – Corporate Strategies- Choice of Strategy. Strategy Implementation- Issues in Strategy Implementation – Structural, Behavioral, Functional Implementation – Strategic Evaluation and Control.

References:

Agarwal, T. (2007) Strategic human resource management Oxford University Press – New Delhi. Arora, S. P. (1980). Principles of business economics. Mumbai: Vipul Prakashan. Aswathappa, K. (2005). Human resource and personal management.Text and cases.(4th Ed.). New Delhi: Tata McGraw Hill Publishing co. Ltd. Aswathappa, K. (2005). Human resource and personnel management – Text and Cases Tata McGraw – Hill Publishing Co. Ltd. New Delhi. Boyd, H.W., Walker, O.C. and Larreche, J. (1995) Marketing management – A strategic approach with a global orientation 2nd ed. Irwin Chicago. Cartwright, R., Collins, M., Green, G. and Candy, A. (2001). The handbook for managing resources and information Infinity books, New Delhi. D’Souza, A. (2001 Leadership.(5thIndian print). Mumbai: Better Yourself Books. Denyer, J. C. (1975).Office management.(4th Ed.). London: Macdonald and Evans Ltd. Donnelly, J. H., (1995). Fundamentals of management. Chicago: Irwin. Drucker, P. F. (1975). Management, tasks, responsibilities and practices. Bombay: Allied Publishers. Fisher, Cynthia, D. (1997). Human resource management. Chennai: All India Publishers. George T. (1978). Principles of management. Illinois: Learning Systems. Hersey, P. (1998). Management of organizational behaviour.(7th Ed.). New Delhi: Prentice- Hall of India Pvt. Ltd. Ivancevich, J. M. Management principles and functions. Delhi: All India Travel Books. Ivancevich, J.M., Donnelly, J.H. and Gibson, J.L. (1996). Management – principles and functions (4th ed.) All India Traveller Bookseller. Delhi. Kale, N. G. (2000).Business management. Mumbai: Vipul Prakashan. Kale, N.G. (2003) Principles and practice of marketing. Vipul prakashan – Mumbai. Kotler, P. (2003) Marketing management 11th ed. Pearson Education (Singapore) Pte. Ltd. Delhi. Kulkarni, L. G. (1984). Management is the name of the game. Bombay: India Book House. Lockett, J. B. (1987). The most effective management in your business.Northamptoshire: Thomsons. McGrath, E. H. (1989). Basic managerial skills for all.(3rd Ed.). New Delhi: Prentice- Hall of India private Ltd. Naik, S. P. (1993). Principles of business economics. Mumbai: Vipul Prakashan. Northcote, P .C. and Rustomji, M. K. (1986).Excellence in management. Bombay: Mirchandani Publishers. Prasad, L. and Banerjee, A., (1985). Management of human resources. New Delhi: Sterling Publishers Pvt. Ltd. Rao, V. S. P. (2005). Human resource management: Text and cases. (2nd Ed.).New Delhi: Excel Books. Rao, V.S.P. (2005) Human resource management – text and cases (2nd ed.) Excel Books. New Delhi. Schafer, W. (1998).Stress management for wellness. (4th Ed.). Belmont: Wadsworth Thomson Learning. Sekaran, U. (1998). Organizational behaviour: Text and Cases.(7th.Ed.). New Delhi: Tata McGraw Hill Publishing Company. Ltd. Shookla, M.S. (2004). A handbook of human relations (with structured experiences and instruments). Macmillan India Ltd. Delhi. Singh, P.N. (1998). Developing and managing human resources (3rd ed.) Suchandra Publications. Mumbai. Snell, Scott. (2007). Human resource management. Australia: Thomson/South-western. Vaz, M. (1997).Management and human resource development.(9th Ed). Mumbai: Manisha Prakashan. Wendell, F. (1997) Human resource management. Chennai: All India Publishers.

Course Title of the Paper Periods/week/Division Marks Credits Code PSHSIII303 Garment Production Technology 4 100 4

Objectives 1. To enhance personal and professional performance in the textile industry. 2. To make students aware of the industrial requirements and working of the textile industry. 3. To impart the knowledge of the industrial sewing machines equipment and plant layouts.

Course Content Periods Unit I Production, management, planning and control line Development 11 Total quality management (TQM) Industrial efficiency Industrial sickness Industry Plant layouts Types followed in Industry with their advantages & disadvantages Unit II Drafts layouts, layering, consumption and cutting 11 Industrial sewing machines, needles, irons and other equipments. Unit III Formats and worksheets used in various departments. 11 Cost Sheets, Unit IV Computer technology in garment manufacture 12

References Batty, J. (1975).Industrial administration and management.(3rd Ed.) London: The English language book society and McDonald and Svans. Claire, B. (1981). The complete book of sewing shortcuts. New York: Sterling publisher Dani, L. M. (1990).Industrial organization and management.Bombay: Manan publisher Kallal, M. (1985).Clothing construction. London: Macmillan Publishing Co. Inc. Kale, N. G. (1997).Management and human resource development.(6th Ed.) Mumbai: Manisha. Michael, V. andParalkar, V. (1997).The editors of times-life books, Netherlands: Time-life B. V. International. Mehta Pradir V. ( 1992) An introduction to quality control for the apparel industry. ASQC.Quality Press, Marcel Dekker, Inc. Milwackee, New York, Dasel, Hongkong.

Course Code Title Periods/week/Batch Marks Credits

Draping (Knits &Woven) & PSHSIIIP301 3 50 2 Grading

Objectives 1. To acquaint students with the techniques of draping for woven and knitted fabrics. 2. To design and construct garments using the principles of draping.

Course Content Periods Unit I a) Basic bodice, torso, dart-less sloper. 11 b) Basics lower block. c) Displacement and concealment of darts. Unit II Draping of Six patterns including different collars, sleeves and 11 concealments using woven and knitted fabrics. Unit III Draping & Stitching - Theme Garment (1 Garment) 11 Speed Test (1 Garment) Unit IV Grading 12 *Journal Portfolio Presentation

References Armstrong, H .J. (2000).Draping for apparel design. New York: Fairchild publications. Cloake, D. (1976) Fashion design on the stand.Batsford publication. Crawford, Connice, A. (1989) The art of fashion draping. Fairchild’s Publication. Goulboum, M. (1971) Introducing pattern cutting, grading and modeling. Batsford publication Mee, J. &Prudy, M. (1987) Modelling on the stand. Oxford: BPS Professional Books. Silberg, L., &Shoben, M. (1992) The art of dress modeling. Oxford: Butterworth Heinmann publication. Stanley, H. (1983) Modeling and flat cutting for fashion.Hutchison Education publication.

Course Code Title Periods/week/Batch Marks Credits

World Textile Embroideries and PSHSIIIP302 Textile crafts 3 50 2

Objectives 1. To introduce students to the various textile designing concepts through weaving, printing and embroidery for different end uses. 2. To enhance the creativity of students in designing.

Course Content Periods Unit I Woven, printed, and embroidered textile designing for various end 11 uses like apparel, accessories and home furnishings, using various repeat units & layouts-manual work Unit II Western embroidery Bargello, Norwich 11 Unit III Ribbon embroidery, Bead work 11 Unit IV Cutwork, Mount mellick 12 *Journal/Portfolio Presentation

References: Beginner’s guide to silk ribbon embroidery (1998).(1st Ed.). Kent: Search Press Ltd. Cable, S. (1997). Silk ribbon embroidery.(1st Ed.). N.Y. The reader’s digest association, Drawn thread embroidery, (1977) Anchor Embroidery Book No.650 Coats Sewing Group, Glasgow. Elders, K. (1998) Embroidery Projects Techniques: motifs, Quadrilla London: Publishing Ltd. Embroidery and cross stitch (1983) for framing, Tokyo: Ondarisha publisher. Embroidery and cross stitch. (1977). Australia: Craft World Books Pvt. Ltd. Encyclopedia and embroidery (1984) London: Marshall Cavendish Books Ltd., Gostelow, M. (1977).Embroidery: Traditional designs, techniques and patterns from all over the world. London: Marshall Cavendish Books Ltd, Griffiths, A. (1989). An introduction to embroidery, London: Apple Press. Mellick&Trott.(2002). Beginner’s guide mount embroidery. Kent: Search Press Ltd. Norden,Mary (1997), Decorative embroidery, New York: The Reader’s Digest Association Inc. Ondari, Embroidery, Book 2 Japan: Olympus family club Pauline,B. Encyclopedia of embroidery techniques by, Kent: Search Press Ltd. Seaman, J. (1996). Fashion illustration - Basic techniques. B. T. Batsford. Shenai, V. A. (1977). History of textile design. Bombay: Sevak. Snook, B., (1972).The creative art of embroidery, Hamlyn: Publishing Grp. Ltd. London.

Course Code Title Periods/week/Batch Marks Credits

Women's Apparel Design and PSHSIIIP303 4 50 2 Production (Knits)

Objectives: 1. To Familiarize students with special techniques of apparel making with knitted fabrics 2. To acquaint students with the art of handling different knitted fabrics and styles 3. To acquaint students with the techniques and skills of pattern making and stitching

References Ajgaonkar, D. B. (1998). Knitting technology. Mumbai: Mumbai Universal. Aldrich, W. (1994). CAD in clothing and textiles. (2nd Ed.) Oxford, Blackwell, Science. Course Content Periods Unit I Pattern Drafting  Introduction to the different types of fabrics: viz. warp and 15 weft knits. Calculations for Knits.  Child and adults basic block, dartless sloper and sleeves.  Displacements and concealments of darts. Unit II Theme based designing, flat pattern construction and stitching of knitted garments. (Total 1 garment) 15  T-shirt/Top Following concepts and fundamentals may be included in garments or as samples.  Concealments  Sleeves  Collars & Necklines  Pockets & Zip attachments (Invisible and with seam).  Plackets Unit III Theme based designing, flat pattern construction and stitching of knitted garments. (Total 1 garments) 15  Lingerie Following concepts and fundamentals to be included in garments or as samples.  Concealments  Sleeves  Collars & Necklines  Pockets & Zip attachments (Invisible and with seam).  Plackets Unit IV Themed Garment (1) 15 Speed Test Garments (2) Armstrong, H. (1986). Pattern making for fashion designing. New York: Harper Collins. Armstrong, H. (1987). Pattern making for fashion designing. New York: Harper & Row. Armstrong, H. J. (2000). Draping for apparel design. New York: Fairchild. Bradley, G. (1954). Costume design. (3rd Ed.) Searnton: International Textbook. Carr, H. (1994). The technology of clothing manufacture. (2nd Ed.) Oxford: Blackwell Scientific. Dunn, L. (1970). Steps in clothing skills. Illinois: Chas A. Bennett. Goulbourn, M. (1971). Introducing pattern cutting, grading and modeling. London: B. T. Batsford. Graff, J. L. (1976). Concepts in clothing. New York: McGraw Hill. Kaiser, S. B. (1985). The social psychology of clothing. New York: Macmillan. Kefgen, M. (1986). Individuality in clothing selection and appearance. (4th Ed.) New York: Macmillan. Liddell, L. A. (1981). Clothes and your appearance. Illinois: The Goodheart Will Cox. Minott, J. (1978). Fitting commercial patterns. Minneapolis: Minnesota Burgess. Spencer D. (1989). Knitting technology (2nd Ed.) Cambridge: Woodhead. Stanley, H. (1977). Modeling and flat cutting for fashion. London: Hutchison. Turnpenny, J. M. (1983). Fashion design and illustration11. Knitwear and jersey. London: Century Hutchison.

Course Code Title Duration Marks Credits

40 hours PSHSIIIP304 Internship /week for 5 50 2 weeks

Internship Protocol -Students are required to take up an internship/hands-on training for a minimum of 5 weeks with 40 hours per week after Semester-II examinations (during summer break) on either of the following textile/ fashion apparel related industries.

 Government/ Private Textile Testing and Research Laboratories  GO/NGO for Textile related activities  Textile Industry - Export or Domestic  Fashion Industry- Export or Domestic- Boutique or Fashion houses  Apparel Industry- Export or Domestic  Fashion Photography/ Fashion Journalism  Retail Industry  Textile Craft centers  Any other related Industries

- At the end of internship students are required to submit a soft copy and hard-bound report to the college and have to make a presentation. -Internship will be graded by the supervisor at the place of internship on completion of the internship. - Alternatively, students can also take up an entrepreneurial activity of equal weightage as per the discretion of the department (Subject to approval of the Department Head).

Course Code Title Periods/week/Batch Marks Credits

PSHSIIIP305 Research Dissertation 10 100 4 Objectives 1. To provide students with an opportunity to conduct independent research in their specialization under supervision. 2. To encourage students to work in conjunction with relevant industries, institutes, hospitals, schools, etc. 3. To assist students in developing general research skills as well as research skills specific to their Specialization. 4. To encourage students to adopt best practices in research. 5. To facilitate students in accomplishing the beginning steps of the research process, formulate and defend a research proposal, begin data collection, and write the first two chapters of the dissertation (Introduction and Review of Literature; Method).

Course Content Periods Unit Beginning Steps of the Research Process: I 36 I  Contacting and communicating with experts (locally, nationally, and internationally)  initially and periodically throughout the research process; reading relevant literature(e.g., scientific journals, dissertations, theses, books, literature on the Net);  Selecting appropriate topics in one’s specialization; prioritizing these topics; checking topics for feasibility. UNIT Beginning Steps of the Research Process: II 36 II  Identifying possible focus areas with regard to one topic; specifying one such focus area(using relevant reading and communication with experts);  writing research objectives/questions/ hypotheses; conducting a thorough literature review; presenting a clear and convincing argument in support of the study; writing the first chapter of the dissertation, namely, the Introduction and Review of Literature, with due acknowledgement of source of ideas. Unit Proposing Methods III  Specifying variables; defining variables (citing relevant literature); 36 selecting an appropriate research design; making decisions related to sampling; selecting and/or constructing tools, pilot-testing tools; making a plan of analysis; writing the second chapter of the dissertation, namely, the Method, with due acknowledgement of source of ideas; orally defending a research proposal; integrating feedback. UNIT Beginning Data Collection: 36 IV  Obtaining consent from participants and relevant agencies/authorities; starting data collection; integrating changes if any; scheduling remaining data collection; starting data entry; revising the first two chapters of the Dissertation. References: Bhattacharyya, G.K. & Johnson, R. A. (1977). Statistical concepts and methods. NY: John Wiley. Dwiwedi, R. S. (1997). Research methods in behavioral sciences. Delhi: Macmillan India. Gravetter, F. J. &Waillnau, L. B. (2000). Statistics for the behavioral sciences. Belmont, CA: Wadsworth/Thomson Learning. Kerlinger, F. N. & Lee, H. B. (2000). Foundations of behavioral research. Orlando, Florida: Harcourt. Leong, F.T.L. & Austin, J. T. (Eds.) (1996). The psychology research handbook. New Delhi: Sage

M.Sc. (Home Science) Branch III : Textile & Fashion Technology Semester IV (Revised w.e.f. June 2017 onwards)

Course Title Internal Sem Total Period Credits Code Assessmen end Marks / t Marks Exami week/ nation Divisi s on/Bat ch PSHSIII401 Trend Research Forecasting 40 60 100 4 4

PSHSIII402 Media & Communication for 40 60 100 4 4 Textile & Fashion PSHSIII403 Intellectual Property Rights 40 60 100 4 4 for Textiles & Garments PSHSIIIP40 Sustainable & Ethical Design _ 50 50 3 2 1 Development for Textiles & Apparel PSHSIIIP40 Costume Designing, Styling _ 50 50 3 2 2 and Promotion for Media- Cinema, Serials, Stage PSHSIIIP40 Men's Apparel Design and _ 50 50 4 2 3 Production PSHSIIIP40 Alternative Health Strategies _ 50 50 _ 2 4 and Therapies PSHSIIIP40 Research Dissertation 50 50 100 10 4 5 170 430 600 31 24

*The candidate is required to submit the certificate of completing One Year Diploma course in: “CAD, CAM and Computer Technologies in the Apparel Industry - Advanced” before completion of M.Sc. (Home Science) course.

Course Title Periods/week/Division Marks Credits Code

PSHSIII401 Trend Research Forecasting 4 100 4

Objectives: 1. Understand fashion phenomena with fashion theories and frameworks. 2. Develop a holistic understanding of fashion, trends, and forecasting in a global setting. 3. Increase your abilities in applying principles and concepts to specific situations, building analytical skills, and gaining experience in problem solving. 4. Apply to real-life business market or professional practices for each of the forecasting disciplines 5. Effectively communicate your understanding of fashion trends in both visual and written form.

Course Content Periods Unit I Overview of trend forecasting tools 11 Macro and micro trend evaluation, The fashion pyramid , Fashion cycle and process Fashion Forecasting Process Diffusion of Innovation, Cultural Indicators.

Unit II Types of forecast 11 Color Forecasting Textile Forecasting Styling Forecasting Sales Forecasting Accessories forecasting Fabric forecasting

Unit Influence of trend and culture 11 III Contemporary Culture Street Influence Celebrity Culture The new gatekeepers of fashion Range building with trends Trend prediction for a customer base Fabric Fairs Consumer Research

Unit Analyze trends and trend cycles to predict future trends 12 IV Associate historical costume with past and current trends Perform market research for the development of trend analysis Defend trend predictions Demonstrate knowledge of current designers and brands Research current designers and brands Develop a personal strategy for staying informed about the apparel industry Translate research into viable designs Identify the target market and assess customer needs • Research the target market for a design solution • Define the psychographics and demographics of the target customer Communicate creative concepts effectively • Communicate visually through roughs, boards, and illustrations • Communicate using industry standard terminology • Utilize industry standard software to communicate a design solution Utilize the research process to recognize past and present influences and forecast future influences • Identify historical periods of clothing and describe their impact on society • Recognize current designers’ impact on the marketplace • Apply past and present influences to extrapolate trends Analyze and synthesize data, and draw conclusions • Demonstrate creative thought process • Compose data to support analysis • Present data to draw conclusion

References:

Brannon, E. L. (2005). Fashion Forecasting (3rd ed.). New York: Fairchild Publications. Regan, C. L. (2008). Apparel Product Design & Merchandising Strategies. Upper Saddle River, New Jersey: Pearson Prentice Hall. Hethorn, J., &Ulasewicz, C. (2008). Sustainable Fashion: Why Now? New York: Fairchild Publications.

Course Title Periods/week/Division Marks Credits Code Media & Communication for PSHSIII402 Textile & Fashion 4 100 4

Objectives:

1. To acquaint students to various methods used in media and communication of Textiles and Fashion. 2. To make them aware of the scope and challenges of each

Course Content Periods Unit I a) Historical background, concept, nature, scope and 11 functions of Communication. b) Elements of Communication and their characteristics c) Principles of Communication

Unit II Types of Communication 11 Unit III Introduction to: 11 a) Fashion Journalism b) Fashion Photography c) Fashion Videography UNIT IV History and role of: 12  Films  Theatres  Serials  Advertisements

References

Barker, L. (1978). “Communication”,New Jersey: Prentice Hall, Inc; 171. Devito, J. (1998) Human Communication. New York: Harper & Row. Gandhi, R.S. Mehta, Talele, A.B. ( 1992) De-centralized sector of the Indian textile industry. NICTAS Publication Sengupta, S. (1990) Brand positioning strategies for competitive advantage. Tata McGraw

Course Title Periods/week/Division Marks Credits Code PSHSIII403 Intellectual Property Rights for 4 100 4 Textiles & Garments

Objectives: 1. To make students aware about the different Intellectual Property Rights for Textiles and Garments. 2. To make students aware about the patents, copyright, trademarks, geographical indication, industrial designs, unfair competition enforcement of Intellectual, property rights and intellectual property. 3. To make the students aware about the importance of the above topics in the textile and fashion industry.

. Course Content Unit I  OVERVIEW OF INTELLECTUAL PROPERTY 11 Introduction and the need for intellectual property right (IPR) IPR in India – Genesis and Development IPR in abroad Some important examples of IPR

 PATENTS Macro-economic impact of the patent system Patent and kind of inventions protected by a patent Patent document How to protect your inventions? Granting of patent Rights of a patent How extensive is patent protection? Why protect inventions by patents? Searching a patent Drafting of a patent Filing of a patent The different layers of the international patent system (national, regional and international options) Utility models Differences between a utility model and a patent? Trade secrets and know-how agreements. Unit  COPYRIGHT 11 II What is copyright? What is covered by copyright? How long does copyright last? Why protect copyright? RELATED RIGHTS What are related rights? Distinction between related rights and copyright? Rights covered by copyright.

 TRADEMARKS What is a trademark? Rights of trademark? What kind of signs can be used as trademarks? types of trademark function does a trademark perform How is a trademark protected? How is a trademark registered? How long is a registered trademark protected for? How extensive is trademark protection? What are well-known marks and how are they protected? Domain name and how does it relate to trademarks?

Unit  GEOGRAPHICAL INDICATIONS 11 III What is a geographical indication? How is a geographical indication protected? Why protect geographical indications?

 INDUSTRIAL DESIGNS What is an industrial design? How can industrial designs be protected? What kind of protection is provided by industrial designs? How long does the protection last? Why protect industrial designs?

Unit  UNFAIR COMPETITION 12 IV What is unfair competition? relationship between unfair competition and intellectual Property laws?

 ENFORCEMENT OF INTELLECTUAL PROPERTY RIGHTS Infringement of intellectual property rights Enforcement Measures

 INTELLECTUAL PROPERTY Overview of Biotechnology and Intellectual Property Biotechnology Research and Intellectual Property Rights Management Licensing and Enforcing Intellectual Property Commercializing Biotechnology Invention Case studies of Biotechnology

References:

P.N. Cheremisinoff, R.P. Ouellette and R.M. Bartholomew, Biotechnology Applicationsand Research, Technomic Publishing Co., Inc. USA, 1985 D. Balasubramaniam, C.F.A. Bryce, K. Dharmalingam, J. Green and K. Jayaraman,Concepts in Biotechnology, University Press (Orient Longman Ltd.), 2002 Bourgagaize, Jewell and Buiser, Biotechnology: Demystifying the Concepts, WesleyLongman, USA, 2000. AjitParulekar and Sarita D’ Souza, Indian Patents Law – Legal & BusinessImplications; Macmillan India ltd , 2006 B.L.Wadehra; Law Relating to Patents, Trade Marks, Copyright, Designs &Geographical Indications; Universal law Publishing Pvt. Ltd., India 2000 P. Narayanan; Law of Copyright and Industrial Designs; Eastern law House, Delhi ,2010.

Course Title Periods/week/Batch Marks Credits Code Sustainable & Ethical Design PSHSIII401 Development for Textiles & Apparel 3 50 2

Objectives 1. To help student develop sustainable products 2. To make students aware of the importance of sustainable and ethical designs in textiles & Apparel.

Course Content Periods Unit I. Review of literature on sustainable products 11 Unit II Make 1 sustainable product – Apparel 11 Unit III Make 1 sustainable product – Home Furnishing. 11 Unit IV Make 1 sustainable product – Accessories 12

References:

SafiaMinney (author), Lucy siegle (foreword), Livia Firth (foreword), Naked fashion: the new sustainable fashion revolution, published by: New international publication limited (2011). Kate Fletcher, Lynda Grose, Fashion and sustainability: design for change, Published by: Laurence king publishing ltd. (2012). Kate Fletcher, Sustainable Fashion and Textiles: Design Journeys, Published by: Routledge (2014)

Course Code Title Periods/week/Batch Marks Credits

Costume Designing, Styling and PSHSIIIP402 Promotion for Media- Cinema, 3 50 2 Serials, Stage

Objectives: 1. To introduce the discipline of costume design, including character/script analysis, research, rendering, and production values. 2. To become familiar with the fundamentals of costume design for TV/Film. They will gain insight into the protocol and expectations required to succeed in this fast paced industry. 3. To touch on the multiple variations of production formats: Music Video, Tv: 4 camera VS episodic, Film, Commercials, Styling VS Costume Design.

Course Content Periods Unit I  Create a plan for a character (TV Serial) incorporating costume design, style, image and identity using visual and written presentation. [Names of everything each wears and describing the shape (cut) and decoration ofgarments and accessories.]  Use design elements to design costumes and ways to style it, 11 which reflect characterization.  Lay out a well arranged costume plate with styling. (Draw these on well-proportioned male and female figures) Unit II  Create a plan for a character (Movie) incorporating costume design, style, image and identity using visual and written 11 presentation. [Names of everything each wears and describing the shape (cut) and decoration ofgarments and accessories.]  Use design elements to design costumes and ways to style it, which reflect characterization.  Lay out a well arranged costume plate with styling. (Draw these on well-proportioned male and female figures) Unit III  Create a plan for a character (Stage Play/Drama) incorporating costume design, style, image and identity using visual and written presentation. 11 [Names of everything each wears and describing the shape (cut) and decoration ofgarments and accessories.]  Use design elements to design costumes and ways to style it, which reflect characterization.  Lay out a well arranged costume plate with styling. (Draw these on well-proportioned male and female figures) Unit IV  Use different combinations of promotional activities to promote your costumes [Print Ad/ Video Ad/VM/Ramp 12 Show/Catalogue]

References Swanson, K., and Everett, Judith (2007). Promotion in the Merchandising Environment. (2nd). New York; Fairchild Publications. Rosemary Ingham, Costume Designer’s Handbook: A Complete Guide for Amateur and Professional Costume Designers, (2nded), Prentice Hall Inc. (1983) Deborah Nadoolman Landis, Costume Design, Focal Press (2012) Kate Spade, Ruth A., Peltason , Style , Simon & Schuster (2004)

Course Code Title Periods/week/Batch Marks Credits

Men's Apparel Design and PSHSIIIP403 4 50 2 Production

Objectives: 1. To teach students how to read elaborate styles and patterns in men’s wear. 2. To equip students with the techniques of advanced pattern designing through flat pattern construction in men’s wear. 3. To acquaint students with the techniques and skills of garment construction through flat pattern. 4. To make students competent to stitch garments with elaborate patterns in men’s wear.

Course Content Periods Unit I Basic Blocks: Adults bodice block and lower block for men 11

Unit II Upperwear: 11  One Indian Wear [Kurta] Unit III Lowerwear: 11  One Indian Wear [Churidar] Unit IV Jacket (one)  Indian/Western 12

References:  Pattern Making for Fashion design by Armstrong, Vikas Publishing House Pvt.Ltd. Delhi.  Armstrong, H (2014) Ed. 5th, Pattern Making for Fashion Design. Delhi India: Dorling Kindersley Private Limited,  Tailoring: The Classic Guide to Sewing the Perfect Jacket, Creative Publishing int'l (2011)  McCall`s. (1964). Sewing in Colour. London: The Hamlyn Publishing Group Ltd.  Reader’s Digest, (1993). Step by Step Guide: Sewing and Knitting, Auckland: Reader’s Digest.

Course Code Title Periods/week/Batch Marks Credits PSHSPIII404 Alternative Health 2 50 2 Strategies and Therapies

Objectives 1. To have students learn about alternative health strategies and therapies through engagement in participatory workshops.

Units Contents Periods Unit I Organising and participating in workshops that teach Eastern alternative 15 health strategies and therapies such as the following:  Yoga  Mindfulness and meditation  Ayurveda  Energy healing  Laughter therapy  Acupuncture / acupressure  Any other Unit II Organising and participating in workshops that teach Western alternative 15 health strategies and therapies such as the following:  Music therapy  Dance therapy  Art-based therapy  Nature therapy  Hypnotherapy  NLP  Any other

 At the end of term, students are required to submit a soft copy and hard-bound report to the college which will be graded and a viva-voce will also be conducted  Note: Common paper with the Department of Foods Nutition and Dietetics and Human Development.

Course Code Title Periods/week/Batch Marks Credits

PSHSIIIP405 Research Dissertation 10 100 4

Objectives:

1. To provide students with an opportunity to conduct independent research in their specialization (i.e., Foods, 2. Nutrition and Dietetics; Human Development; and, Textile and Fashion Technology) under supervision. 3. To encourage students to work in conjunction with relevant industries, institutes, hospitals, schools, etc. 4. To assist students in developing general research skills as well as research skills specific to their specialization. 5. To encourage students to adopt best practices in research. 6. To facilitate students in completing data collection/data entry/data analysis, and writing the remaining three chapters of the dissertation (Results, Discussion, Summary). 7. To support students to complete and submit the dissertation for the viva voce examination, integrate 8. feedback, submit the final copy of the dissertation, and write a research paper using the findings of their research.

Course Content Periods Unit I A. Completing Data Collection 36 B. Completing Data Entry and Preliminary Analyses Entering all data; checking for data entry errors; running preliminary analyses. Unit II C. Analyzing Data and Reporting Results 36 Analyzing data; interpreting findings; reporting results in figures/tables and text using scientific protocol; writing the third chapter of the dissertation, namely, the Results, by research objectives/ questions/hypotheses; orally presenting the results and integrating feedback. Unit A. Discussing Findings 36 III Corroborating own findings with those in previous research and theory; explaining findings using relevant literature and communication with experts; discussing implications of findings for practice/ industry/family/society; suggesting recommendations for future research; writing the fourth chapter of the dissertation, namely, the Discussion, using appropriate scientific protocol B. Summarizing Findings and Completing the Writing of the Dissertation Writing the fifth chapter of the dissertation, namely, the Summary; writing the abstract; revising previous chapters as necessary; completing all other relevant work for the dissertation (e.g., reference list, appendices, table of contents, and list of figures/tables); submitting the dissertation for the viva voce examination. Unit C. Submission and Oral Defense; Writing of the Research Paper 36 IV Orally defending the dissertation; integrating feedback into the final document; submitting the completed dissertation (hard copy and soft copy). Using the dissertation to write a research paper; submitting the research paper (hard copy and softcopy) Using the dissertation to write a research paper; submitting the research paper (hard copy and soft copy)/ Present the findings at Avishkar/Indian Science Congress or any other Conference

Examination Scheme for MSc Home Science:

Part A: Theory Papers

All theory papers of 100 marks are to be evaluated in two parts.

INTERNALS: 40 marks. This comprises 30 marks for a project, 5 marks for class participation, and 5 marks for the extent to which the student was a responsible learner. See Table below:

 Active participation in routine class instructional deliveries 05 Marks

 Overall conduct as a responsible learner, communication and 05 Marks leadership qualities in organizing related academic activities

SEMESTER-END EXAMINATION: 60 marks. The semester-end question paper is for 2 ½ hours. The semester-end examination question paper has to be set with limited choice within each set of questions.

For all four unit syllabi, the question paper must have five sets of questions of 12 marks each; each of the five questions is compulsory, with options within each question:

 Question 1, carrying 12 marks, has a set of sub-questions from Unit I.  Question 2, carrying 12 marks, has a set of sub-questions from Unit II.  Question 3, carrying 12 marks, has a set of sub-questions from Unit III.  Question 4, carrying 12 marks, has a set of sub-questions from Unit IV.  Question 5, carrying 12 marks, has a set of sub-questions from Units I, II, III, and IV.  Possible sub-questions for Questions 1, 2, 3, 4 and 5 include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6. (Format may be modified for a lengthier statistics sum.)

Total Marks/ Internal Semester Pattern Duration Assessment End Exams Theory Papers 100 marks/ 40 60 Q 1.(12 marks)- Unit 1 2 and ½ hours Q 2.(12 marks)- Unit 2 Q 3.(12 marks)- Unit 3 Q 4.(12 marks)- Unit 4 Q 5.(12 marks)- Units 1, 2, 3, 4, & 5

For all three unit syllabi, the question paper must have four sets of questions of 15 marks each; each of the four questions is compulsory, with options within each question:

 Question 1, carrying 15 marks, has a set of sub-questions from Unit I.  Question 2, carrying 15 marks, has a set of sub-questions from Unit II.  Question 3, carrying 15 marks, has a set of sub-questions from Unit III.  Question 4, carrying 15 marks, has a set of sub-questions from Units I, II, & III.  Possible sub-questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8. (Format may be modified for a lengthier statistics sum.)

Total Marks/ Internal Semester End Pattern Duration Assessment Exams Theory Papers 100 marks/ 40 60 Q 1.(15 marks)- Unit 1 2 ½ hours Q 2.(15 marks)- Unit 2 Q 3.(15 marks)- Unit 3 Q 4.(15 marks)- Units 1, 2 and 3

Part B: Practical Papers

Each Practical Paper of 50 marks will be evaluated in a semester-end examination of 50 marks. There are no internal marks for these practical papers. The semester-end examination is of 31/2 hours.

Total Marks/ Internal Semester-End Pattern Duration Assessment Exams Practical Paper 50 marks/ - 50 - 3 ½ hours

UNIVERSITY OF MUMBAI

Syllabus SEMESTER I & SEMESTER II Program: M.Sc. Course: Home Science Branch IB: Food Processing & Preservation

(Credit Based Semester and Grading System with effect from the academic year 2016–2017) M.Sc. (HOME SCIENCE) BRANCH IB : FOODS PROCESSING AND PRESERVATION

SEMESTER I

Course Code Title Theory/ Internal Semester Total Periods/ Credits Practical Marks End Marks week Exam

PSHSI101 Research Methods and Theory 40 60 100 3 4 Biostatistics - Paper I

PSHSIB102 Food Chemistry Theory 40 60 100 3 4

PSHSIB103 Advances in Food Science Theory 40 60 100 3 4

PSHSIB104 Advanced Food Microbiology Theory 40 60 100 3 4

PSHSIB105 Nutrition and Biochemistry Theory 40 60 100 3 4

PSHSIBP101 Food Science Practical - 50 50 3 2

PSHSIBP102 Analytical Food Chemistry - I Practical - 50 50 3 2

Total 600 21 24

Course code Title Periods/week Marks Credits RESEARCH METHODS AND 3 100 4 PSHSI101 BIOSTATISTICS- PAPER I

Objectives: 1. To inculcate knowledge about essentials of high quality research. 2. To introduce students to the skills needed in conducting a research.

Course content Periods Unit I A. An introduction to research methodology: 15 -Definition, Objectives of research Types of research a) Descriptive vs. Analytical b) Applied vs. Fundamental c) Quantitative vs. qualitative d) Conceptual vs. Empirical Other types: a) Cross sectional vs. longitudinal b) Field setting or laboratory c) Clinical or diagnostic d) Exploratory Research e) Historical research. B. Research approach: Quantitative and qualitative approach C. Ethics in research: a) Applying for ethical approval/ clearance b) Defining the research problem: Selecting and defining the problem D. Literature review E. Formulation of hypothesis F. Research designs: a) Need for a research design, features of a good design b) Types of research designs- Explorative/ descriptive/ experimental/ Survey/ Case Study Unit II A. Sampling techniques for nutrition research 15 a) Sample design-Criteria of selecting a sampling procedure b) Characteristics of a good sampling design c) Types of sample designs: -Non-probability sampling -Probability sampling -Purposive sampling -Simple random sampling -Systematic sampling -Stratified sampling -Quota sampling -Cluster sampling - Multi-stage sampling -Sequential sampling. d) Determination of sample size for different type of research B. Measurement and scaling techniques a) Measurement scales: Nominal, Ordinal Interval, Ratio b) Validity c) Reliability and Practicality d) Scaling, scaling techniques e) Rating scales (paired comparison, rank order), likert scales etc. Unit III A. Methods/ tools of data collection 15 a) Collection of primary data: Observation method, Interview method, Questionnaire method, case study method. b) Collection of secondary data c) Selection of appropriate method of data collection B. Data processing and management a) Processing operations: Editing, coding, classification, tabulation b) Use of data entry software (MS Excel & SPSS)

References Bhattacharyya, G.K. & Johnson, R. A. (1977).Statistical concepts and methods. NY: John Wiley. Dwiwedi, R. S. (1997). Research methods in behavioral sciences. Delhi: Macmillan India. Gravetter, F. J. &Waillnau, L. B. (2000).Statistics for the behavioral sciences. Belmont, CA: Wadsworth/Thomson Learning. Kerlinger, F. N. & Lee, H. B. (2000).Foundations of behavioral research. Orlando, Florida: Harcourt. Kothari, C.R. (2004). Research Methodology-Methods and Techniques.New Age International Publishers, New Delhi. Leong, F.T.L. & Austin, J. T. (Eds.) (1996).The psychology research handbook. New Delhi: Sage

Course code Title Periods/week Marks Credits

PSHSIB102 FOOD CHEMISTRY 3 100 4

Course content Periods Unit I Major Food Components 15 A. Water: a) Chemistry of water, b) Physical properties: specific heat, latent heat, vapor pressure, boiling point, c) water as dispersing medium, states of water, water activity, d) Water in food preparation and preservation, practical applications in industry. B. Carbohydrates: a) Carbohydrate chemistry – Monosaccharides, disaccharides, polysaccharides, isomerization, ring structures. Properties of sugars - Hydrolysis, Caramelization, Maillard reaction. b) Starch: Structure, functional properties - Gelatinization, pasting, syneresis, retrogradation, dextrinization. Factors affecting gelatinization and gelation. Modified and resistant starches, c) Gums – Functions, sources, applications. d) Pectic substances, pectin gels C. Proteins – a) Protein chemistry – Amino acids, protein structure, classification of proteins b) Properties of proteins – Amphoterism, Isoelectric point, Water-binding capacity, hydrolysis, denaturation, Coagulation, Salting in, salting out, Gluten complex development, Gelation, texturization (spun and extruded textures) , D. Lipids a) Lipid chemistry - Structure and composition of fats, fatty acids, b) Properties of Fats: crystallinity of solid fats, Polymorphism, Melting points, Plasticity of Fats, chemical degradation, oxidative and hydrolytic rancidity, effect of heat, chemical modifications c) Hydrogenation, Interesterification, Winterization d) Functional roles of fats - fat replacements. E. Enzymes a) Biocatalysts, enzyme specificity b) Use of exogenous enzymes in foods – amylases, lipases, proteases c) Endogenous enzymes – phenol oxidases, peroxidases, oxido-reductases, lipoxygenases d) Factors affecting enzyme activity Unit II Minor Food Components 15 A. Vitamins a) Fat soluble (vitamin A, D, E & K) & water soluble (Vitamins of B- complex & vitamin C)- sources, Bio-availability, losses and stability metabolic role, RDA, deficiency & excess consumption b) Fat soluble vitamins – A, D, E and K – structure, general properties and functions c) Water soluble vitamins – C and B- complex – structure, general properties and functions B. Minerals a) Principles of Mineral Chemistry, stability, toxicity, Dietary recommendations, bioavailability, General causes of losses and variations in mineral content of food b) Sodium and Potassium replacers/substitutes c) Food fortification and enrichment Unit III Flavours, Pigments and Food Additives 15 A. Flavours a) Molecular mechanism of flavor perception (sweet, bitter, salty, sour, umami, kokumi, pungent, cooling and astringent) b) Flavours from vegetables, fruits, spices, fats and oils, milk and meat products B. Pigments a) Pigments in Animal and Plant tissues (Haeme compounds, Chlorophyll, Carotenoids, Anthocyanins, Betalins) b) Synthetic Food Colors (toxicity and regulatory aspects) C. Additives a) Buffer systems and salts, chelating agents b) Antioxidants c) Antimicrobials d) Fat replacers, sweeteners e) Masticatory substances f) Firming texturizers g) Clarifying agents, bleaching agents h) Flour improvers, anti-caking agents, i) Gases and propellants.

References Vacklavick, V. and Christian, E. (2003).Essentials of Food Science.New York: Kluwer Academic/ Plenu Publisher. Damodaran S., Parkin KL. and Fennema OR. Fennema’s Food Chemistry(4th Edition), Florida: CRC Press Rick Parker (2003) Introduction to Food Science, New York: Delmar Thomson Learning Borvers, J. (1992). Food Theory and Application (2ndEd), New York: Maxwell MacMillan International Edition. Manay, N. S. and Sharaswamy, S. M. (1997).Foods: Facts and Principles New Delhi: New Age International Publishers. McWilliams, M (2007). Foods:Experimental Perspectives 5th Ed, New Jersey: Macmillar Publishing Co. Potter, N. N. and Hutchkiss, J. H. (1997).Food Science, 5th Ed, New Delhi: CBS Publishers and Distributors. Scottsmith and Hui Y.H (Editiors) (2004) Food Processing – Principles and Applications London Blackwell

Course code Title Periods/week Marks Credits PSHSIB103 ADVANCES IN FOOD SCIENCE 3 100 4

Objectives: 1. To learn fundamental concepts and recent advances in food science. 2. To learn industrial application of food science in food product development.

Course content Periods Unit I Introduction 15 Role of food scientists, Scope of food science in the area of changing consumer trends (unprocessed, organic) Cereal and Cereal Products, Fruits and Vegetables A. Cereal grains a) Structure and Chemical composition b) Flours, cooking cereals, breakfast cereals c) Gluten, classes of batters and doughs, leavening process in baked products d) Effect of food processing on nutrient B. Fruits and Vegetables a) Structure and Chemical composition b) Physiochemical changes during, harvesting, post-harvesting, ripening, cooking, storage c) Organically grown fruits and vegetables d) Effect of food processing on nutrient Unit II Milk and milk products, meat, fish and poultry, eggs, pulses 15 A. Milk and milk products a) Structure and Chemical composition b) Milk components as Food ingredients (Lipid phase, protein micelles, milk salt system, whey proteins, lactose) c) Use of milk in formulated foods d) Effect of food processing on nutrients B. Meat, fish, and Poultry a) Structure and functions of muscles b) Conversion of Muscle to meat (Rigor Mortis, Ageing, Tenderizing) c) Natural and Induced post-mortem biochemical changes (cold shortening, thaw rigor, electrical stimulation) d) Fish – composition, spoilage e) Eggs- structure and composition, Cooking changes, effect of added ingredients on coagulation f) Effect of food processing on nutrients C. Pulses a) Structure and composition, anti-nutritional factors in pulses b) Texturized vegetable proteins, soy isolates, beverages c) Effect of food processing on nutrient Unit III Fats and Oils, Sugars sweeteners and Confectioners 15 A. Fats and Oils a) Structure, function and composition b) Functional properties of fats used in food industry c) Changes while cooking, d) Fat substitutes e) Effect of food processing on nutrient B. Sugars, Sweeteners and Confections a) Role of sugars in food systems b) Types of sugars and sugar syrups c) Sugar based and cocoa based confections d) Effect of food processing on nutrients

References Vacklavick, V. and Christian, E. (2003).Essentials of Food Science.New York: Kluwer Academic/ Plenum Publisher. Damodaran S., Parkin KL. and Fennema OR. Fennema’s Food Chemistry(4th Edition), Florida: CRC Press Rick Parker (2003) Introduction to Food Science, New York: Delmar Thomson Learning Borvers, J. (1992). Food Theory and Application (2ndEd), New York: Maxwell MacMillan International Edition. Manay, N. S. and Sharaswamy, S. M. (1997).Foods: Facts and Principles New Delhi: New Age International Publishers. McWilliams, M (2007). Foods:Experimental Perspectives 5th Ed, New Jersey: Macmillar Publishing Co. Potter, N. N. and Hutchkiss, J. H. (1997).Food Science, 5th Ed, New Delhi: CBS Publishers and Distributors. Scottsmith and Hui Y.H (Editiors) (2004) Food Processing – Principles and Applications London Blackwell Publishing. Subbulakshmi, G and Udipi, S. A. (2001).Foods Processing and Preservation, New Delhi: New Age International (P) Ltd. Publishing. Swaminathan, M. (1995).Food Science Chemistry and Experimental Food. The Bangalore Printing and Publishing Co. Ltd. ** All new journals related to Food Science**

Course code Title Periods/week Marks Credits PSHSIB104 ADVANCED FOOD MICROBIOLOGY 3 100 4

Objectives: 1. Develop an advanced understanding of microbiological issues associated with the food continuum. 2. Develop an understanding of the physiological processes by which microorganisms use to survive food processing interventions 3. Develop familiarity with organisms identified as leading causes of food borne disease.

Course content Periods Unit I A. Review of Food Microbiology basics 15 a) Taxonomy, Characterization, classification and identification of microorganisms b) Role of microorganisms and microbial enzymes in food industry c) Microbial flora in common food groups (cereals, pulses, milk and milk products, meat, poultry, fish, eggs, vegetables, fruits, sugars and fats) B. Microbial Ecology of Foods-Foods as ecosystems a) Factors affecting microbial growth and control in foods: intrinsic factors, extrinsic factors, implicit factors b) Effect of environment on microbial growth (temperature, water activity, pH, anti-septic/disinfectant) Unit II A. Food borne illnesses 15 a) Produce as a source of food borne disease b) Microbial survival in the food chain c) Antimicrobial resistance in the food supply d) Food borne pathogen reservoirs, pre/post-harvest control, and microbiological quality of food Epidemiology and etiology of food borne disease (infection and intoxications) B. Biofilms in food systems a) Cell signalling and quorum sensing b) Biofilm development c) Biofilms in food systems d) Role of quorum sensing in biofilm development Identification and control of biofilms in food processing facilities Unit III A. Microbial Food safety and quality control 15 a) Food microbiology/safety history, disease, trends and emerging pathogens b) New and emerging technologies for the reduction of pathogenic and spoilage organisms in food c) Food production plant sanitation, hygiene practices and the role of genotyping d) Conventional and rapid methods of food analysis -Limitations of classical methods -Rapid microbiological methods (RMM): manual, semi-automated and automated -Genetics-based diagnostic and identification systems (gene probes and PCR) - Predictive microbiology models and microbial risk assessment

References Jay, James M.; Loessner, Martin J.; Golden, David A. Modern Food Microbiology. 7th edition, Springer 2005 Biology of Microorganisms, Brock, Thomas D. and Michael T. Madigan.1988 5th Edition. Prentice halls, Englewood Cliffs, New Jersey. Developments in Food Microbiology R. K. Robinson Food Microbiology Frazier, W.C., and D.C. westhoff.1978., 3rd and 4th edition McGraw-Hill, Inc., New York Food Microbiology-Advances and Prospects Roberts, Skinner, Academic Press General Microbiology Boyd, Robert F.1988. 2nd Edition. McGraw-Hill, Inc., New York General Microbiology Stainer, Ingrahan,Wheelis, Painter, 5th Edition, Macmillan Practical Food Microbiology and Technology. George J. Mountney and Wilbur A. Gould 3RD edition Motarjemi , Yasmine; Adams, Martin. Emerging Foodborne Pathogens. Woodhead Publishing. Lund, B. M.; Baird-Parker, T. C.; Gould, G. W. Microbiological Safety and Quality of Food, Volumes 1-2. Springer - Verlag. Blackburn, C.W.; McClure, P.J. (2002). Foodborne Pathogens - Hazards, Risk Analysis and Control. Woodhead Publishing Journals: Applied and Environmental Microbiology; Comprehensive Reviews in Food Science and Food Safety; International Journal of Food Microbiology; Food Control; Food Microbiology; Journal of Applied Microbiology; Journal of Food Protection; Journal of Food Science Adams, M.R. and Moss, M.O. (2005) Food Microbiology 1st edition, New Age International (P) Limited, Publishers, New Delhi. Banwant G,J, (2002) Basic Food Microbiology 2nd Edition, Chapman and Hall Inc., New York

Course code Title Periods/week Marks Credits PSHSIB105 NUTRITION AND BIOCHEMISTRY 3 100 4

Objectives: 1. To acquire knowledge and understanding of biochemistry principles applied in human nutrition 2. To learn the physiologic and metabolic role of macronutrients and micronutrients 3. To understand the utilisation of nutrients from various food sources and its implications in optimal nutrition and health 4. To estimate the contribution of nutrient profile of processed food in meeting required dietary recommendation

Course content Periods Unit I A. Introduction to cell structure 15 a) Cell membrane b) Transport mechanisms across cell membrane (diffusion, osmosis, facilitated diffusion & active transport) c) Electron transport chain: Oxidative phosphorylation, role of high energy phosphates B. Energy a) Units of energy b) Law of thermodynamics c) Assessment of energy requirements (Direct and indirect calorimeter) d) Components of energy expenditure e) Energy utilisation by the cells f) Energy balance (Hunger, appetite & satiety, calorie density of food) g) Recommended Dietary Allowances C. Water a) Fluid compartments in the body, fluid balance, role of water in human nutrition b) Dehydration; commercial rehydration solutions Unit II A. Carbohydrates 15 a) Classification, food sources, functions b) Carbohydrates of industrial importance, c) Digestion (Process of digestion, resistant starch, rapidly digestible starch), absorption & transport. d) Metabolism of carbohydrates (brief outline of various pathways without structures) Embden–Meyerhof pathway, TCA-cycle, Gluconeogenesis, glycogen synthesis,glycogenolysis, HMP-shunt. e) Consequences of hyperglycemia and significance of Glycemic Index and glycemic load f) Dietary fibre (insoluble dietary fibre, soluble dietary fibre) - nutritional significance g) Sugar alcohols B. Lipids a) Classification, sources, essential fatty acids (sources), functions b) Digestion, absorption & transport. c) Metabolism of fatty acids- beta oxidation & biosynthesis of fatty acids, cholesterol functions, prostaglandin, recommendation for fat (SFA, MUFA, PUFA) d) Composition of various edible oils –its anti-atherogenic role Unit III A. Protein 15 a) Classification of amino acids (chemical& nutritional), protein structure, b) Sources (animal protein versus plant protein, casein, whey protein, egg protein, wheat germ protein, soy protein) c) Digestion, absorption and transport d) Amino acid metabolism (brief outline) e) Amino acid imbalances f) Significance of specific amino acid and biogenic amines(e.g. BCAA, glutamine, GABA, serotonin, histamine, creatine), disposal of ammonia (urea cycle without structure),protein synthesis. g) Recommended Dietary Allowances h) Evaluation of protein quality (NPR, NPU, DIAS,PDCAS, BV) B. Enzymes a) Definition, classification b) Enzyme specificity c) Factors affecting enzyme action d) Enzyme inhibition e) Enzymes of industrial significance C. Vitamins a) Vitamin stability, toxicity, dietary recommendations, bioavailability, General causes of losses and variations in vitamin content of foods. b) Fat soluble vitamins – A, D, E and K – structure, general properties and functions c) Water soluble vitamins – C and B- complex – structure, general properties and functions D. Minerals a) Macro minerals (Calcium, phosphorus, potassium, sodium & magnesium) & Micro minerals (Iron, zinc, copper, iodine,fluorine, chromium, selenium) b) Sources, Bio-availability, losses and stability, RDA, specific physiological and metabolic roles, deficiency, toxicity or effects of excess consumption.

References Agarwal A., Udipi S. Textbook of Human Nutrition, Jaypee brothers Medical publishers (p) Ltd. Bamji, M., Rao, N. P. and Reddy, V. (2003) Textbook of Human Nutrition, 2nd Edition, Oxford and IBH, New Delhi, India. Nelson D.L. and Cox M.M. (2004) LehningerPrinciples of Biochemistry. 4th Edition, W. H. Freeman & Company, New York, U.S.A. Rastogi S.C. Biochemistry, Tata Mac Graw Hill Publishing Co. Ltd. Whitney, E. N.andRolfes, S. R. (1996) Understaning Nutrition, 7th Edition, West publishing Company, St. Paul, U.S.A.

Course code Title Periods/week Marks Credits PSHSIBP101 FOOD SCIENCE PRACTICAL 3 50 2

Objectives: 1. To understand principles of food science involved in bringing changes in foods. 2. To observe and identify physical and chemical changes underlying the preparation of diverse foods.

Course content Periods Unit I A. Solutions and Ice crystallization: 15 a) Effect of formula and procedure on crystal size of frozen deserts B. Sugar cookery a) Tests for stages of sugar cookery b) Effect of dry heat on sucrose. c) Crystalline and Non crystalline candies Unit II A. Cereals and Flours 15 a) Gelatinization of Starch (different types) b) Comparison of different cereals for water absorption and consistency c) Comparison of - different methods of cooking rice, different varieties of rice d) Starches as thickening agents (potato, corn and other) B. Temporary and Permanent emulsions a) Salad Dressings b) Effect of Stabilizers and Emulsifiers in salad dressings c) Comparisons of low fat and high fat French dressing d) Preparation and Comparison of Mayonnaise with variations (with and without egg) C. Principles that maintain high quality fried foods a) Smoke point of different fats and oils b) Effect of Temperature on fat absorption c) Effect of Formulation on fat absorption d) Effect of Coating and binding agents on fat absorption e) Comparison of Texture, flavor and mouth-feel of food products using fat substitutes Unit III A. Effect of different conditions on properties of proteins e.g milk 15 a) Effect of acids (citric acid, lactic acid and acetic acid) on coagulation of milk proteins b) Effect of gums on gelation c) Effect of fat content, pH stabilizers in cream and whipped toppings d) Difference between natural and processed Cheese B. Examination of properties of egg/meat a) Denaturation and Coagulation b) Egg white foams – volume and stability c) Effect of acid and alkalies on meat/poultry C. Factors affecting Gelatin gel a) Temperature of liquid b) Proteolytic enzymes c) Whipping D. Factors affecting vegetable pigments a) Temperature b) Acid, c) Alkalies E. Pectin gel a) Determination of pectin content, development of a fruit jam, using natural and commercial pectin.

References Jameson K. (1998). Food Science – A Laboratory Manual, New Jersey:Prentice Hall Inc. Lawless, H. and Heymann, H. (1998).Sensory Evaluation of Food – Principles and Practices, Kluwer Academic/Plemer Publishers.USA: CRC Press Inc.. McWilliam, M.(2001). Foods – Experimental Perspectives (4th Ed.), New Jersey: Prentice Hall Inc. Weaver, C. (1996), Food Chemistry Laboratory – A manual for Experimental Foods Damodaran S., Parkin KL. and Fennema OR. Fennema’s Food Chemistry(4th Edition), Florida: CRC Press

Course code Title Periods/week Marks Credits

PSHSIBP102 ANALYTICAL FOOD CHEMISTRY-I 3 50 2

Objectives: 1. To impart required knowledge and skills for estimation of various macro and micro nutrients in raw and processed foods. 2. To impart required knowledge and skills for estimation of various non nutrient components in raw and processed foods. 3. To impart the knowledge and skills for detection of common food adulterants. 4. To compare the estimated values with the recommended values and thereby assess the quality of foods.

Course content Periods Unit I a) Estimation of ash content in different foods. 15 b) Estimation of moisture content by air oven method c) Estimation of calcium content in different foods. d) Modified Gravimetric determination of calcium e) Calcium determination using EDTA titration f) Calcium determination using redox titration g) Determination of phosphorous content of foods by colorimetry h) Determination of phytin phosphorus in foods i) Estimation of iron content of different foods by colorimetric methods j) Mohr titration of salt in butter (AOAC method 960.29) Unit II a) Determination of iodine content in salt 15 b) Estimation of reducing and non reducing sugars in different foods by Lane Eynon’s method. Unit III a) Titrable acidity assessment in orange juice, yogurt, apple juice and grape 15 juice b) Estimation of tannin content in tea c) Sodium content in different foods by Flame photometric method d) Potassium content in different foods by flame photometric method

References Nielsen, S. Suzanne (ed) (2002) Introduction to the Chemical Analysis of Foods CBS Publishers and Distributors, New Delhi. Egan, H. Kirk, r. sawyer R (1981) Pearsons Chemical Analysis of Foods 8th edition longman scientific and Technical, U.K. A.O.A.C. (1990) Official Methods of Analysis 15th ed. Association of official analytical chemists, Washington, D.C. Meyer, L.H (1987) Food Chemsitry CBS Publishers and distributors, Delhi ISI Publications on different foods. Pearson, D.(1970) Chemical Analysis of Foods, 6th ed., London, T.A. Churchill. Damodaran S., Parkin KL. and Fennema OR. Fennema’s Food Chemistry(4th Edition), Florida: CRC Press

M.Sc. (HOME SCIENCE) BRANCH IB : FOOD PROCESSING AND PRESERVATION

SEMESTER II

Course Code Title Theory/ Internal Semester Total Periods/ Credits Practical Marks End Marks week Exam

Research Methods and Theory 40 60 100 3 4 PSHSI201 Biostatistics - Paper II Principles of Food Preservation Theory 40 60 100 3 4 PSHSIB202 Food Informatics and Theory 40 60 100 3 4 PSHSIB203 Packaging Principles of Food Analysis Theory 40 60 100 3 4 PSHSIB204

Advances in Human Nutrition Theory 40 60 100 3 4 PSHSIB205

Food Product Development Practical - 50 50 3 2 PSHSIBP201 Practical Analytical Food Chemistry-II Practical - 50 50 3 2 PSHSIBP202 Practical Total 260 340 600 21 24

Course code Title Periods/week Marks Credits PSHSI201 RESEARCH METHODS AND 3 100 4 BIOSTATISTICS PAPER II

Objectives: 1. To enable in students the skills in selecting, computing, interpreting and reporting statistics. 2.To introduce students to principles of good scientific writing.

Course content Periods Unit I A. Role of statistics in research 15 a) Measures of central tendency: Mean, Median, Mode b) Measures of dispersion: Range, Interquartile range, Variance and Standard Deviation c) Normal distribution and normal curve d) Testing of Statistical Hypothesis e) Type I and Type II errors f) Guidelines for selecting an appropriate test Unit II A. Statistical tests- Applications and interpretation 15 a) Parametric test of difference- T-test, ANOVA, Post Hoc tests b) Parametric tests of association- Pearson’s correlation coefficient c) Non parametric tests of difference- Chi-square d) Regression Analysis B. Computer applications in analysis of data a) Introduction to SPSS- Application of SPSS (Demonstration) Unit III A. Interpretation and Presentation of data 15 a) Tables- Frequency distributions, Relative Frequency, Graphs- Bar graphs, Histograms, Scatter plots, Line graphs; Pie charts, Pictogram b) Preparation of research report/ Publication of scientific research articles c) Research Proposal Writing for Funding and Academic Purposes B. Information search and data retrieval a) Use of internet to extract evidence b) Tools for web search/ web search engines (PubMed, Cochrane Databases, Google Scholar, ResearchGate), data mining of biological databases

References 1. Mahajan B.K. (2010). Methods in Biostatistics for Medical students and Research Workers, Jaypee Brothers Medical Publishers (P) Ltd. 2. Pagano, M. and Gauvreau, K. (2011).Principles of Biostatistics.Cengage Learning India Private Limited. 3. Bhattacharyya, G.K. & Johnson, R. A. (1977).Statistical Concepts and Methods. NY: John Wiley. 4. Dwiwedi, R. S. (1997). Research Methods in Behavioral Sciences. Delhi: Macmillan India. 5. Gravetter, F. J. &Waillnau, L. B. (2000).Statistics for the Behavioral Sciences. Belmont, CA: Wadsworth/Thomson Learning. 6. Kerlinger, F. N. & Lee, H. B. (2000).Foundations of Behavioral Research. Orlando, Florida: Harcourt. 7. Leong, F.T.L., & Austin, J. T. (Eds.) (1996).The Psychology Research Handbook. New Delhi: Sage

Course code Title Periods/week Marks Credits PRINCIPLES OF FOOD 3 100 4 PSHSIB202 PRESERVATION

Objective: To learn important methods for food preservation are to ensure the quality of processed food.

Course content Periods Unit I A. Principles of Food Preservation 15 a) Meaning, mode of action and changes in foods B. Use of High temperature (Heat preservation) a) Moist and Dry heat methods b) Blanching c) Dehydration d) Concentration e) Canning f) Commercial sterilization g) Pasteurization C. Use of Low Temperatures a) Cold Preservation: Freezing and Refrigeration- Air freezing b) Indirect contact freezing c) Immersion freezing d) Dehydro-freezing e) Cryo-freezing f) Changes in foods during refrigeration and frozen storage D. Use of dehydration and Concentration a) Benefits and factors affecting heat and mass transfer b) Physical and chemical changes during dehydration and concentration c) Methods and techniques used (Air convection, drum driers and vacuum driers) d) Use of various evapourators for concentration of foods Unit II A. Use of Ionizing radiation and microwave heating 15 a) Ionizing radiations and sources b) Units of radiation c) Radiation effects d) Mechanism of microwave heating e) Application of radiation technology B. Use of Fermentation a) Benefits and mechanisms of fermentation b) Fermented food products e.g Beer, Wine, Soya sauce, Cheese, Soya bean products c) Microbial vs Industrial Fermentation C. Use of Food Additives a) Broad classes b) Intentional and unintentional food additives c) Laws and regulations D. Food Enzymes and their applications in Food industry. E. Application of Hurdle Technology Unit III Traditional Methods of Food Preservation 15 a) Smoking b) Sun drying c) Pickling/ Salting d) Fermentation Recent advances in food preservation a) Pulse electric field special packaging b) Use of technology for minimal processing for preservation of fresh foods c) Use of Antioxidants in food preservation d) Cold pressed juices e) Use of Natural Preservatives f) Preservatives on food labels

References Borvers, J. (1992). Food Theory and Application (2ndEd), New York: Maxwell MacMillan International Edition. Manay, N. S. and Sharaswamy, S. M. (1997).Foods: Facts and Principles New Delhi: New Age International Publishers. McWilliams, M (2007). Foods:Experimental Perspectives 5th Ed, New Jersey: Macmillar Publishing Co. Potter, N. N. and Hutchkiss, J. H. (1997).Food Science, 5th Ed, New Delhi: CBS Publishers and Distributors. Rick Parker (2003) Introduction to Food Science, New York: Delmar Thomson Learning. Scottsmith and Hui Y.H (Editiors) (2004) Food Processing – Principles and Applications London Blackwell Publishing. Subbulakshmi, G and Udipi, S. A. (2001).Foods Processing and Preservation, New Delhi: New Age International (P) Ltd. Publishing. Swaminathan, M. (1995).Food Science Chemistry and Experimental Food. The Bangalore Printing and Publishing Co. Ltd. Vacklavick, V. and Christian, E. (2003).Essentials of Food Science.New York: Kluwer Academic/ Plenum Publisher. ** All new journals related to Food Preservation**

Course code Title Periods/week Marks Credits PSHSIB203 FOOD INFORMATICS AND 3 100 4 PACKAGING

Objective: To enable use of IT to make food-related information available for food researchers.

Course content Periods Unit I Introduction to Food Packaging: Packaging Trends- Global Scenario 15 a) Functions/ Objectives/ Purpose of food packaging b) Requirements for effective packaging c) Variations in Packaging d) Package design requirements e) Food Packaging Materials (types, special features) f) Packaging Closures and Sealing Systems g) F.F.S. Operation h) Logistical Packaging for Food Marketing Systems i) Testing and Quality Control j) Shelf-life evaluation of Packaged Food Products k) Application of Nano Technology Environmental concerns and future prospects Unit II Introduction to food informatics 15 a) Role of food informatics in food research b) Use of food informatics in food science laboratories and food industries c) Important search engines d) Software and IT skill requirements to build a food database e) Application in major centers of food research in India - CFTRI, DFRL & CIFT, Food Research & Development, Ministry of Food Processing Industries and major Food Industries in India, APEDA and MPEDA f) Careers in food informatics Unit III Application of Food Informatics 15 a) Avenues for application of food informatics b) Data collection, organization in areas of food science and nutrition. c) Data storage and distribution by using various information technology tools and methods. d) Database management system. e) Application of various software f) Visit to laboratory/facility to see demonstration of the software

References Food Packaging Technology Hand book NIIR New Delhi Food packaging – Principles & Practice Gordon L Robertson Food informatics textbooks

Course code Title Periods/week Marks Credits PSHSIB204 PRINCIPLES OF FOOD ANALYSIS 3 100 4

Objectives: 1. To familiarize students with the principles underlying various analytical methods. 2. To help understand criteria to select appropriate food analysis method.

Course content Periods Unit I A. Introduction to Food Analysis 15 a) Trends and demand, consumer and food industry, steps in analysis, choice and validity of method, criteria for choice of food analysis methods, role of AOAC International b) Sampling and sample preparation. c) Brief overview of physical, chemical, Instrumental and Gravimetric methods of analysis. B. Compositional Analysis of foods a) Moisture and total solid analysis, ash analysis b) Total fiber analysis c) Protein analysis d) Carbohydrate analysis (mono, oligo and polysaccharides, starch and starch derivatives) e) Vitamin and mineral analysis Unit II A. Chemical properties and characteristics of foods 15 a) pH and titrable acidity b) Fat characterization – Analysis of fatty acids, oil fat indices. c) Protein separation, characterization procedures, amino acid composition, Application of enzymes in food analysis, Immunoassays d) Spectroscopy – Basic principles of spectroscopy, ultra violet, visible and fluroscence spectroscopy. Atomic absorption and emission spectroscopy Unit III A. Physical properties of foods 15 B. Chromatographic techniques a) Principles of chromatography b) Types of chromatographic techniques – HPLC, Gas chromatography C. Rheological principles used for food analysis a) Viscocity of liquids b) Solutions and fine suspensions D. Pigments and colourants a) Extraction, isolation, purification b) Measurements of natural pigments and colour analysis E. Thermal Analysis a) Principles and procedures of calorimetry b) Differential scanning of calorimeters.

References 1. Nielson S.S. (2006). Food Analysis (3ndEd), Springer Private Limited. 2. Wrolstad R.E. et al (2005). Handbook of Food Analytical Chemistry: Water, Protein, Enzymes, Lipids and Carbohydrates. Published by John Wiley and Sons 3. Wrolstad R.E. et al (2005). Handbook of Food Analytical Chemistry: Colourants,Flavours, Textural and Bioactive food components. Published by John Wiley and Sons Egan H., Kirk R., Sawyer R., (1981). Pearson’s Analysis of Foods. (8th Edition) Longman Group Limited 4. Dr. Latimer G. W., Jr.(2012) (19th Ed). Official Methods of Analysis of AOAC International: Volume I and II. 5. ** All new journals related to Food Science and Processing**

Course code Title Periods/week Marks Credits PSHSIB205 ADVANCES IN HUMAN NUTRITION 3 100 4

Objectives: 1. To understand the role of nutrition in health and disease 2. To understand the role of various bio-active compounds in health promotion, disease prevention and management

Course content Periods Unit I Overview of Nutrition and Digestive System 15 a) Nutrition and Metabolism of Carbohydrates b) Fiber in Nutrition and Health c) Nutrition and Metabolism of Lipids d) Nutrition and Metabolism of Protein and Amino acids e) Ultratrace minerals f) Integration and Regulation of Metabolism and The Impact of Physical Activity g) Body Composition, Energy Expenditure, and Energy Balance Unit II Nutrient requirements 15 a) RDA, AI, RDI, TUL, EAR b) Methods of determining RDAs c) National vs International dietary standards d) Food pyramid, food plate e) Concerns of RDAs for vulnerable groups of population Role of nutrition in health and disease a) Metabolic and lifestyle disorders (diabetes, cvd etc) b) Nutragenomics and Inborn Errors of Metabolism Unit III Complementary Nutrition 15 a) Role of selected bioactive constituent b) Functional foods and nutraceuticals in health promotion, disease prevention and management. c) Beta glucan/ Arabinoxylan/ Resistant starch d) Bioactive peptides and GABA e) Ω-3 fatty acids, CLA, Phytosterols f) Probiotics/ Prebiotics/Synbiotics g) Phytochemicals (Phenolics/ Flavanoids/ Carotenoids/ Isoflavones)

References Grodd, J.L. and Gropper, S.S. (1999) Advanced Nutrition and human metabolism.Belmount CA Wodworth/Thomson learning. Judith E. Broch (1998) Nutrition Now, West/wadsworth International Thomson Pub.Co. Goodhart R.S.S and Shils, M.E (1998) Modern nutrition in health and disease.Philadelphia Lea and Febiger. Stipanuk Martha H. 2006 Biochemical, physiological, molecular aspects of human nutrition – Saunders Elsevier. Paul, I, Turner, E.R., Ross, Don – 2006 (2nd ed.) Discovering Nutrition – Jones and Bartlett Publishers –Canada. Geissler, C., Powers, H (11th ed.) (2005) Human Nutrition ELSEVIER Churchill Livinstone ISBN Zegler, E.E and Filer, L.J. (1996) Present knowledge in nutrition. Washington D.C. International Life SciencesInstitute Gibson G.R. (2016). Handbook of Prebiotics, CRC press. Hattiarachchy N.S. (2016). Bioactive Food Proteins and Peptides, CRC Press Williams, Cand Devlin, T.J. (1992) Foods nutrition and sports performance E and N Sposs I Ed. Paul, I, Turner, E.R., Ross, Don – 2006 (2nd ed.) Discovering Nutrition – Jones and Bartlett Publishers – Canada. Prakash D. (2014). Phytochemicals of Nutraceutical Importance, CAB International Wildman R.E.C (2016). Nutraceuticals and Functional Foods, 2nd edition, CRC Press

Course code Title Periods/week Marks Credits PSHSIBP201 FOOD PRODUCT DEVELOPMENT 3 50 2

Course content Periods Unit I Food Product Development 15 a) Hypothetical proposal for new product development b) Nutritive value of foods, Enhancement of Nutritive Value c) Role of Ingredients d) Understanding weights and measures, metric conversions e) Use of Ready Reckoners /Exchange list/ NIN Food database/ USDA Food Database f) Construction of Recipes (Standard, File Card format, Picture recipes) g) Waste Utilisation, Cost Effectiveness, Value Addition Sensory evaluation of foods a) Threshold concentrations of primary tastes. b) Effect of Temperature on taste. c) Identification of samples through Difference, Descriptive and Affective testing d) Determination of sensory evaluation methods for evaluating quality e) Developing score card as an evaluation tool Unit II Food Product Development laboratory trials 15 a) Categories: Fruit based snacks, Long shelf life snacks, High protein snacks/beverages (whey protein), Ready to eat breakfast cereal, Probiotic yoghurt/ beverage, Salad dressing, Low fat snack product b) Development of the formula (Modification of Home based recipes for Innovation) c) Preparing a flow chart indicative of the operational processes d) Understanding the concept of scale up e) Identifying suitable packaging material f) Shelf life studies in various altered conditions Unit III Marketing exercise 15 a) Business Analysis b) Marketing Strategy c) Launching of the product d) Evaluation of product acceptability on the basis of cost effectiveness and other e) nutritive parameters through survey

References Jameson K. (1998). Food Science – A Laboratory Manual, New Jersey:Prentice Hall Inc. Lawless, H. and Heymann, H. (1998).Sensory Evaluation of Food – Principles and Practices, Kluwer Academic/Plemer Publishers. McWilliam, M.(2001). Foods – Experimental Perspectives (4th Ed.), New Jersey: Prentice Hall Inc. USA: CRC Press Inc.. Weaver, C. (1996), Food Chemistry Laboratory – A manual for Experiemental Foods

Course code Title Periods/week Marks Credits ANALYTICAL FOOD CHEMISTRY-II 3 50 2 PSHSIBP202

Course content Periods Unit I a) Determination of crude fiber in different foods. 15 b) Protein estimation in different foods by Kjeldahl method, Lowry’s method and Biuret and Bradford method. c) Crude fat determination by solvent extraction method d) Fat characterization with respect to the determination of the following: e) Refractive index, melting point, solid fat index, cold test, smoke point, Unit II a) Iodine value 15 b) Saponification number c) Acid value d) Free fatty acids value e) Peroxide value f) Estimation of thiamin content of foods by Fluorimetric method. g) Estimation of riboflavin content of foods by Fluorimetric method. h) Estimation of ascorbic acid content of different foods by 2,6 dichloro indophenol method Unit III a) Different chromatographic techniques: Paper chromatography, Thin layer 15 chromatography and HPLC techniques b) Estimation of lycopene in tomatoes c) Estimation of oxalates from spinach d) Estimation of Total Polyphenol content in green tea e) Estimation of chlorophyll extract in leafy vegetables by spectrophotometric method. f) Visit to Research Institutes and Food Industries

References Nielsen, Suzanne, S. (2002) Introduction to the Chemical Analysis of Foods CBS Publishers and Distributors, New Delhi. Egan, H. Kirk, r. sawyer R (1981) Pearsons Chemical Analysis of Foods 8th edition longman scientific and Technical, U.K. A.O.A.C. (1990) Official Methods of Analysis 15th ed. Association of official analytical chemists, Washington D.C. Meyer, L.H (1987) Food Chemsitry CBS Publishers and distributors, Delhi. ISI Publications on different foods. Pearson, D.(1970) Chemical Analysis of Foods, 6th ed., London, T.A. Churchill.

AC______Item No. ______

UNIVERSITY OF MUMBAI

Syllabus for Approval

Sr. No. Heading Particulars M. Sc. (Home Science) Title of the 1 Branch IB: Food Processing and Preservation Course Semester III and IV • B.Sc. With Home Science (general or any specialization) • B.Sc. with Microbiology / Biochemistry / Life Sciences / Biotechnology—6 units or Combinations • B.Sc. with Chemistry along with Microbiology/ Biochemistry/Life Sciences– Combinations • PG Diploma in Dietetics and Applied Nutrition/ Clinical Nutrition 2 Eligibility for Admission • B.Sc. Human Science • Minimum 50% at T.Y.B.Sc. examination. • Learners of any gender are eligible to apply for admission to the course. • As the course is interdisciplinary course admission criteria will be based on merit cum qualifying entrance examination as per circular No/ICC/2014- 15/13/II-K_pg2of4 3 Passing Marks 40% (Theory) and (Practical) Eligibility- O.5088 from circular dated 10th December, 2015 Ordinances / Regulations 4 Attendance- O. 6086 with effect from 2014-15 ( if any) and thereafter 5 No. of Years / Semesters 1 years/ 2 Semesters P.G. / U.G./ Diploma / Certificate 6 Level ( Strike out which is not applicable) Yearly / Semester 7 Pattern ( Strike out which is not applicable) New / Revised 8 Status ( Strike out which is not applicable) To be implemented from 9 From Academic Year 2017-18 Academic Year

Date: 17.04.2017 Signature :

Name of BOS Chairperson / Dean : ___Dr Geeta Ibrahim______

UNIVERSITY OF MUMBAI

Essentials Elements of the Syllabus

M. Sc. (Home Science) 1 Title of the Course Branch IB: Food Processing and Preservation Semester III and IV 2 Course Code PSHSIB 3 Preamble / Scope The Masters in Home Science specializing in Food Processing and Preservation Nutrition is designed to impart advanced knowledge and skills that is life oriented, career and community oriented. It has special relevance to food industries, entrepreneurship skills, marketing and management skills and research in food product development and related areas equipped with a 2 month hands on training/exposure in the industry in the form of internship.

Objective of Course / Course Outcome

4 1. To equip students with the knowledge of basic chemistry of food components, the chemical and biochemical reactions in foods. 2. To impart students a systematic approach to basic and applied aspects of food processing and technology. 3. To familiarize students with the various theoretical and practical aspects of food quality and its control. 4. To encourage students to work in conjunction with relevant food industry to get a deeper insight into the subjects of Food Science and Technology. 5. To provide students with an opportunity to conduct independent research.

Eligibility • B.Sc. With Home Science (general or any specialization) • B.Sc. with Microbiology / Biochemistry / Life Sciences / Biotechnology—6 units or Combinations • B.Sc. with Chemistry along with Microbiology/ Biochemistry/Life Sciences– Combinations • PG Diploma in Dietetics and Applied Nutrition/ Clinical Nutrition • B.Sc. Human Science • Minimum 50% at T.Y.B.Sc. examination. • Learners of any gender are eligible to apply for admission to the course. • As the course is interdisciplinary course admission criteria will be based on merit cum qualifying entrance examination as per circular No/ICC/2014-15/13/II-K_pg2of4

Fee Structure M.Sc. (HOME SCIENCE) BRANCH IB - FOOD PROCESSING AND PRESERVATION SEMESTER III & IV

PROPOSED FEE STRUCTURE 2017-18 *Particulars of fees for M.Sc. (Home Science) Semester III and IV No. Amount 1 Tuition 25000.00 2 Laboratory 5000.00 3 Library Fees 2500.00 4 Gymkhana Fees 500.00 5 Identity Card 75.00 6 Examination Fees 3120.00 7 Magazine 100.00 8 Computer/Laptop 500.00 9 Convocation fee 250.00 10 University Share of Tuition Fees 800.00 11 Project Evaluation 1000.00

TOTAL 38845.00

* FEES ARE DUE TO BE REVISED

7 No. of Lectures 12 periods per week 8 No. of Practical 12 periods per week 9 Duration of the Course 1 year 10 Notional hours 16 periods per week 11 No. of Students per Batch: 20 12 Selection- Merit at qualifying T.Y.B.Sc. examination (Semester V and VI) and Entrance 13 Examination 14 Assessment– included in the syllabus copy as Scheme of Examination 15 Syllabus Details – included in the syllabus copy 16 Title of the Unit– included in the syllabus copy 17 Title of the Sub-Unit – included in the syllabus copy – included in the syllabus grid 18 Semester wise Theory Semester wise List of Practical – included in the syllabus grid 19 Question Paper Pattern – included in the syllabus copy as Scheme of Examination 20 Pattern of Practical Exam– included in the syllabus copy as Scheme of Examination 21 Scheme of Evaluation of Project / Internship- – included in the syllabus copy 22 List of Suggested Reading– included in the syllabus copy 23 List of Websites – included in the syllabus copy wherever applicable 24 List of You-Tube Videos –Not Applicable 25 List of MOOCs–Not Applicable

M.Sc. (HOME SCIENCE)

BRANCH-IB: FOOD PROCESSING AND PRESERVATION

SEMESTER-III

(Revised w.e.f. June 2017)

*Course Title Internal Semester Total Periods/Week/ Credits Code Assessment End Exam Marks Batch/ Marks Division

PSHSIB301 Food Quality Assurance 40 60 100 3 4

PSHSIB302 Processing of Plant Foods 40 60 100 3 4

PSHSIB303 Nutraceuticals and 40 60 100 3 4 Functional Foods

PSHSIB304 Nutrition Across Life 40 60 100 3 4 Span

PSHSIBP301 Research Dissertation 50 50 100 8 4

PSHSIBP302 Food Safety, Quality - 50 50 4 2 Control and Shelf Life Studies

PSHSIBP303 Internship (2 months) - 50 50 * 2

Total 600 24 24

*40 Hours/week

Course Code Title Periods/Week/Division Marks Credits

PSHSIB301 Food Quality Assurance 3 100 4

Objectives: 1. To guide the students in their quest for the scientific principles involved in the attainment of food quality. 2. To help students to learn the various ways of evaluating and controlling food quality.

Course Content Periods Unit I Food quality 15 − Meanings and definition of food quality, Quality factors in foods, indicators of food quality. Meaning, importance and ways of food quality assessment − Sensory and objective evaluation of foods – Sensory evaluation, physiological bases, sensory characteristics of foods, types, selection and training of sensory panel, requirements of sensory evaluation tests, types of tests, analysis and interpretation of sensory evaluation tests. Objective evaluation – Basic guidelines, physical methods to evaluate volume, specific gravity, moisture, texture, rheological characteristics, chemical analysis methods, microscopic methods, indices of microbial quality. Unit II Food Additives and Food Adulterants 15 − Brief overview, classification, guidelines for use, MAQ of food additives, toxicological studies, tests to determine safe level – acute test, prolonged test, chronic test. − Food Adulteration – Meaning, detection of common adulterants, PFA laws related to food adulteration. − Food safety, Hazards and risks – Meaning, definition, types of hazards: biological, physical and chemical hazards. Food borne infections and intoxicants − Natural toxicants in foods, pesticides residues in foods. Assessment and elimination investigation of food borne disease outbreak. − Food labeling and Nutrition labeling – Health claims, Nutrition Claims, Nutrition labels allowed on food labels, laws relating to food labeling Unit III Hygiene, Sanitation and Control of Food quality 15 − Principles of food hygiene, personal hygiene, kitchen hygiene and sanitation. − Microbiology in food plant sanitation. Water quality assessment, insect and pest control, waste treatment and disposal, food vending and packaging standards, employee health and safety Control of Food quality − Principles of quality control. Government regulations (Food laws, orders) and amendments and national and international standards – ISI, AGMARK, FPO, Codex Alimentarius, ISO, FSSAI − Role of FDA and Consumer Guidance Society in India. Management systems in food quality control. HACCP, TQM and Concept of food audits

References:

Borvers, J. (1992). Food Theory and Application (2ndEd), New York: Maxwell MacMillan International Edition. Manay, N. S. and Sharaswamy, S. M. (1997). Foods: Facts and Principles New Delhi: New Age International Publishers. McWilliams, M (2007). Foods:Experimental Perspectives 5th Ed, New Jersey: Macmillar Publishing Co. Potter, N. N. and Hutchkiss, J. H. (1997). Food Science, 5th Ed, New Delhi: CBS Publishers and Distributors. Rick Parker (2003) Introduction to Food Science, New York: Delmar Thomson Learning. Scottsmith and Hui Y.H (Editiors) (2004) Food Processing – Principles and Applications London Blackwell Publishing. Subbulakshmi, G and Udipi, S. A. (2001). Foods Processing and Preservation, New Delhi: New Age International (P) Ltd. Publishing. Swaminathan, M. (1995). Food Science Chemistry and Experimental Food. The Bangalore Printing and Publishing Co. Ltd. Vacklavick, V. and Christian, E. (2003). Essentials of Food Science. New York: Kluwer Academic/ Plenum Publisher.

Course Code Title Periods/Week/Division Marks Credits

PSHSIB302 Processing of Plant Foods 3 100 4

Objectives: 1. To understand the principles of processing plant foods. 2. To study the need for processing foods, composition and nutritive value of plant foods and storage practices. 3. To understand the present scenario in India with respect to processing of different plant foods.

Course Content Periods Unit I Food Processing- An Overview 15 Cereals, Millets and Pseudo cereals Nutrititive value, Composition and structure of Cereals-an overview. -Post Harvest Processing and Technological Aspects of Cereals - Milling and Processing of Cereals for Value Added Products (Puffs, Flakes, Extruded products, Pasta, Bakery items) -Quality and Grading of Grains -Recent Advances in Milling of Rice, Wheat and Millets -Flour Fortification to Improve Nutritive Value - Specialty Corn for Value Addition - Malting Technology- An Overview - Breakfast Cereals- An Overview Pulses and Legumes -Nutritive value and Composition of Pulses and Legumes-An overview. - Milling and Processing of Pulses for Value Added Products -Germination, Decortication and Splitting of pulses and legumes -Elimination of Toxic Factors -Fermented and Non-Fermented Soy Products --Current trends in plant based protein consumption,eg Pea Protein Cereal-Pulse Combinations to enhance nutritive value Unit II Fruits and Vegetables 15 -Nutritive value, Composition and Classification of fruits and vegetables.-An overview. -Post Harvest Management Techniques, Processing and Preservation of Fruits of Himalayan Regions, Temperate Fruits and Tropical Fruits -Controlled Atmosphere Storage of Perishables - Packaging Requirements, Methods of Packaging and Quality Aspects of Minimally Processed Fruits and Vegetables -Modified Atmosphere Packaging of Fruits and Vegetables -Frozen, Canned, Dry Storage of Fruits and Vegetables _Ohmic Processing of Foods, Extrusion Technology, High Pressure Technology, Ozonation, Dehydration and Sun Drying -Effect of Gamma Radiation on Physio-chemical and Sensory Qualities of Fruits and vegetables -Innovative Techniques in Minimal Processing of Fruits and Vegetables. -Value Added Products (Jams, Jellies, Marmalades, Preserves, Purees, Powders, Drinks, Squash, Fruit Wine) Unit III Nuts and Oil seeds 15 -Extraction and refining of oil -Hydrogenation, plasticizing, tempering of oils -Esterification, Structured Lipids -Raw pressed oils -Blending of oils -Value Added Products (Margarine, Vanaspati Ghee, Mayonnaise, Peanut butter, Almond Butter, Nut Milk, Coconut Products) Plant based Beverages and Other Products -Tea, Coffee -Cocoa Processing

References:

1. Khetarpaul N (2010) Emerging Trends in Post Harvest Processing and Utilization of Plant Foods. ATPA 2. P J Fellows (2009) Food Processing Technology: Principles and Practice. Woodhead Publishing Series in Food Science, Technology and Nutrition 3. Amalendu Chakraverty and Arun S. Mujumdar. (2003) Handbook of Postharvest Technology: Cereals, Fruits, Vegetables, Tea, and Spices. 4. D. K. Salunkhe and S.S. (1995) Handbook of Fruit Science and Technology: Production, Composition, Storage, and Processing 5. Scottsmith and Hui Y.H (Editiors) (2004) Food Processing – Principles and Applications London Blackwell Publishing. 6. Subbulakshmi, G and Udipi, S. A. (2001).Foods Processing and Preservation, New Delhi: New Age International (P) Ltd. Publishing.

Course Code Title Periods/Week/Division Marks Credits

PSHSIB303 Nutraceuticals and Functional Foods 3 100 4

Objectives:

1. To study the role of functional foods and nutraceuticals in health and disease 2. To enable the students to apply knowledge of nutraceuticals and functional foods for the development of food products. 3. To enable students to assess the toxicity and safety aspects related to the use of functional foods and nutraceuticals.

Course Content Periods Unit I A. Introduction to Functional foods and Nutraceuticals: 15 Definitions, Current trends in the use of functional foods and nutraceuticals, Regulations and Health claims B. Specific Functional Foods and their bioactive constituents Role in health and disease- Cardiovascular disease, Obesity, Diabetes Mellitus, Cancer, Bone Health, Menopause, Cognitive function, Immune stimulation, Infection − Cereals grains (Fibre, Polyphenolic compounds) − Soybean (Oligosaccharides, Isoflavones, Phytosterols) − Fruits and vegetables (Fibre, Lycopene, Lutein, zeaxanthin, Isothiocyanates) − Fish/ Fish oils (PUFAs, Omega-3 fatty acids) − Flaxseeds (Lignans, phytosterols, Omega-3 fatty acids) − Tea (Polyphenolic compounds) Unit II Prebiotics, Probiotics and synbiotics 15 − Definition − Food Sources- Prebiotics [Dietary fibre, Oligosaccharides (Galactooligosaccharides, Fructooligosaccharides), Resistant Starch, Sugar alcohols], Traditional Fermented Foods as sources of Probiotics − Strains of microorganisms used as probiotics − Substrate Utilization in the colon − Role in Health and Disease, Mechanism of Action, Levels of Probiotics required for therapeutic efficacy Unit III Nutraceuticals 15 − Forms in which used − Major nutraceuticals and their health applications- Bioactive peptides, Curcumin, Resveratrol, Coenzyme Q10, Conjugated Linoleic acid, Chondroitin, Glucosamine, Carnitine, Creatine − Safety and adverse effects associated with the consumption of functional foods and nutraceuticals

References:

1. Goldberg, I 1994. Functional Foods: Designer Foods, Pharma foods, Nutraceuticals Chapman & Hall 2. Gibson, GR and William, CM. 2000. Functional foods - Concept to Product. Woodhead publishing. 3. Aluko, R.E. (2012). Functional Foods and Nutraceuticals. Springer

Course Code Title Periods/Week/Division Marks Credits

PSHSIB304 Nutrition Across Life Span 3 100 4

Objectives:

1. To understand the changes in human body composition during different stages of life. 2. To study the nutritional requirements during the different stages of life cycle. 3. To be able to apply this knowledge to new food product development.

Course Content Periods Unit I Nutrition during Pregnancy & lactation 15 A. Pregnancy: 1. Physiology of pregnancy 2. Effect of Nutritional Status on pregnancy outcome 3. Nutritional requirements and dietary guidelines 4. Nutrition related complications B. Lactation: − Physiology of Lactation − Human milk composition − Nutritional requirements & dietary guidelines − Benefits of Breast Feeding Unit II A. Nutrition in infancy, Childhood & Adolescence 15 − Physiological development, Motor, Cognitive development. − Energy and nutrient needs − Common nutrition problems − Nutritional concerns (Deficiency disorders) − Malnutrition- undernutrition & Obesity − Eating disorders Unit III A. Nutrition in the adulthood 15 − Physiological and Psychosocial changes in adults − Common nutritional concerns − Defensive Nutrition paradigm − Nutritional requirements and dietary recommendation − Nutrition in Lifestyle and Metabolic Diseases B. Nutrition in aging − Theories of Aging, Physiological and Psychosocial changes in the elderly − The Aging Process − Nutritional requirements of the Elderly − Nutrition care in geriatrics References:

1. Brown, J. E. (1998). Nutrition Now, West/Wadsworth: International Thomson Pub. Co. 2. Brown, J. E., Sugarman, I. J. (2002). Nutrition through the Life Cycle, Wadsworth Thomson Learning. 3. Bernstein M and McMahon K (2017) Nutrition Across Life Stages: Jones and Bartlett Learning 4. Bennion, H. (1979) Clinical Nutrition, New York Harper and Raw Publishers 5. Donald, B., MCColmick,.Bier, D. M. (1997).Annual Review of Nutrition (vol. 19) 6. Goodhart, R. S. S. and Shils, M. E. (1998).Modern Nutrition in Health and Disease. Philadelphia: Lea and Febiger. 7. Groff, J. L and Gropper, S. S. (1999). Advanced Nutrition and Human Metabolism, Belmount CA: Wadsworth/Thomson Learning. 8. Jackson, M. S., Rees, Jane, M., Golden, Neville, H.; Irwin Charles, E. (ed) (1997). Adolescent Nutritional Disorders.New York:The New York Academy of Science.

Course Code Title Periods/Week/Division Marks Credits

PSHSIBP301 Research Dissertation 8 100 4

Objectives

Course Content Periods

Course Code Title Periods/Week/Division Marks Credits

PSHSIBP302 Food Safety, Quality Control and Shelf Life 4 100 2 Studies

Objectives:

1. To learn the biochemical and microbiological techniques involved in food safety and quality control.

Course Content Periods Unit I Techniques of sampling and grading of foods as per BIS, AGMARK and 15 International standards (FAO, FSSAI). -Study the factors affecting food spoilage- pH, Sugar, temperature, moisture, fomites -Analysis of acids in canned foods -Analysis of water from at least five different sources as per BIS standards, its hardness and safety (Coliforms). -Analysis of rancidity of oils/fats Unit II Microbiological Analysis in the Food Control Laboratory 15 -Food Sampling, media preparation -Conventional Methods and Rapid Screening for Enumerating Coliforms, Salmonella, Bacillus cereus - Enumeration of Staphylococcus aureus - Most probable number method -Enumeration of yeast and molds -Enumeration of spoilage organisms (yeast and mold, coliforms, S. aureus, B. cereus) in various food samples (roadside foods). -Gram staining and biochemical tests for identification of microorganisms from the spoiled food samples Unit III Shelf Life Studies 15 -Stability and Shelf Life Studies- Definitions -Designing a shelf life study, Selecting characteristics to be studied in shelf life studies -Types of Shelf Life Studies- Simple, Comparative, Accelerated shelf life studies, Spiking of samples -Shelf life study of a developed product References:

1. W. Andrews. (1992) Manuals of Food Quality Control- FAO Food and Nutrition Paper 14/4 Rev. 1 FAO. 2. Bureau of Indian standards: specifications and standard methods volume I to XII. 3. Food and Agriculture organization (1980) Manual of food quality control 2. Additives contaminants Techniques, Rome. 4. Kirk, B.S, and Sawyer, R. (1991) Pearson’s composition and analysis of foods, (9th ed.) Longmans scientific and Technical England. 5. Mahindru, S.N. (2000). Food safety - a techno legal analysis Tata McGraw Hill Publishing Co. Ltd New Delhi. 6. Nielson, S.S. (1994) Introduction to the chemical analysis of foods Jones and Bartlet Publishers Boston.

Course Code Title Periods/Week/Division Marks Credits

PSHSIBP303 Internship 40 hours/ week for 2 50 2 months

Internship Protocol -Students are required to take up an internship of minimum of 8 weeks with 40 hours per week in any food industry, quality control department, quality control laboratories, research and development department, NGO’s, Nutraceutical industry, Marketing department, Production unit. - At the end of internship students are required to submit a hard-bound report to the college. -Internship will be graded by the supervisor at the place of internship. - Students can also take up an entrepreneurial activity or term paper with equal weightage

M.Sc. (HOME SCIENCE)

BRANCH-IB: FOOD PROCESSING AND PRESERVATION

SEMESTER-IV

(Re vise Course Title Internal Semester Total Periods/ Credits Code Assessment End Exam Marks Week/ d Marks Batch/ w.e. Division f. PSHSIB401 Food Biotechnology 40 60 100 3 4 Jun PSHSIB402 Processing of Animal 40 60 100 3 4 e Foods 201 PSHSIB403 Entrepreneurship in Food 40 60 100 3 4 7) Industries

PSHSIB404 Food Psychology 40 60 100 3 4

PSHSIBP401 Research Dissertation - 100 100 8 4

PSHSIBP402 Food Product - 50 50 4 2 Development and

Analysis PSHSIBP403 Market Research and - 50 50 4 2

Consumer Behaviour

Total 600 28 24

Course Code Title Periods/ Marks Credits Week/ Division PSHSIB401 Food Biotechnology 3 100 4

Objectives 1. To understand the role of biotechnology in Food processing and preservation 2. To provide knowledge about techniques used in plant, animal and microbial biotechnology 3. To introduce students to new developments in the field of food biotechnology

Course Content Periods Unit I Importance of Biotechnology in food processing and preservation 15 -Recombinant DNA Techniques -Plant and Animal Biotechnology -Cell and Tissue culture, Plant Breeding -Genetically modified plants and animals- Applications in Food Production Unit II Microbial biotechnology 15 -Genetically modified microorganisms -Fermentation Technology- Use of microbes in the production of alcohols (Beer, Wine), bread, Yogurt, Organic acids (Acetic acid, Lactic acid, Citric acid), Vitamins -Pigments, Bacteriocins, Amino acids, Flavors, sweeteners Enzyme Technology -Use of Biotechnology for the production of enzymes- Amylases, Proteases, Lipases, Cellulases, Pectinases. Applications of these enzymes in food processing Applications of Biotechnology in food waste management and development of value added products Unit III Nanobiotechnology 15 -Use of nanoparticles for delivery of bioactive constituents, nanoencapsulation, nanopackaging, nanosensors for detection of pesticides & pathogens -Applications of Nutrigenomics in the food industry -Ethical Concerns, Safety and Regulatory Issues of biotechnological products

References:

1. Anthony Pometto (2005). Food Biotechnology, 2nd Edition. CRC Press 2. Byong H Lee (2014). Fundamentals of Food Biotechnology, 2nd Edition, Wiley- Blackwell

Course Code Title Periods/ Marks Credits Week/ Division PSHSIB402 Processing of Animal Foods 3 100 4

Objectives: 1. To understand the principles of processing animal foods. 2. To study the need for processing foods, composition and nutritive value of animal foods and storage. 3. To understand the present scenario in India with respect to processing of different animal and flesh foods.

Course Content Periods Unit I Meat, Poultry and Eggs. 15 Classification,Nutritive Value and Composition-An Overview. Meat - Meat industries in India -Slaughtering technique of animal and slaughtering practices -Meat cuts and portions of meat. -Post mortem changes in meat (Rigor Mortis) -Color of meat -Meat processing- Smoking and Curing, Prepared meat products including fermented meats, sausages, bacon, salami, kebabs. -Frozen meat and meat storage -Packaging of meat products. -Meat microbiology and safety -Meat plant hygiene – GMP and HACCP - By-products from meat industries and their utilization Poultry -Processing of poultry meat and eggs. -Spoilage and control. -By-product utilization -Value Added Products (Frozen chicken, dehydrated powders, Salami, Sausages) Eggs -Egg Types, Composition -Quality check and grading of eggs -Value added products (Frozen eggs, canned egg whites/yolks, pasteurized egg products, dried eggs, pickled eggs) Unit II Seafood 15 -Fish processing industries in India. -Classification of fresh water fish and marine seafood -Commercial handling, storage and transport of raw seafood. -Average composition of seafood. - Freshness criteria and quality assessment of fish and seafood -Spoilage of fish and seafood. -Methods of processing and preservation of fish- Canning, Freezing, Drying, Smoking and Curing. - Value Added Seafood products – fish meal, fish protein concentrate, fish liver oil, fish sauce and surimi -Seaweed, Algal products Unit III Milk and Milk Products 15 -Pasteurization, Homogenization and Standardization -Manufacture of condensed milk, milk powder, cheese, ice-cream,cream, butter, ghee Khoa,Curd,Paneer,,Lactone, malted and flavoured beverages, lactose, evaporated and dried products, their evaluation and quality parameters, defects encountered during production, packaging and storage. -Substitutes for milk and milk products. - Casein and caseinates, lactose, whey protein concentrates and isolates, milk coprecipitates, and other by-products. -Technology of baby foods, weaning foods, therapeutic foods. -Fortification and enrichment. - - Probiotic milk product -Lactose free Milk Products -TQM in Food Industry. Technology of milk and dairy products.

References:

1. Processed Meats, Pearson AM and Gillett TA, 3rd edition, 1999, An Aspen publication. 2. Development in Meat Science (Development series 3, Lawrie RA, 1981, Applied Sciences. 3. Egg and Poultry Meat Processing – Stadelman WJ, Olson VM, Shemwell GA and Pasch S, 1988, Ellis Horwood Ltd. 4. Fish as Food – Vol 1 & 2 – Borgstrom G, 1988, Academic Press. 5. Advances in Fish Processing technology, Sen DP, 2005, Allied Publishers Pvt. Ltd. 6. Aneja et al. 2002. Technology of Indian Milk Products. Dairy India Publ. De S.1980. Outlines of Dairy Technology. Oxford Univ. Press. 7. Rathore,NS et al. 2008.Fundamentals of Dairy Technology- Theory & Practices. Himanshu Publ 8. Walstra et al. 2006. Dairy Science and Technology. 2nd Ed. Taylor & Francis. 9. Web BH. et al. 1987. Fundamental of Dairy Chemistry. 3rd Ed. AVI Publ. 10. Walstra et al. 1999. Dairy Technology. Marcel Dekker. Course Code Title Periods/ Marks Credits Week/ Division PSHSIB403 Entrepreneurship in Food Industries 3 100 4

Objectives:

1. To imbibe entrepreneurial skills in the students. 2. To assist students develop multi-management skills to either start their own business or manage an existing food service institution/ organization.

Course Content Periods Unit I Marketing and Marketing Management process 15 -Concepts of marketing -Channels of distribution -Market Research and Marketing strategies -Market segmentation, targeting and positioning -Novel and innovative product /service development -Brand development and promotion Concepts of Human Resource Management -Recruitment and selection -Training and development -Performance appraisal -Personnel action, retention and productivity improvement -Overview of Labour management and relations. -Supply Chain Management Unit II Entrepreneurship in food service 15 -Definition and meaning of entrepreneurship -Types, Classification and trends of Entrepreneurial ventures in foods and nutrition -Qualities and skills of an entrepreneur -Resources required for a business -Project formulation, evaluation and feasibility analysis -Idea generation -Market research -Project selection -Project evaluation using appropriate industry standards -Business planning -Importance, purpose and efficiency of a plan -Business acquisition, franchising and outsourcing -Legal, ethical and environmental considerations of the entrepreneurial venture -Overview of business regulation by the government -Inspection, Licensing -Patent, trademark and intellectual property rights registration and accreditations. Unit III Financial considerations of entrepreneurship 15 Funding for the business proposal − Government and non-government opportunities for funds and resources. − Franchising opportunities Product pricing and profit generation − Tools of analysis of costing, cost control and budgeting Accounting procedures and financial statements. Investing resources into the business Corporate Social Responsibility References:

1. Kotler, P. (2003) Marketing management 11th ed. Pearson Education (Singapore) Pte. Ltd. Delhi. 2. Agarwal, T. (2007) Strategic human resource management Oxford University Press – New Delhi. 3. Aswathappa, K. (2005). Human resource and personnel management – Text and Cases Tata McGraw – Hill Publishing Co. Ltd. New Delhi. 4. Boyd, H.W., Walker, O.C. and Larreche, J. (1995) Marketing management – A strategic approach with a global orientation 2nd ed. Irwin Chicago. 5. Cartwright, R., Collins, M., Green, G. and Candy, A. (2001). The handbook for managing resources and information Infinity books, New Delhi. 6. Ivancevich, J.M., Donnelly, J.H. and Gibson, J.L. (1996). Management – principles and functions (4th ed.) All India Traveller Bookseller. Delhi. 7. Kale, N.G. (2003) Principles and practice of marketing. Vipul prakashan – Mumbai. 8. Rao, V.S.P. (2005) Human resource management – text and cases (2nd ed.) Excel Books. New Delhi. 9. Shookla, M.S. (2004). A handbook of human relations (with structured experiences and instruments). Macmillan India Ltd. Delhi. 10. Singh, P.N. (1998). Developing and managing human resources (3rd ed.) Suchandra Publications. Mumbai.

Course Code Title Periods/ Marks Credits Week/ Division PSHSIB404 Food Psychology 3 100 4

Objectives:

1. To understand the relevance and applications of models and influencing factors of food choices and eating behavior. 2. To understand the applications of food psychology for health, disease prevention and product development. 3. To study perceptions and factors influencing food choices from the point of view of the food consumer.

Course Content Periods Unit I The psychology of food choices and eating behavior 15 -Models of food choice -Influences on food choice -Biological, -Genetic influences on energy and nutrient intake, Neurobiology of food intake Social and psychological models of food choice -Role of family and peers -Food and Culture -Mood, emotions and food choice -Food cravings and addiction -Food Rewards -Influences of Media on food choice -Food choices across the life span. -Food product development and marketing ideas based on factors affecting choice of foods. Unit II Applications of food psychology for health maintenance and disease prevention 15 Strategies to change dietary behavior -Optimism and intention -Strategic automisation -Using stages of change model to change dietary behavior Applications of food psychology in pediatric population -Ingestive homeostasis -Early and conditioned food preferences -Development of human flavor preferences -Taste aversion -Role of experience in in the development of child’s eating behavior. -Alcohol and tobacco use and abuse Role of stress in choosing foods Behavior modification strategies to influence food and nutrition choices in disease conditions. -Obesity - Behavioural phenotype in obesity, mindful eating -Diabetes -Allergies -Cancer -Theory of planned behavior and healthy eating -Food product development and marketing ideas based on applications of food psychology for health maintenance and disease prevention. Unit III Psychology of the food and nutrition consumer 15 -The psychology of the food shopper -Cues in consumer perception and acceptance of food product -Factors affecting food purchase -Food quality and consumer expectations -Packaging and labeling based on the psychology of the consumer -Ethnic, religious and economic influences on food choice of the consumer -Consumer perception of processed foods, supplements, organic and genetically modified foods -Food trends and the changing consumer -Consumer attitudes to health -Factors affecting the consumer’s healthy food choices -Ecological consciousness and sustainability with regard food consumption -Environmental influences in food purchase. -Encouraging ethical and sustainable food consumption. -Food product development and marketing to positively impact nutrition status.

References:

1. Booth D.A.(1994).The Psychology of Nutrition, Taylor and Francis, UK. 2. Committee on Examination of the Adequacy of Food Resources and SNAP Allotments; Food and Nutrition Board; Committee on National Statistics; Institute of Medicine; National Research Council. Editors: Caswell J. and Yaktine a..(2013).Supplemental Nutrition Assistance Program-Examining the Evidence to Define Benefit Adequacy, National Academies Press (US); Washington (DC). 3. Conner M and Armitage J.(2002).The social psychology of food, Open University Press, Mc –Graw Hill Education, UK. 4. Institute of Medicine; Food and Nutrition Board; Board on Children, Youth, and Families; Committee on Food Marketing and the Diets of Children and Youth; McGinnis M, Gootman J., and Kraak V. Editors.(2006). Food Marketing to Children and Youth- Threat or Opportunity? National Academic Press.DOI: https://doi.org/10.17226/11514. https://www.nap.edu/read/11514 5. Layman B.(2012),A Psychology of Food-More Than a Matter of Tastes, Springer,Kindle Edition. 6. Mayer E.(2016).The Mind-Gut Connection: How the Hidden Conversation Within Our Bodies Impacts Our Mood, Our Choices, and Our Overall Health,Harper Collins Publishers. 7. Mendes R. and Dias E.(2011).Health Protection, Health Promotion, and Disease Prevention at the Workplace, Oxford University Press. DOI:10.1093/acprof:oso/9780195380002.003.0018 8. Ogden J.(2011).The Psychology of Eating: From Healthy to Disordered Behavior. John Wiley & Sons Stuckey B.(2012). Taste What You're Missing: The Passionate Eater's Guide to Why Good Food Tastes Good, Simon and Schuster Inc, New york. 9. Rankin S.H., Stallings K.D. and London F.(2005) Patient Education in Health and Illness, Lippincott Williams & Wilkins, Philadelphia. 10. Shepherd R. and Raats M. (2010).The Psychology of Food Choice, The Centre for Agriculture and Bioscience International (CABI), Wallingford, England. 11. www.newbooks-services.de/MediaFiles/Texts/7/9781107011007_Intro_001.pdf 12. www.jblearning.com/samples/0763743828/43828_CH05_LO_5183.pdf 13. www.eolss.net/sample-chapters/c04/e6- 27-01- 02.pdf 14. www.emro.who.int/dsaf/EMRPUB_2012_EN_1362.pdf

Course Code Title Periods/ Marks Credits Week/ Division PSHSIBP401 Research Dissertation 8 100 4

Objectives:

Course Code Title Periods/ Marks Credits Week/ Division PSHSIBP402 Food Product Development and Analysis 4 50 2

Objectives:

1. Take the students thru the methods of writing a Feasibility study for the development of a food product for lifecycle stage/value addition/ disease state 2. Supervise the students in developing and producing a well packaged food product of good chemical, microbiological and sensory qualities with good and stable shelf life; 3. Understand and be able to make appropriate packaging and labelling designs. 4. Develop ability for appropriate pricing and marketing of the developed food product. 5. Carry out nutritional analysis and shelf life studies of the product

Course Content Periods Unit I Food Product Development 15 -Hypothetical proposal for new product development using the concepts of Enrichment, Fortification Waste Utilisation, Cost Effectiveness or Value Addition -Categories Lifecycle Stage (Childhood, Adolescence, Pregnancy, Lactation, Adulthood, Old Age)/ Low Cost Products/ Therapeutic Products (Osteoporosis, Anemia, Constipation, Diabetes) -Market Survey/Research -Consumer Focus Groups -Devise a product and carry out preliminary standardization Sensory evaluation of foods a) Threshold concentrations of primary tastes. b) Effect of Temperature on taste. c) Identification of samples through Difference, Descriptive and Affective testing d) Determination of sensory evaluation methods for evaluating quality e) Developing score card as an evaluation tool Unit II Food Product Development laboratory trials 15 -Development of the product and modifications for innnovation -Preparing a flow chart indicative of the operational processes -Understanding the concept of scale up; bulk cookery -Identifying suitable packaging material - Developing score card as an evaluation tool Unit III Nutritive value estimation by biochemical methods (Protein, Fat, Crude Fibre, Iron, 15 Calcium, Vitamin C, Potassium and other relevant micronutrients. Microbial Shelf Life Studies at various altered conditions Estimation of physiochemical changes pH, acidity, color, odour etc

References:

1. Jameson K. (1998). Food Science – A Laboratory Manual, New Jersey:Prentice Hall Inc. 2. Lawless, H. and Heymann, H. (1998).Sensory Evaluation of Food – Principles and Practices, Kluwer Academic/Plemer Publishers. 3. McWilliam, M.(2001). Foods – Experimental Perspectives (4th Ed.), New Jersey: Prentice Hall Inc. USA: CRC Press Inc.. 4. Weaver, C. (1996), Food Chemistry Laboratory – A manual for Experiemental Foods

Course Code Title Periods/ Marks Credits Week/ Division PSHSIBP403 Market Research and Consumer Behaviour 4 50 2

Objectives:

1. To introduce students to the fundamentals of market and consumer research practices; 2. develop skills in designing market and consumer research studies, and collecting and analyzing market and consumer data 3. Allow students to display their research skills through engagement in an applied market research project

Course Content Periods Unit I Consumer Behavioral Fundamentals 15 -Tools and Methods to Conduct and Interpret a Market Research -Consumer behavior and the consumer decision-making process Consumer Decision Process -Factors affecting the consume buying behaviour Unit II Introduction to market research 15 Marketing Research Fundamentals -Importance of Market Research -How to acquire data? -Different types of experimental research and design. Unit III Marketing Research Data Collection & Analysis 15 -Questionnaire and Sampling Design -Tools to collect, analyze and present the data Hypothetical Group Project on Consumer Research -Prepare a hypothesis based on current trends in consumer buying -Devise the tool, inclusion/exclusion criteria -Collect Data and present a report

References:

1. Morris B. Holbrook and Morris Holbrook (2002) Consumer Value: A Framework for Analysis and Research. Routledge Interpretive Market Research Series. 2. Russell W. Belk (2013) Qualitative Consumer and Marketing Research.Eileen Fischer and Robert Kozinets. 3. Kotler (2016) Marketing Management Colour 15/Ed 4. Leon G. Schiffman and Leslie Kanuk (2011) Consumer Behaviour: A European Outlook.

Examination Scheme for MSc Home Science:

Part A: Theory Papers

All theory papers of 100 marks are to be evaluated in two parts.

INTERNALS: 40 marks. This comprises 30 marks for a project, 5 marks for class participation, and 5 marks for the extent to which the student was a responsible learner. See Table below:

• Active participation in routine class instructional deliveries 05 Marks

• Overall conduct as a responsible learner, communication and leadership 05 Marks qualities in organizing related academic activities

SEMESTER-END EXAMINATION: 60 marks. The semester-end question paper is for 2 ½ hours. The semester-end examination question paper has to be set with limited choice within each set of questions.

For all four unit syllabi, the question paper must have five sets of questions of 12 marks each; each of the five questions is compulsory, with options within each question:

• Question 1, carrying 12 marks, has a set of sub-questions from Unit I. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6. • Question 2, carrying 12 marks, has a set of sub-questions from Unit II. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6. • Question 3, carrying 12 marks, has a set of sub-questions from Unit III. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6. (Format may be modified for a lengthier statistics sum.)

Total Marks/ Internal Semester End Pattern Duration Assessment Exams Theory Papers 100 marks/ 40 60 Q 1.(12 marks)- Unit 1 2 and ½ hours Q 2.(12 marks)- Unit 2 Q 3.(12 marks)- Unit 3 Q 4.(12 marks)- Unit 4 Q 5.(12 marks)- Units 1, 2, 3, 4, & 5

For all three unit syllabi, the question paper must have four sets of questions of 15 marks each; each of the four questions is compulsory, with options within each question:

• Question 1, carrying 15 marks, has a set of sub-questions from Unit I. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8. • Question 2, carrying 15 marks, has a set of sub-questions from Unit II. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8. (Format may be modified for a lengthier statistics sum.) • Question 3, carrying 15 marks, has a set of sub-questions from Unit III. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8. (Format may be modified for a lengthier statistics sum.) • Question 4, carrying 15 marks, has a set of sub-questions from Units I, II, & III. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8.

Part B: Practical Papers

Each Practical Paper of 50 marks will be evaluated in a semester-end examination of 50 marks. There are no internal marks for these practical papers. The semester-end examination is of 3 ½ hours.

Total Marks/ Internal Semester End Pattern Duration Assessment Exams Practical Paper 50 marks/ - 50 - 3 ½ hours

UNIVERSITY OF MUMBAI

Syllabus SEMESTER I & SEMESTER II Program: M.Sc. Course: Home Science Branch IC: Sports Nutrition (Self Financing Course)

(Credit Based Semester and Grading System with effect from the academic year 2016–2017) M.SC. (HOME SCIENCE) BRANCH-IC : SPORTS NUTRITION

SEMESTER-I

Course Code Title Theory/ Internal Semester Total Periods Credits Practical Marks End Mark / week Exam s PSHSI101 Research Methods and Theory 40 60 100 3 4 Biostatistics Paper I PSHSIC102 Human Physiology and Theory 40 60 100 3 4 Kinesiology PSHSIC103 Advances in Nutritional Theory 40 60 100 3 4 and Clinical Biochemistry

PSHSIC104 Nutrition and Fitness Theory 40 60 100 3 4

PSHSIC105 Principles of Nutritional Theory 40 60 100 3 4 Assessment PSHSICP101 Diet planning Practical - 50 50 4 2 PSHSICP102 Assessment of Body Practical - 50 50 3 2 Composition and Physical Fitness Total 600 22 24

Course code Title Periods/week Marks Credits PSHSI101 RESEARCH METHODS AND 3 100 4 BIOSTATISTICS- PAPER I

Objectives: 1. To inculcate knowledge about essentials of high quality research. 2. To introduce students to the skills needed in conducting a research.

Course code Title Periods/week Marks Credits PSHSIC102 HUMAN PHYSIOLOGY AND 3 100 4 KINESIOLOGY

Objectives: 1. Knowledge and understanding of the skeletal and muscular systems 2. Knowledge and understanding of the functions of the musculoskeletal system in producing and controlling human movement 3. Knowledge and understanding of basic biomechanical principles which govern human movement 4. Application of biomechanical principles to physical activity, exercise performance and sport skills 5. Ability to analyze physical activity in terms of musculo-skeletal components and mechanical principles

Course content Periods Unit I Skeletomuscular system 15 A. Physiology of Skeletal system a) Bone cells, Bone formation & remodeling b) Factors influencing bone formation c) Types of joints d) Bone injuries during exercise training B. Physiology of muscle tissue a) Structure, chemical composition b) Types of muscle fibers c) Mechanism and energetics of muscle contraction d) Muscle fatigue C. Anatomical and Physiological Fundamentals of Human Motion- a) The Skeletal Framework and Its Movements b) Neuromuscular Basis of Human Motion D. Fundamentals of Biomechanics a) Terminology and Measurement in Biomechanics b) The Description of Human Motion c) The Conditions of Linear Motion d) The Conditions of Rotary Motion e) The Center of Gravity and Stability E. Kinesiology of Fitness and Exercise- a) Moving Objects: -Pushing and Pulling -Throwing, Striking, and Kicking, Locomotion: Solid Surface b) Locomotion: - The Aquatic Environment, &When Suspended and Free of Support Unit II Digestive and Nervous system 15 A. Physiology of gastro intestinal system a) Structure of GI and functions b) The process of digestion and absorption of food c) Factors affecting digestion, absorption and bioavailability of macro and micro nutrients B. Physiology of Nervous system a) Structure of neurons b) Nervous system and functions c) Membrane potential d) Inter cellular communication Unit III Cardiovascular, & Renal systems 15 A.Cardiovascular system a) Blood composition b) Functions of formed elements of blood and plasma proteins c) Synthesis of blood elements d) Cardiac cycle e) Regulation of blood pressure f) Factors influencing Blood Pressure B.Renal system a) Structure and Functioning of kidneys b) Formation of urine, composition of urine, normal and abnormal constituents of urine, acid - base balance.

References Davier, A, Blakeley, G. H. and Kidd, C (2001) Human Physiology, Harcourt Pub., 1st ed. Edinburgh Churchill Livingstone.Laboratory Manual, NIN McArdle, WD., Katch, F. L. &Katch, VL (1996) Exercise Physiology, (4th ed.), Williams & Wilkins, A Waverly Company Rhodes, R &Pflouzer, R (2003) Human Physiology, Thomson Brooks & Cole, (4th Ed). Tortora, G. J. and Grabowski, R. S. (1993) Principles of Anatomy and Physiology, (7th ed.).Harper Collins College Publishers. Waugh, A. and Grant, A. (2006) Anatomy and Physiology in Health and illness Churchill Livingstone, 10th ed.

Course code Title Periods/week Marks Credits PSHSIC103 ADVANCES IN NUTRITIONAL AND CLINICAL BIOCHEMISTRY 3 100 4

Objectives: At the completion of this course the student should be able to 1. Describe structure, functions and metabolism of macronutrients. 2. Describe hormonal and enzymatic modulators to the metabolism of macronutrients. 3. Describe the biochemistry and metabolism of the macronutrients during different physiological states. 4. List important micronutrients needed as cofactors involved in macronutrient metabolism. 5. Explain the metabolic inter relationship between macronutrients. 6. Have knowledge of current research on Nutrition, Metabolism and dietetics.

Course content Periods Unit I Biomolecules of Nutritional Significance 15 a. Carbohydrates – Oligosaccharides, Polysaccharides, sugar alcohols, Glycosides (3) b. Proteins – Essential and non-essential amino acids, Formation of specialized products from amino acids and their functions – Glutathione, Creatine – creatinine, biogenic amines (dopamine, norepinephrine, tyranine, serotonin, GABA, histamine). Biologically important peptides (Insulin, ACTH, Oxytocin, Vasopressin, Angiotensin, TRH. Four levels of protein structure and functions of Insulin, Haemoglobin, Carboxypeptidase, Keratin) (6) c. Lipids – Compound Lipids, Fatty acids, MCT’s, Cholesterol, Prostanoids.(3) d. Nucleic acids Structure, properties and functions of DNA, RNA. Outline of Replication, Transcription, Translation in prokaryotes. Mutation ,DNA repair mechanism Unit II Enzyme Chemistry and Metabolism of Macronutrients.& Energy Production 15 a. IUB classification of enzymes. Active site ,Coenzymes,. Factors affecting enzyme activity. Enzyme inhibition. b. Digestion, absorption, transportation and metabolism of macronutrients(no structures) EMP,TCA,HMP,Glycogen metabolism.Cori’s cycle General reactions of amino acids,Urea cycle Beta Oxidation,Ketone body formation. ETC,ATP production and Mechanism of Oxidative and Substrate level phosphorylation Unit III A.Overview of Endocrinology 15 a. Classification of Hormones, mechanism of action, synthesis of hormones – Thyroxine, Catecholamines. b. Functions and hyper – hypo states of Thyroid, Insulin, Glucagon. Adrenal, medullary and cortex

B.Clinical Research and Ethical Issues- Clinical Trials – Stages I to IV, Clinical Research and its significance , Biomedical ethics in clinical trials

Course code Title Periods/week Marks Credits PSHSIC104 NUTRITION AND FITNESS 3 100 4

Objectives: 1. To understand the various dimensions of holistic fitness 2. To understand the concepts of stress and its implications on Health 3. To imbibe knowledge about basic nutrition and influence of nutrition on fitness

Course content Periods Unit I A. Definition of Health and wellness 15 a) Factors affecting health and wellness b) Physiological, psychological and social health B. Holistic Fitness a) Definition, Types &Components of holistic Fitness C. Physical fitness a) Definition, components and Factors influencing physical fitness D. Psychological Fitness a) Addictive Behavior and its Effect on Health b) Risk factors of addiction c) Harmful effects of substance abuse d) Strategies to overcome substance abuse E. Fitness for Life a) Importance of exercise in preventing life style diseases - Diabetes, CVD, hypertension, obesity and osteoporosis b) Adherence to a fitness program regime c) Factors that affect adherence d) Difficulties faced in adherence Unit II A. Fundamentals of nutrition 15 a) Macronutrients & Micronutrients: Overview of the types & functions, conditions of deficiency and excess b) Energy: Components of energy expenditure & Energy requirement c) Quality issues, contribution of macronutrients to total energy intake d) Energy imbalances Unit III A. Influence of nutrition on Fitness 15 a) Malnutrition-Over & Undernutrition b) Changes in body composition c) Effect of macro (carbohydrates, amino acids, EFA) and micronutrients (Vitamins & Minerals) on physical & mental fitness

Course code Title Periods/week Marks Credits PSHSIC105 PRINCIPLES OF NUTRITIONAL 3 100 4 ASSESSMENT

Objectives: 1. To enable students understand human body composition 2. To enable students learn principles of body composition and nutritional assessment

Course content Periods Unit I A. Body composition 15 a) Components of body composition b) Human Body composition- Changes during life cycle c) Factors influencing Body composition –Gender, Age, Exercise d) Methods of measuring body composition Unit II A. Anthropometrical, Biochemical & Clinical assessment of nutritional status 15 of various age groups & gender a) Anthropometrical assessment-Linear measurements b) Circumference measurements c) Impedance techniques d) Measurement of total body protein & fat using standard formulae & Interpretation e) Biochemical assessments of nutritional status f) Clinical assessment of nutritional status Unit III A. Dietary & Functional assessment of nutritional status 15 a) Dietary surveys- Tools of dietary surveys- FFQ, Interview schedules, questionnaires, SGA, Recall & record methods b) Protocols: merits & demerits c) Functional assessment: Functional indicators of macro and micro nutrients, disturbances & interpretation, GPAQ, WPAQ, IPAQ

References Dandekar, S. P., Rane, S. A. (2004) Practical and Viva in Medical Biochemistry, New Delhi, Elsevier/Reed Elsevier India PVT LTD. Godkar, P. B. (2003)Textbook of Medical Laboratory Technology, (2nd ed.), Mumbai, Bhalani Publishing House, Mumbai Sadasivan , S. &Manickam, A, (2003) Biochemical Methods, (2nd ed.), New age International Pvt. Ltd. Sauberlich, H. E. (1999) Laboratory tests for the Assessment of Nutritional Status, (2nd ed.)., CRC press Laboratory Manual, NIN.

Course code Title Periods/week Marks Credits PSHSICP101 PRINCIPLES OF DIET PLANNING 3 50 2

Objectives: 1. To enable students to develop expertise in the process of diet planning for normal individuals across life cycle stages for prevention of disease and preservation of health. 2. To understand the methodology of developing holistic, healthful menus and ensuring adequate macronutrient, micronutrient and fiber profile in the developed menus. 3. To become well versed with different cuisines and recipes used in India and globally.

Course content Periods Unit I Diet Planning for a Normal Adult 15 A. Planning: a) Recommended Dietary Allowances and the Exchange List b) Principles of establishing energy intake and proximate principles c) Principles of Menu Planning d) Overview of the traditional cuisines and eating patterns in India and in the Global Scenario e) Process and relevance of detailed calculations f) Relevance and recommendations for use and prescription of syllabus g) Process of Standardisation B. Preparation: a) Standardisation of basic Indian recipes. b) Preparing a meal from the planned menu, Evaluation and analysis Unit II Diet planning for various lifecycle conditions in adult hood 15 A. Planning: a) Pregnancy b) Lactation c) Geriatric B. Preparation: a) Preparing a meal from the planned menu b) Evaluation and analysis Unit III Diet planning in infancy, childhood and adolescence 15 A. Planning: a) Complementary Feeding b) Infant nutrition c) Childhood d) Adolescence B. Preparation: a) Preparing a meal from the planned menu b) Evaluation and analysis

References Brown. J. (2013). Nutrition Through The Lifecycle. Wadsworth Pub Co. Gopalan .C.(2000). Nutritive Value of Indian Foods. NIN ICMR Pub. ICMR Pub. (2012). Nutrient Requirement and Recommended Dietary Allowances for Indians Mahan .K.L. (2012). Krause’s Food and Nutrition Therapy Saunders Pub. Peckenpaugh.N. (2003) Nutrition Essentials and Diet Therapy. 9th ed. Saunders Pub Co. Sauberlich .H (1999). Laboratory Tests for the Assessment of Nutritional Status 2nd ed. CRC Press Shills. M. (2006). Modern Nutrition in Health and Disease.10th ed.Lippincot William and Wilkins.

Course code Title Periods/week Marks Credits PSHSICP102 ASSESSMENT OF NUTRITIONAL 3 50 2 STATUS

Objectives: 1. To enable students understand the importance of biomarkers of nutritional status in the management of holistic fitness. 2. To help the students acquire practical skills in the biochemical assessment of nutritional status of individuals

Course content Periods Unit I A. Anthropometrical assessment of body composition 15 a) Height, Weight, BMI, Circumference measurements ( Head, Arm, waist, abdominal circumference, WHR etc.);, shoulder girth b) Calculating body composition using standard Formulae c) Impedance techniques (BIA & Body stat) d) Skinfold measurements&Assessment of Body types using formulae e) DEXA, BMD (Visit) Unit II Biochemical assessment: 15 A. Assessment of protein nutriture a) Estimation of serum Protein, Albumin and A: G Ratio (Biuret method) b) Urinary creatinine/Height index, Urinary urea. c) Evaluation of PEM in pediatric, adult, geriatric and sports persons. B. Biomarkers of vitamin status C. Fat soluble vitamins: a) Vitamin A, Vitamin D, Vitamin E b) Serum Retinol, Conjunctival Impression Cytology (CIC) and Dark Adaptation technique. c) Serum Alkaline Phosphatase, (Vitamin D) d) Serum Total tocopherol level and TBARS (Spectrophotometric analysis) Unit III Biochemical assessment: 15 A. Water Soluble Vitamins a) Serum and Urinary Vitamin C (dye method) b) Microscopic examination of RBC for megaloblasticanaemia B. Assessment of Mineral nutriture a) Estimation of serum Iron (Dipyridal method); Calcium (clark-Collip method. C. Clinicalassessment of body composition a) Observation of clinical symptoms of nutrient deficiencies b) Field visits/Demonstrations/Guest lectures

References Dandekar, S. P., Rane, S. A. (2004) Practical and Viva in Medical Biochemistry, New Delhi, Elsevier/Reed ElsevierIndia PVT LTD. Godkar, P. B. (2003)Textbook of Medical Laboratory Technology, (2nd ed.), Mumbai, Bhalani Publishing House, Mumbai Sadasivan , S. &Manickam, A, (2003) Biochemical Methods, (2nd ed.), New age International Pvt. Ltd. Sauberlich, H. E. (1999) Laboratory tests for the Assessment of Nutritional Status, (2nd ed.)., CRC press Laboratory Manual, NIN.

M.SC. (HOME SCIENCE) BRANCH-IC : SPORTS NUTRITION

SEMESTER-II

Course Code Title Internal Semester Total Periods/ Credits Marks End Marks week Exam PSHSI201 Research Methods and Theory 40 60 100 3 4 Biostatistics Paper II PSHSIC202 Nutrition for Endurance Sports Theory 40 60 100 3 4 PSHSIC203 Exercise Physiology Theory 40 60 100 3 4 PSHSIC204 Ergonomics Theory 40 60 100 3 4

PSHSIC205 Nutrition through Lifecycle Theory 40 60 100 3 4

PSHSICP201 Diet Planning for Endurance Practical - 50 50 4 2 Sportspersons (Practical) PSHSICP202 Exercise Physiology (Practical) Practical - 50 50 3 2

TOTAL 600 22 24

Course code Title Periods/week Marks Credits PSHSI201 RESEARCH METHODS AND 3 100 4 BIOSTATISTICS -PAPER II

Objectives: 1. To enable in students the skills in selecting, computing, interpreting and reporting statistics. 2. To introduce students to principles of good scientific writing.

References Mahajan B.K. (2010). Methods in Biostatistics for Medical students and Research Workers, Jaypee Brothers Medical Publishers (P) Ltd. Pagano, M. and Gauvreau, K. (2011).Principles of Biostatistics.Cengage Learning India Private Limited.

Bhattacharyya, G.K. & Johnson, R. A. (1977).Statistical Concepts and Methods. NY: John Wiley. Dwiwedi, R. S. (1997). Research Methods in Behavioral Sciences. Delhi: Macmillan India. Gravetter, F. J. &Waillnau, L. B. (2000).Statistics for the Behavioral Sciences. Belmont, CA: Wadsworth/Thomson Learning. Kerlinger, F. N. & Lee, H. B. (2000).Foundations of Behavioral Research. Orlando, Florida: Harcourt. Leong, F.T.L., & Austin, J. T. (Eds.) (1996).The Psychology Research Handbook. New Delhi: Sage

Course code Title Periods/week Marks Credits PSHSIC202 NUTRITION FOR ENDURANCE 3 100 4 SPORTS

Objectives: 1. To enable students understand the principles of nutrition for endurance athletes 2. To impart knowledge on sports specific nutrition & hydration guidelines 3. To enable students understand the applications of ergogenic aids in endurance sports.

Course content Periods Unit I A. Types of endurance sports; Energy & Macronutrient needs 15 a) Types of endurance sports; body compositional standards b) Energy metabolism during endurance exercise & energy needs of endurance athletes B.Macronutrient needs of endurance athletes a) Sport specific nutritional guidelines b) Carbohydrates-Type & Timing of carbohydrate ingestion, Glycogen loading techniques c) Lipids- Use of ketogenic diets, Fat loading, strategies to enhance fat utilization/ Fat burners d) Proteins-Requirements, Role of protein in endurance exercise Unit II A. Micronutrient requirements of endurance athletes 15 a) Vitamins & Minerals: Micronutrients that regulate energy metabolism, blood formation, bone health b) Antioxidant micronutrients c) Sports anemia and other sports specific micronutrient deficiencies d) Water & Electrolytes: Fluid & electrolyte requirements, Dehydration e) Fluid & electrolyte replacement strategies f) Sports drinks and sports gel Unit III Sports specific nutritional & hydration guidelines 15 a) Short & long duration events eg: cycling, marathon, Triathlon, swimming, Rowing, sailing, etc. b) Dietary guidelines for training & competition c) Dietary guidelines on season and off season

References Ryan Monique (2015 Sports Nutrition for Endurance Athletes, 3rd Ed. 3002 Sterling Circle, Suite 100, Boulder, Colorado 80301-2338 USAISBN 978-1-934030-82-0 Bernadot Dan (1999) Nutrition for Serious Athletes, Human Kinetics USA. Brouns Fred and Caustan – Cargill (2002) Essentials of Sports Nutrition – 2nd edition John Wiley and Sons, England. Burke Louse and Deakin Vicky (2006) Clinical Sports Nutrition, McGraw – Hill Pvt. Ltd. Australia Summerfield Lianne M (2001), Nutrition Exercise and Behavior An integrated approach to weight management,Belmount (USA). Wadsworth/Thompson Learning Wolinksy Ira (1998) Nutrition in Exercise and Sports CRC press Boca Raton Wolinksy Ira, Drishill Judy (1997) Sports and Nutrition Vitamins and Trace elements, CRC Press BY. Wolinskoy Ira, Driskell J. (2004) Nutritional Ergogenic Aids, CRC Press NY.

Course code Title Periods/week Marks Credits PSHSIC203 EXERCISE PHYSIOLOGY 3 100 4

Objectives: 1. To impart knowledge on the physiological effects of exercise on human body composition. 2. To explain to the students the body compositional requirement for various athletic and sports categories. 3. To enable the students understand the role of exercise in fitness. 4. To enable the students understand the therapeutic benefits of exercise.

Course content Periods Unit I A. Types of exercises- aerobic & anaerobic exercises, 15 a) Energy systems b) Energy transfer during exercise c) Exercise & thermal stress d) Effect of exercise on thermoregulation B. Effect on Cardio-Pulmonary system a) Effect of aerobic and anaerobic exercise training on pulmonary and cardiovascular fitness b) Markers of cardiovascular & pulmonary fitness-Response & Adaptation to exercise C. Endocrine response to exercise training Unit II A. Effect on Skeletomuscular system 15 a) Response& Adaptation to exercise- Endurance, resistance and flexibility; and their effect on the composition and strength of muscle. b) Effect of training on muscle c) Exercise related muscle and bone injuries d) Adaptation to exercise, causes and concerns e) Markers of skeletal muscular fitness B. Ergogenic aids-use and concerns C. Anti-doping regulations Unit III A.Exercise for Special conditions and Populations 15 a) Special groups – Pregnant women, Children and Adolescents b) Benefits of exercise clinical conditions: Heart disease, Diabetes, Hypertension, Arthritis, Osteoporosis c) Exercise in Environmental Stress (High Altitude, Heat & Cold) d) Exercise Program Designing & Implementation for the above conditions (Aerobic & Strength Training)

References Davies, A, Blakeley, G. H. and Kidd, C. (2001) Human Physiology, Harcourt Pub., 1st ed. Edinburgh: Churchill LivingstoneLaboratory Manual, NIN McArdle, W.D., Katch, F. L. &Katch, V.L. (1996) Exercise Physiology, (4th ed.), Williams & Wilkins, A WaverlyCompany Rhodes, R. &P.Flouzer, R (2003) Human Physiology, Thomson Brooks & Cole, (4th Ed). Tortora, G. J. and Grabowski, R. S. (1993) Principles of Anatomy and Physiology, (7th ed.).Harper Collins CollegePublishers. Waugh, A. and Grant, A. (2006) Anatomy and Physiology in Health and illness Churchill Livingstone, 10th ed.

Course code Title Periods/week Marks Credits PSHSIC204 ERGONOMICS 3 100 4

Objectives : To enable students to understand. 1. The principles and applications of ergonomics in sports field. 2. The ergonomic considerations for special populations. 3. Evaluation of sports injuries and rehabilitation.

Course content Periods Unit I A. Ergonomics 15 a) Definition and applications in sports B. Competitive and Training Stress in Sport a) Physiological Loading b) Spinal Loading c) Physical Loading d) Psychological Loading C. Measurement in sports & exercise a) Metabolic testing & power testing b) Optimizing training and performance goals Unit II A. Environmental Influence on sports performance 15 a) Sports Equipment and Playing Surfaces, b) Sports Clothing, Foot wear and orthotics c) Field conditions for team games B. Circadian Rhythms a) Training and Time of Day, Sleep–Wake Cycle b) Travel Fatigue and Jet Lag c) Sleep Deprivation or Disruption d) Nocturnal Shift Work e) Strategies to manage normal circadian rhythms in international athletes C. Ergonomic considerations for corporate and special populations a) Occupational ergonomics for corporate offices, schools and colleges b) Pediatric and adolescent sports persons c) Disabled and ageing athletes Unit III A. Sports injuries 15 a) Types, Evaluation & rehabilitation b) Core strengthening, c) Prolotherapy d) Postoperative athletes e) Protective devices for sports persons-head gear & knee bracing f) Participatory Ergonomics- Human Enhancement Technologie g) Performance and Cognitive Enhancement h) Mechanical & psychological ergogenic aids

References YoulianHong( 2014) Routledge Handbook of Ergonomics in Sport and Exercise, London & New York Thomas Reilly (2010) Ergonomics in Sport and Physical Activity, Enhancing Performance and Improving Safety Francs G. O’Connor et al ( 2013) ACSM’S Sports Medicine-A comprehensive review, Wolter’s Kluwer, Lippincott, Williams & Wilkins

Course code Title Periods/week Marks Credits PSHSIC205 NUTRITION THROUGH LIFE 3 100 4 CYCLE

Objectives: 1. To understand the changes in human body composition during different stages of life. 2. To study the influence of nutrition on man during the different stages of life cycle. 3. To be aware and update the knowledge in the field of applied nutrition during the life cycle.

Course content Periods Unit I Nutrition during Pregnancy & lactation 15 A. Pregnancy: a) Physiology of pregnancy b) Effect of Nutritional Status on pregnancy outcome c) Nutritional requirements and dietary guidelines d) Nutrition related complications B. Lactation: e) Physiology of Lactation f) Human milk composition g) Nutritional requirements & dietary guidelines h) Benefits of Breast Feeding Unit II A. Nutrition in infancy, Childhood & Adolescence 15 a) Physiological development, Motor, Cognitive development. b) Energy and nutrient needs c) Common nutrition problems d) Nutritional concerns (Deficiency disorders) e) Malnutrition- undernutrition & Obesity f) Eating disorders Unit III A. Nutrition in the adulthood 15 a) Physiological and Psychosocial changes in adults b) Common nutritional concerns c) Defensive Nutrition paradigm d) Nutritional requirements and dietary recommendation B. Nutrition in aging a) Theories of Aging, Physiological and Psychosocial changes in the elderly b) The Aging Process c) Nutritional requirements of the Elderly d) Nutrition care

Course code Title Periods/week Marks Credits PSHSICP201 EXERCISE PHYSIOLOGY 3 50 2 PRACTICAL

Objectives: To enable the students to learn 1. Health Screening & Risk Stratification using various techniques of body composition analysis 2. Techniques of assessment of physical fitness of various groups of population

Course content Periods Unit I a) Health Screening & Risk Stratification 15 b) Theoretical explanation, demonstration and assessment of cardio respiratory fitness -Treadmill stress test - Spirometry - Step tests - Resting assessments: Heart rate monitoring, Blood Pressure, Body Composition c) Cycle ergometer test etc. d) Aerobic fitness testing (VO2max testing) Unit II Assessment of skeletomuscular fitness-Measurement of: 15 a) BMD (Visit/ Demonstration) b) Muscle strength c) Endurance d) Strength e) Flexibility & agility (Bench press, Jumps, Push ups, Sit and Reach Test), Sit-ups, Shuttle run, Hand grip dynamometeretc) Unit III a) Assessment of physical fitness of various groups of population- children, 15 adolescents, adults & elderly –case study b) Metabolic Calculations c) Exercise prescription for Weight Management (Underweight & Overweight)

References Davier, A, Blakeley, G. H. and Kidd, C (2001) Human Physiology, Harcourt Pub., 1st ed. Edinburgh ChurchillLivingstone. Laboratory Manual, NIN McArdle, WD., Katch, F. L. &Katch, VL (1996) Exercise Physiology, (4th ed.), Williams & Wilkins, A WaverlyCompany Rhodes, R &Pflouzer, R (2003) Human Physiology, Thomson Brooks & Cole, (4th Ed). Tortora, G. J. and Grabowski, R. S. (1993) Principles of Anatomy and Physiology, (7th ed.).Harper Collins CollegePublishers. Waugh, A. and Grant, A. (2006) Anatomy and Physiology in Health and illness Churchill Livingstone, 10th ed.

Course code Title Periods/week Marks Credits PSHSICP202 DIET PLANNING FOR ENDURANCE 3 50 2 SPORTSPERSONS PRACTICAL

Objectives: 1. To enable students learn planning & cooking of diet for endurance sports persons of various age groups & gender. 2. To train the students in conducting case studies on endurance sports persons

Course content Periods Unit I Planning & preparation of diets for Distance Running, Marathon, Ultra marathon, 15 Obstacle racing and Triathlon Unit II Nutrition for Road Cycling, Mountain Biking, Track Cycling, and Cyclo-Cross, 15 Cross-country skiing , Nutrition for Rowers and swimmers Unit III Case study presentations on the Diet & Training schedule of competitive 15 endurance athletes

References Bernadotdan (1999) Nutrition for Serious Athletes, Human Kinetics USA. Browns Fred and Caustan – Cargill (2002) Essentials of Sports Nutrition – 2nd edition John Wiley and Sons, England. Burke Louise and Deakin Vicki (2006) Clinical Sports Nutrition, McGraw – Hill Pvt. Ltd. Australia. Summerfield Lianne M (2001), Nutrition Exercise and Behavior An integrated approach to weight management, Belmount (USA). Wadsworth/Thompson Learning Wolinksy I (1998) Nutrition in Exercise and Sports CRC press NY. Wolinksy I, Drishill Judy (1997) Sports and Nutrition Vitamins and Trace elements, CRC Press BY. Wolinskoy Ira, Driskell J. (2004) Nutritional Ergogenic Aids, CRC Press NY.f

AC______

Item No. ______

UNIVERSITY OF MUMBAI

Syllabus for Approval

Sr. No. Heading Particulars M. Sc. (Home Science) Title of the 1 Branch IC: Sports Nutrition Course Semester III and IV  B.Sc. With Home Science (general or any specialization)  B.Sc. with Microbiology / Biochemistry / Life Sciences /Biotechnology/ Zoology/ Botany/Biological Science—6 units or Combinations  B.Sc. with Chemistry along with Microbiology/ Biochemistry/Life Sciences– Combination  PG Diploma in Dietetics and Applied Nutrition/ Clinical Nutrition 2 Eligibility for Admission  B.Sc. with Nursing / Physiotherapy/ Bachelor of Physical Education, B.Sc. Human Science  Medical graduates any discipline (MBBS)  Learners of any gender are eligible to apply for admission to the course.  Minimum 50% at T.Y.B.Sc. examination.  As the course is interdisciplinary course admission criteria will be based on merit cum qualifying entrance examination as per circular No/ICC/2014-15/13/II-K_pg2of4 3 Passing Marks 40% (Theory) and (Practical) Ordinances / Regulations Eligibility- O.5088 from circular dated 10th December, 2015 4 ( if any) Attendance- O. 6086 with effect from 2014-15 and thereafter 5 No. of Years / Semesters 1 years/ 2 Semesters P.G. / U.G./ Diploma / Certificate 6 Level ( Strike out which is not applicable) Yearly / Semester 7 Pattern ( Strike out which is not applicable) New / Revised 8 Status ( Strike out which is not applicable) To be implemented from From Academic Year 2017-18 Academic Year

Date: 17.04.2017 Signature :

Name of BOS Chairperson / Dean : ___Dr Geeta Ibrahim______

Cover Page

UNIVERSITY OF MUMBAI

Essentials Elements of the Syllabus

Syllabus for Two Years M. Sc. (Home Science) 1 Title of the Course Branch IC: Sports Nutrition- Semester III and IV 2 Course Code PSHSIC 3 Preamble / Scope The Masters in Home Science specializing in Sports Nutrition is designed to impart advanced knowledge and skills that is life oriented, career and community oriented. It has special relevance to sports nutrition, entrepreneurship skills, marketing and management skills and research in sports nutrition and related areas equipped with a 2 month hands on training/exposure with sports associations/institutes in the form of internship.

Objective of Course / Course Outcome 4 1. To impart knowledge on the Nutritional basis for enhanced: - exercise and sports performance with due emphasis on - Physiology and body composition, - Nutritional requirements - Weight Management - Holistic health - Ergogenic aid 2. To prepare students for a career in fitness academies, sports institutes, educational and health institutions; pharmaceutical industries and corporate sectors.

Eligibility  B.Sc. With Home Science (general or any specialization)  B.Sc. with Microbiology / Biochemistry / Life Sciences /Biotechnology/ Zoology/ Botany/Biological Science—6 units or Combinations  B.Sc. with Chemistry along with Microbiology/ Biochemistry/Life Sciences– Combination  PG Diploma in Dietetics and Applied Nutrition/ Clinical Nutrition  B.Sc. with Nursing / Physiotherapy/ Bachelor of Physical Education, B.Sc. Human Science  Medical graduates any discipline (MBBS)  Learners of any gender are eligible to apply for admission to the course.  Minimum 50% at T.Y.B.Sc. examination.  As the course is interdisciplinary course admission criteria will be based on merit cum qualifying entrance examination as per circular No/ICC/2014-15/13/II-K_pg2of4

Fee Structure M.Sc. (HOME SCIENCE) BRANCH IC : SPORTS NUTRITION SEMESTER III AND IV

PROPOSED FEE STRUCTURE 2017-18 *Particulars of fees for M.Sc (Home Science) No. Semester III and IV Amount 1 Tuition 25000.00 2 Laboratory 5000.00 3 Library Fees 2500.00 4 Gymkhana Fees 500.00 5 Identity Card 75.00 6 Examination Fees 3120.00 7 Magazine 100.00 8 Computer Laptop 500.00 9 Convocation fee 250.00 10 University Share of Tuition Fees 800.00 11 Project Evaluation 1000.00

TOTAL 38845.00

* FEES ARE DUE TO BE REVISED

7 No. of Lectures 12 periods per week 8 No. of Practical 12 periods per week 9 Duration of the Course 1 year 10 Notional hours 16 periods per week 11 No. of Students per Batch: 20 12 Selection- Merit at qualifying T.Y.B.Sc. examination (Semester V and VI) and Entrance 13 Examination 14 Assessment– included in the syllabus copy as Scheme of Examination 15 Syllabus Details – included in the syllabus copy 16 Title of the Unit– included in the syllabus copy 17 Title of the Sub-Unit – included in the syllabus copy 18 Semester wise Theory – included in the syllabus grid Semester wise List of Practical – included in the syllabus grid 19 Question Paper Pattern – included in the syllabus copy as Scheme of Examination 20 Pattern of Practical Exam– included in the syllabus copy as Scheme of Examination 21 Scheme of Evaluation of Project / Internship- – included in the syllabus copy 22 List of Suggested Reading– included in the syllabus copy 23 List of Websites – included in the syllabus copy wherever applicable 24 List of You-Tube Videos –Not Applicable 25 List of MOOCs–Not Applicable

M.Sc. (HOME SCIENCE)

BRANCH-IC: SPORTS NUTRITION

SEMESTER-III

(Revised w.e.f. June 2017)

Course Title Internal Semester Total Periods/ Credits Code Assessment End Exam Marks Week/ Marks Batch/ Division PSHSIC301 Nutrition for Resistance and 40 60 100 3 4 Power Sports

PSHSIC302 Nutrition for Team Sports 40 60 100 3 4

PSHSIC303 Food psychology and 40 60 100 3 4 Nutritional Counselling

PSHSIC304 Dietary Supplements and 40 60 100 3 4 Functional Foods

PSHSICP301 Diet planning for resistance, - 50 50 4 2 power and team sports

PSHSICP302 Research Project 50 50 100 8 4

PSHSICP303 Internship (2 months) - 50 50 * 2

Total 600 24 24

*40 hours per week

Course Code Title Periods/Week/Division Marks Credits

PSHSIC301 Nutrition for Resistance and Power Sports 3 100 4

Objectives: 1. To enable the students to understand the characteristics, physiology and body composition needs of different power/strength sports 2. To impart knowledge on sports specific nutrition and hydration guidelines- in power/strength, weight class-combat and racket sport athletes. 3. To help students understand the role or ergogenic aids- their dose, safety and efficacy to enhance sports performance. Course Content Periods

Unit I Nutrition for strength sport athletes 15  Types and characteristics of strength or high intensity sports (sprinting, throwing, body building etc)  Physiology of energy systems,.  Nutritional requirements- macronutrients- carbohydrates, fats proteins  Muscle building- post exercise anabolic window  Impact of resistance training on body composition of athletes in strength sports  Micronutrient requirements  Nutrient periodization in training and competition Unit II Nutrition for weight class sports- combat sports, individual events 15  Types and characteristics- physiological needs, body composition and energy systems used.  Macro and micronutrient requirements in training and competition.  Hydration guidelines in weight class sports  Making weight- weight loss and gain in training and competition-  Strategies to promote healthy weight loss in athletes Unit III Nutrition for racket sport athletes- badminton, squash, tennis 15 1. Characteristics- physiology, energy system, and body composition, duration of match, training. 2. Macro and micronutrient requirements in training and competition 3. Dietary and hydration strategies for athletes in different periods of training and competition Use of Nutritional supplements in strength/power sports- use, effects, efficacy and safety  Creatine monohydrate, Sodium bicarbonates, Nitrates  B-Alanine, Caffiene  Protein supplements  Fat burners References:

1. Manore, M., Meyer, N. L., & Thompson, J. (2009). Sport nutrition for health and performance. Human Kinetics. 2. Ranchordas, M. K., Rogerson, D., Ruddock, A., Killer, S. C., & Winter, E. M. (2013). Nutrition for tennis: practical recommendations. J Sports Sci Med, 12(2), 211-24. 3. Jeukendrup, A., & Gleeson, M. (2010). Sport nutrition: an introduction to energy production and performance (No. Ed. 2). Human Kinetics. 4. Seebohar, B. (2011). Nutrition periodization for athletes: Taking traditional sports nutrition to the next level. Bull Publishing Company. 5. Slater, G., & Phillips, S. M. (2011). Nutrition guidelines for strength sports: sprinting, weightlifting, throwing events, and bodybuilding. Journal of sports sciences, 29(sup1), S67- S77. 6. Helms, E. R., Aragon, A. A., & Fitschen, P. J. (2014). Evidence-based recommendations for natural bodybuilding contest preparation: nutrition and supplementation. Journal of the International Society of Sports Nutrition, 11(1), 20. 7. McArdle, W. D., Katch, F. I., & Katch, V. L. (2009). Sports and exercise nutrition. Lippincott Williams & Wilkins. Course Code Title Periods/Week/Division Marks Credits

PSHSIC302 Nutrition for Team Sports 3 100 4

Objectives: 1. To enable the students to understand the characteristics, physiology and body composition needs of team sports 2. To impart knowledge on sports specific nutrition and hydration guidelines- in team sports 3. To help students understand the role or ergogenic aids- their dose, safety and efficacy to enhance sports performance.

Course Content Periods

Unit I Classification and physiology of field and court sports 15 -Type and characteristics of team sports- field and court sports -Physique, physiology, body composition and energy metabolism in team sports. Macronutrient needs of team sport athletes according to training and position on the field. -Carbohydrate intake- pre, during and post event/training. -Proteins and amino acids- type, amount and timing of ingestion -Fat requirements. Unit II Micronutrient requirements of team sport athletes 15 -Role of vitamins and minerals in energy metabolism, blood formation, bone health, and antioxidants. -Fluid and electrolyte requirements-Hydration strategies in athletes based on rules of the sport, available time and opportunities to hydrate on the field. Unit III Practical nutrition guidelines for different team sport athletes 15 -Field sports- hockey, football, rugby -Batting sports- cricket, baseball, softball -Court sports- volleyball, basketball, netball. -Indian team sports- kabbadi, kho-kho Use of Nutritional supplements in team sports -Creatine monohydrate -Protein supplements -Caffeine -Sports bars, drinks and gels

References:

1. Rankin J W, Nutrition for very high intensity sports in Sports Nutrition: A Practice manual for professionals edited by Marie Dunford 2006 2. Maughan, R. J., & Burke, L. M. (2012). Practical nutritional recommendations for the athlete. In Sports Nutrition: More Than Just Calories-Triggers for Adaptation (Vol. 69, pp. 131-150). Karger Publishers 3. Gibala, M. J. (2013). Nutritional strategies to support adaptation to high-intensity interval training in team sports. In Nutritional Coaching Strategy to Modulate Training Efficiency (Vol. 75, pp. 41-49). Karger Publishers.

Course Code Title Periods/Week/Division Marks Credits

PSHSIC303 Food psychology and Nutritional Counselling 3 100 4

Objectives: 1. To understand the driving factors of food selection that impact sports performance, 2. To develop counselling skills to help athletes and sports persons reach their optimum goal.

Course Content Periods

Unit I The psychology of food choices, food Purchase and eating behavior 15  Models of food choice  Biological & Genetic influences on energy and nutrient intake  Neurobiology of food intake -Social and psychological models of food choice Role of family and peers, Food and Culture, Mood ,emotions and food choice, Food cravings and addiction, Food Rewards  Influences of Media on food choice  Psychological stress among sports persons & its impact on food choices, consumption and performance  Food choices across the life span. Factors affecting purchase of food/supplements/ergogenic aids  Ethnic, religious and economic influences on food choices  Factors affecting the consumers healthy food choices Unit II Applications of food psychology for health maintenance and fitness 15  Strategies to change dietary behavior  Optimisim and intention  Strategic automisation  Using stages of change model to change dietary behavior  Behavior modification strategies to influence food and nutrition choices  Theory of planned behavior and healthy eating  Unit III Nutritional Care Process and Counseling Strategies 15  -Nutritional Care Process; Role and skills of a sport dietician. -Detailed study of Nutrition Counseling theories and strategies -Cognitive behavior therapy, Rational Emotive Behavioural Therapy  B: Stress management & Counselling;  Tools of psychological testing  Counseling of individual sports persons and teams References:

1. Robert S. Weinberg and Daniel Gould (2006) Foundations of Sport and Exercise Psychology 2. Arnold LeUnes (2011) Introducing Sport Psychology: A Practical Guide. 3. Mike Kane (2015) Sports Psychology: The Ultimate Guide For Mastering The Mental Aspects Of Sports Performance 4. Ellis Cashmore (2002) Sport and Exercise Psychology: The Key Concepts (Routledge Key Guides)

Course Code Title Periods/Week/Division Marks Credits

PSHSIC304 Dietary Supplements and Functional Foods 3 100 4

Objectives: To enable students understand: 1. The need for dietary supplements for sports persons of various categories 2. The applications, guidelines and contra indications of using dietary supplements 3. The recent research in the herbal sports supplements for sports persons

Course Content Periods

Unit I Anti-doping regulations and harmful effects of use of steroids & other banned 15 substances Dietary Supplements: Regulations and Classification  Definition and regulations OF Dietary Supplements (country-specific)  Classification of Dietary/Nutritional Supplements Composition, Benefits and Applications of Nutritional Supplements Macronutrient Supplements:  Pure proteins (e.g. Whey, Casein, Egg albumen, Soy protein, Pea protein & other vegan proteins/protein blends), Protein bars, Weight gainers; Amino acid supplements- , Glutamine, Arginine  Carbohydrate supplements & EFAs, Glycerol  Meal replacement powders, Ready To Drink protein shakes (RTDs)  Sports drinks & Sports gels Unit II Micronutrient Supplements: 15  Benefits/Mechanism of action and Applications  Vitamins: Ergogenic role of B-complex vitamins, Vitamin B12 & folic acid, Vitamin D supplements’, Multi-vitamin supplements  Mineral supplements: Calcium-Magnesium-, Iron supplements, supplements, Electrolyte replacement drinks  Antioxidant vitamins & mineral supplements Unit III Benefits/Mechanism of action and Applications of 15 Herbal Supplements - Ergogenic Herbal supplements-:Ashwagandha, Rhodiola, Shilajit, Ginseng, Grape seed extract, - Herbal Testosterone-boosters (e.g. Tribulus terristris, Nettle root, Long jack root etc) Functional foods/phytochemicals - Green tea extract, Tart cherries, Caffeine, Curcumin, Phytosterols, Flavonoids, Beta- alanine, L-Carnitine

References: 1. Goldberg, I 1994. Functional Foods: Designer Foods, Pharma foods, Nutraceuticals Chapman & Hall 2. Gibson, GR and William, CM. 2000. Functional foods - Concept to Product. Woodhead publishing. 3. Aluko, R.E. (2012). Functional Foods and Nutraceuticals. Springer

Course Code Title Periods/Week/Division Marks Credits

PSHSICP301 Diet Planning for Resistance, Power and Team 4 50 2 Sports

Objectives: 1. To enable students learn planning and cooking of diet for strength/power sports persons of various age groups and gender. 2. To train the students in conducting case studies on racket sports persons

Course Content Periods

Unit I Planning and preparation of diets for 15 -Sprinting -Throwing -High jump and long jump -Gymnastics Unit II Planning and preparation of diets for 15 Weight class sports -Boxing -Wrestling -Weightlifting -Body building Racket sport athletes -Badminton -Squash -Tennis/Table-tennis Unit III Planning and preparation of diets for team sports 15 -Cricket -Hockey -Football -Kabbadi -Basketball

References:

1. Slater, G., & Phillips, S. M. (2011). Nutrition guidelines for strength sports: sprinting, weightlifting, throwing events, and bodybuilding. Journal of sports sciences, 29(sup1), S67- S77. 2. Helms, E. R., Aragon, A. A., & Fitschen, P. J. (2014). Evidence-based recommendations for natural bodybuilding contest preparation: nutrition and supplementation. Journal of the International Society of Sports Nutrition, 11(1), 20. 3. Maughan, R. J., & Burke, L. M. (2012). Practical nutritional recommendations for the athlete. In Sports Nutrition: More Than Just Calories-Triggers for Adaptation (Vol. 69, pp. 131-150). Karger Publishers 4. McArdle, W. D., Katch, F. I., & Katch, V. L. (2009). Sports and exercise nutrition. Lippincott Williams & Wilkins. 5. Jeukendrup, A., & Gleeson, M. (2010). Sport nutrition: an introduction to energy production and performance (No. Ed. 2). Human Kinetics.

Course Code Title Periods/Week/Division Marks Credits

PSHSICP302 Research Project 4 100 4

Objectives

1. To guide students in developing general research skills as well as research skills specific to their specialization. 2. To encourage students to work in conjunction with relevant industries, institutes, hospitals, ngo and schools. 3. To encourage students to adopt best practices in research. 4. To facilitate students in accomplishing the beginning steps of the research process, formulate and defend a research proposal, begin data collection, and write the first two chapters of the dissertation (Introduction and Review of Literature; Proposed Methodology).

Course Content Periods

Course Code Title Duration Marks Credits

PSHSICP303 Internship 40 hours/ week 50 2 for 2 months

Internship Protocol -Students are required to take up an internship of minimum of 8 weeks with 40 hours per week in any sports association, sports organizations, with professional teams, college/school sports departments, conduct sports awareness programs, conduct nutrition education programs. - At the end of internship students are required to submit a hard-bound report to the college. -Internship will be graded by the supervisor at the place of internship. - Alternatively, students can also take up an entrepreneurial activity or term paper of equal weightage as per the discretion of the department (subject to approval by the head of the department).

M.Sc. (HOME SCIENCE) BRANCH-IC : SPORTS NUTRITION SEMESTER-IV

(Revised w.e.f. June 2017)

Course Title Internal Semester Total Periods/ Credits Code Assessment End Exam Marks Week/ Marks Batch/ Division PSHSIC401 Entrepreneurship 40 60 100 3 4

PSHSIC402 Nutrition for Sportsperson 40 60 100 3 4 with Special Conditions

PSHSIC403 Sports and Fitness 40 60 100 3 4 Management

PSHSIC404 Strategies for Holistic 40 60 100 3 4 Health

PSHSICP401 Diet Planning for - 50 50 4 2 Sportsperson with Special Conditions

PSHSICP402 Research Project 50 50 100 8 4

PSHSICP403 Training in Alternative - 50 50 - 2 Strategies for Fitness

Total 600 24 24

Course Code Title Periods/ Marks Credits Week/ Division PSHSIC401 Entrepreneurship 3 100 4

Objectives: 1. To enable students learn to plan an entrepreneurial venture and executing the plan. 2. To assist students develop multi-management skills to either start their own business or manage an existing food service institution/ organization.

Course Content Periods

Unit I Marketing and Marketing Management process 15 -Concepts of marketing -Channels of distribution -Market Research and Marketing strategies -Market segmentation, targeting and positioning -Novel and innovative product /service development -Brand development and promotion Concepts of Human Resource Management -Recruitment and selection -Training and development -Performance appraisal -Personnel action, retention and productivity improvement -Overview of Labour management and relations. -Supply Chain Management Unit II Entrepreneurship 15 -Definition and meaning of entrepreneurship -Types, Classification and trends of Entrepreneurial ventures in sports industries -Qualities and skills of an entrepreneur -Resources required for a business -Project formulation, evaluation and feasibility analysis -Idea generation -Market research -Project selection -Project evaluation using appropriate industry standards -Business planning -Importance, purpose and efficiency of a plan -Business acquisition, franchising and outsourcing -Legal, ethical and environmental considerations of the entrepreneurial venture -Overview of business regulation by the government -Inspection, Licensing -Patent, trademark and intellectual property rights registration and accreditations. Unit III Financial considerations of entrepreneurship 15 Funding for the business proposal  Government and non-government opportunities for funds and resources.  Franchising opportunities Product pricing and profit generation  Tools of analysis of costing, cost control and budgeting Accounting procedures and financial statements. Investing resources into the business Corporate Social Responsibility References:

Course Code Title Periods/Week/Division Marks Credits

PSHSIC402 Nutrition for Sportsperson with Special Conditions 3 100 4

Objectives: To enable students understand 1. Symptoms and Principles of nutritional management of various therapeutic conditions observed in sports persons 2. The importance and process of nutritional counseling for athletes. 3. The special nutritional concerns of travelling athlete and athletes with physical disabilities 4. Nutritional guidelines for athletes performing under altered climatic conditions.

Course Content Periods

Unit I Nutrition for child, adolescent and master athletes- 15 -Process of growth and development during childhood and adolescence, Factors influencing with special emphasis of exercise -Physiology of ageing and factors influencing; -Nutritional problems of younger and master athletes -Nutritional guidelines and Nutritional Requirements for younger and older athletes. Nutritional concerns of travelling and vegan athletes Athletes performing under altered climatic conditions-High altitude, Mountaineers, High and low climatic temperature etc. Nutrition guidelines for athletes with physical disabilities Unit II Management of selected nutritional problems among sportsperson 15 -Anaemia - causes, consequences and role of nutrition in the prevention and management -Osteoporosis - Bone Physiology, Effect of Nutrition, age, sex and exercise on bone health, Preventive and curative strategies of osteoporosis Nutritional management of Exercise Injuries Nutrition for Weight Management in Sports and Non-Sports Persons of Various Age Groups / Categories. -Eating Disorders among sports persons, Types of Sports with weight restrictions -Need for Weight Loss & weight gain, Negative aspects of weight loss and recovery strategies -Dietary & Lifestyle Approaches for weight and fat loss and/gain Unit III Nutritional Management of clinical conditions among sports – 15 -Diabetes Mellitus - Etiology, Pathophysiology, metabolic alterations, Complications, Assessment and Management. -Hypertension and Heart disease -Prevalence, Pathophysiology, Role of Macro & Micronutrients. -Gastro Intestinal Disorders: Peptic Ulcer, GERD, IBS, etc., Etiology, Pathophysiology and effect of Exercise

References:

1. Bernadot, Dan (1999) Nutrition for serious Athletes, Human Kinetics USA. 2. Browns, Fred and Caustan, Cargill (2002) Essentials of Sports Nutrition – 2nd edition John Wiley and Sons, 3. Burke, L. Y.and Deking, V. (2006) Clinical Sports Nutrition (3rd ed.), Tata McGraw Hill Pub. England. 4. Summerfield, Lianne, M. (2001) Nutrition Exercise and Behaviour An integrated approach to weight 5. Wolinksy, I. (1998) Nutrition in Exercise and Sports CRC press NY. 6. Wolinsky, Ira and Driskell, J. (2004) Nutritional Ergogenic aids, CRC Press NY. management, Belmount (USA). Wadsworth/Thompson Learning

Course Code Title Periods/Week/Division Marks Credits

PSHSIC403 Sports and Fitness Management 3 100 4

Objectives: 1. To understand the concepts of Sports and Fitness Management. 2. To learn the skills necessary for managing a sports event/ fitness center/sports organization.

Course Content Periods

Unit I Sports Organization & Administration 15  Perspective and Management; Principles of Management  Sports Human Resource Management- Group and Teams : Meaning of a Group, Group Dynamics, Group Cohesiveness, Types of Groups, Task Groups, Work Teams, Nature of Teams, Team Building, Group/Teams Effectiveness, How to Make Teams More Effective.  Organisation Structure as Applied to Sports Organizations  Decision Making Process: Individual Decision Making, Rational Decision Making, Decision making Styles, Creativity in Decision Making, Participative Decision Making, Group decision Making  Conflict: Definition of Conflict, Stages in Conflict Process , Functional Conflict, Dysfunctional Conflict, Managing Conflict, Negotiation  Leadership in Sports Management -High Performance Leadership in Sports - Improving Leadership Effectiveness  Managing For High Performance: High Performance Work Practices, Goal Setting, Performance Management Techniques Associated with Goal Setting, Application of Goal Setting to Organisational Performance  Marketing Management Unit II Financial Accounting & Management 15  Sports Law, Legal Aspects of Business & Taxation  Business Statistics  Sports Financial Management

Strategic Management  Product & Brand Management  Sports Marketing Tools  Sports Analytics Management- Software  Sports Sponsorships & Funding for setting up a gym  Business Negotiations Skills Unit III  Management of Sporting and Recreation, Organisation, Decision process, Delivery of 15 Recreation Services, Impact of Organisational Process on Individual Sports Facility & Event Management  Celebrity Management  Digital Marketing in Sports  Media Marketing in Sports  Public Relations in Sports  Business Communication References:

Gil Fried (2015) Managing Sport Facilities Janet B. Parks and Beverly R.K. Zanger (1990) Sport and Fitness Management: Career Strategies and Professional Content John Beech and Dr Simon Chadwick (2013) The Business of Sport Management Karen Bill (2009)Sport Management (Active Learning in Sports) Fred Luthans - Organizational Behaviour : McGraw Hill Internatyional S P Robins - Organizational Behaviour : Prentrice Hall India Ltd. Ghanekar - Organizational Behaviour Concept & Cases : EPH

Course Code Title Periods/Week/Division Marks Credits

PSHSIC404 Strategies for Holistic Health 3 100 4

Objectives: 1. To understand the relevance and applications of holistic health and fitness strategies in various sports. 2. To study about alternative strategies to achieve fitness, create wellness and reduce stress with integration of the mind, emotions and the body. 3. To explore with a scientific temper, the recent strategies developed to attain optimum body composition.

Course Content Periods

Unit I Maintaining holistic health and wellness-Sports Specific Strategies. 15  Athletics  Swimming  Skiing  Skating-floor and ice  Gymnastics  Wrestling  Boxing  Body building  Team sports-Baseball, Basketball, Football, Hockey,  Car racing  Mountaineering  Boating  Rafting Unit II Alternative strategies to achieve fitness, create wellness and manage/reduce stress 15 with integration of the mind, emotions and the body.  Yoga and meditation  Ayurvedic concepts for wellness  Dance- Traditional and contemporary  Outdoors activities and nature bathing  Energy healing techniques  Psychological and behavioural strategies-, Neuro Linguistic Programming, Emotional Freedom Technique, Hypnotherapy  Naturotherapy  Aromatherapy  Massage therapy, Bowen Therapy  Accupuncture and acupressure  Music therapy  Laughter Therapy.  Role of sleep in health maintenance and designing an adequate sleep prescription for health Unit III Scientific study of the recent strategies developed to attain optimum body 15 composition.  Mindful eating and behavioural therapy  Specific diets designed for altering body composition (Fad Diets)  Cryogenic freezing  Body Sculpting  Herbal remedies and phytonutrients for weight loss  Ultra-Liposuction

References:

1. Powers, S. and Dodd, Stephen (1996) Total fitness, Allyss and Bacon, Univ. of Florida 2. Hoeger, W., Turner, Low and W. Hafen Brent (2002), Wellness Guidelines for a healthy life style Wadsworth/Thomas Learning USA. 3. Brannon, L. and Feist, Jess (2000), Health Psychology IV edition, An Introduction to behaviour and health, Wadsworth USA. 4. Schafer Walt (1998) Stress Management for IV ed. Wellness Wadsworth USA. 5. Mind, body and soul (1998) The body shop, Bullyinch press book, little Brown and co. 6. Bhat and Savur, S. (1998) Fitness for life, Jaico publishing House 7. McManners D.(2007)The Ultimate Holistic Health Book: Your Guide to Ultimate Health & Wellbeing ,Piatkus Books, UK. 8. Mincolla M.(2015)Whole Health: A Holistic Approach to Healing for the 21st Century,TarcherPerigee - Penguin books USA. 9. Koopsen C and Young C(2009) Integrative Health: A Holistic Approach for Health Professionals,Jones and Bartlett Publishers, Massachusets. 10. Leddy S.(2003).Integrative Health Promotion: Conceptual Bases for Nursing Practice, Jones & Bartlett Learning. 11. Yogeswar (2004).Textbook of Yoga, Penguin books. 12. Stephens M.(2011).Teaching Yoga: Essential Foundations and Techniques, Atlantic Book,s California. 13. Grossman G.(2015).Dance Science: Anatomy, Movement Analysis, Conditioning, Princeton Book Company 14. Francis L.(1993).Aerobic Dance for Health and Fitness,Brown & Benchmark Publishers. 15. Staugaard-Jones J.(2011).The Anatomy of Exercise and Movement for the Study of Dance, Pilates, Sports, and Yoga, Lotus Pub. 16. E.M.Selhub and Logan a.(2012).Our Brain On Nature: The Science of Nature's Influence on Your Health , Happiness and Vitality,John Wiley and Sons ,Canada. 17. Barton J., Bragg, Wood C, Pretty J. (2016)Green Exercise: Linking Nature, Health and Well-being, Routledge,Taylor and Francis Group. 18. El-Hashemy S.(2011).Textbook of Naturopathic Family Medicine & Integrative Primary Care,Canadian College of Naturopathic Medicine Press. 19. Kolster B.C. and Waskowiak A.(2007).The Acupressure Atlas,Inner Traditions/Bear. 20. Baer R.A.(ed).(2015).Mindfulness-Based Treatment Approaches: Clinician's Guide to Evidence Base and applications, Academic Press. 21. www.mhhe.com/hper/physed/clw/01corb.pdf 22. www.iosh.co.uk/workingwell 23. unpan1.un.org/intradoc/groups/public/documents/cpsi/unpan034886.pdf 24. www.ncaa.org/health.../sport.../training-lifetime-champions-4-ways-improve-student-..

25. www.healthfitnessrevolution.com › Author › Health Fitness Revolution 26. www.geog.uvic.ca/wellness/Critical_Synthesis%20of%20Wellness%20Update.pdf 27. https://books.google.co.in/books?isbn=1842141341

Course Code Title Periods/Week/Division Marks Credits

PSHSICP401 Diet Planning for Sportsperson with Special 4 50 2 Conditions

Objectives: 1. To enable students to plan diets for younger and older athletes 2. To enable students to plan nutritious meals for travelling athlete, Vegan athlete and athletes with physical disabilities 3. To enable students learn and implement principles of diet planning in the management of- Selected Nutritional problems-Anemia and osteoporosis; Clinical conditions- Weight management, Diabetes and Gastro intestinal diseases

Course Content Periods

Unit I Planning and preparation of diets for 15 -Younger and older athletes of various categories-Age groups, gender and sports types -Travelling athlete -Vegan athlete -Athletes with physical disabilities/Paraplegic athletes/Injured Athletes -Master/Older Athletes Unit II Planning and preparation of diets for 15 -Athletes performing under altered climatic conditions -High altitude -Mountaineers -High and low climatic temperatures Unit III Planning and preparation of diets for sports persons suffering from 15 -Anemia and osteoporosis-Development of micronutrient rich recipes and sports drinks Weight management in sports persons- weight loss & weight gain Planning and preparation of diets for -Diabetes mellitus -Hypertension, atherosclerosis -Gastro intestinal diseases-Peptic Ulcer, GI disturbance due to anxiety, Celiac disease, IBS

References:

1. Burkee, L. and Deakin, V. (2006) Clinical sports nutrition (3rdEd.) The McGraw Hill Companies 2. Mahan, L.K. and Escott-Stumps, S. (2000) Krause’s food, nutrition & diet therapy(11thEd.)CRC press.

Course Code Title Periods/Week/Division Marks Credits

PSHSICP402 Training in Alternative Strategies for Fitness 4 50 2

Objectives: 1. To provide practical training to develop expertise in using exercises to achieve fitness. 2. To enable students to explore and experience alternative strategies for wellness. 3. To learn to develop nutrition and wellness education protocols for the community. 4. To have students learn about alternative health strategies and therapies through engagement in participatory workshops.

Units Contents Periods Unit I Gym based aerobic exercises/Gym based resistance training/ Exercises for flexibility/ 15 Calisthenics/ Dance- Traditional, contemporary and applied/ Yoga, Power yoga and meditation/ Other Forms of Fitness

Organising and participating in workshops that teach Eastern alternative health strategies and therapies such as the following:  Yoga  Mindfulness and meditation  Ayurveda  Energy healing  Laughter therapy  Acupuncture / acupressure Unit II Organising and participating in workshops that teach Western alternative health strategies 15 and therapies such as the following:  Music therapy  Dance therapy  Art-based therapy  Nature therapy  Hypnotherapy  NLP

Course Code Title Periods/Week/Division Marks Credits

PSHSICP403 Research Project 4 100 4

Objectives:

Examination Scheme for MSc Home Science:

Part A: Theory Papers

All theory papers of 100 marks are to be evaluated in two parts.

INTERNALS: 40 marks. This comprises 30 marks for a project, 5 marks for class participation, and 5 marks for the extent to which the student was a responsible learner. See Table below:

 Active participation in routine class instructional deliveries 05 Marks

 Overall conduct as a responsible learner, communication and leadership 05 Marks qualities in organizing related academic activities

SEMESTER-END EXAMINATION: 60 marks. The semester-end question paper is for 2 ½ hours. The semester-end examination question paper has to be set with limited choice within each set of questions.

For all four unit syllabi, the question paper must have five sets of questions of 12 marks each; each of the five questions is compulsory, with options within each question:

 Question 1, carrying 12 marks, has a set of sub-questions from Unit I. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6.  Question 2, carrying 12 marks, has a set of sub-questions from Unit II. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6.  Question 3, carrying 12 marks, has a set of sub-questions from Unit III. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6. (Format may be modified for a lengthier statistics sum.)

 Question 4, carrying 12 marks, has a set of sub-questions from Unit IV. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6. (Format may be modified for a lengthier statistics sum.)  Question 5, carrying 12 marks, has a set of sub-questions from Units I, II, III, and IV. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 4 out of 6.

For all three unit syllabi, the question paper must have four sets of questions of 15 marks each; each of the four questions is compulsory, with options within each question:

 Question 1, carrying 15 marks, has a set of sub-questions from Unit I. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8.  Question 2, carrying 15 marks, has a set of sub-questions from Unit II. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8. (Format may be modified for a lengthier statistics sum.)  Question 3, carrying 15 marks, has a set of sub-questions from Unit III. Possible sub- questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8. (Format may be modified for a lengthier statistics sum.)  Question 4, carrying 15 marks, has a set of sub-questions from Units I, II, & III. Possible sub-questions include the following formats: Answer any 2 sub-questions out of 3, or any 3 out of 5, or any 5 out of 8.

Part B: Practical Papers

Each Practical Paper of 50 marks will be evaluated in a semester-end examination of 50 marks. There are no internal marks for these practical papers. The semester-end examination is of 3 ½ hours.

Total Marks/ Internal Semester End Pattern Duration Assessment Exams Practical Paper 50 marks/ - 50 - 3 ½ hours