SYBSc Home Science Sem III IV Syllabus Mumbai University by munotes
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S.Y.B.Sc. Home Science SEMESTER III
COURSE
CODE TITLE OF THE COURSE STUDENT
WORKLOAD NO. OF
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 Textil es and Costumes of
India
3 - 3 -
USHS305
Principles of Management
3 - 3 -
USHSP301
Nutrition and Meal Planning
- 3 - 2
USHSP302
Human Development Principles of
Working with Children
- 3 - 2
USHSP303
Pattern Making, Garment
Construction and Styling for Women’s
Wear
- 3 - 2
15 9 14 6
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Course Code Title of the
Course Lectures / week Marks allotted Credits for the
Course
USHS301 Foundation
Course 3 100 2
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 lif e
Unit Course Content Lectures
I Human Rights Violations and Redressal
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 popu lation
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 Parti cipation)
Act, 1995;
D. Redressal mechanisms at the National and State levels ‐
The National Human Rights Commission (NHRC), the National
Commission for Women. 15
II Dealing With Environmental Health & Education Concerns
A. Threats to the environment arising from extinction, loss of
habitat, degradation of environment,
pollu tion, 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 15
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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 p revention, 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
Sugg
ested Readings
[Note: This is not an exhaustive or prescriptive list; it is merely suggested reading]
Unit 1 (Hu man 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, 20 00
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, Sudhi r 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) III
Soft Skills for Effective Interpersonal Communication
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 a nd 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) Leaders hip Skills and Self ‐improvement ‐ characteristics of
effective leadership
II) Styles of leadership and team building 15
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Satpathy, N. Sustainable Development (An Alternative Paradigm); K arnavati 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; 19 91
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 o f 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 Div ide; 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 Peo ple; 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
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Course Code Title of the
Course Lectures / week Marks allotted Credits for the
Course
USHS302 Nutrition and
Meal Planning -
I 3 100 3
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 wil l be that which
has been chosen by the majority of the students.
UNIT COURSE CONTENT PERIODS
I
Overview of Balanced diet, Food groups, Food guide
pyramid, Recommended Dietary Allowances
Modification of normal diet for consistency, texture,
caloric an d 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
15
II Nutrition in Pregnancy and Lactation
Physiological changes in pregnancy
Nutritional Requi rements of pregnancy
Issues and Complications of pregnancy
Lactation physiology
Advantages of breast feeding 15
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Problems associated with lactation
Nutritional requirements of the lactating mother.
III Nutrition concepts and principles for optimum h ealth
and disease prevention.
Chronic degenerative diseases.
Obesity
Metabolic syndrome
Bone health
Cancer prevention strategies
15
IV Major public health problems –Causes, symptoms,
Prevention and control programme.
Iodine Deficiency Disorder
Vitamin A deficiency
Anaemia
PEM
Cancer
15
V Communicable Diseases
Study of infectious diseases
Waterborne
Air borne
Vector borne
Food borne
AIDS
Symptoms, prevention and control programmes.
15
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. & Ja mes, 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. L uis Toronto Times Mirror/ Mosby College
Publications
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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 Nutritio n. 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). Fundam entals 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: D elmar 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 Califo rnia.
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.
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Objectives:
1. To provide students with an overview of changing families in ch anging 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 follo wing 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
(a) Brief overview of changing families, changing times,
demographics
Optimal functioning families: Diversity and complexity
Contemporary two -parent families: Strengths and challenges
Multi -gene ration 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 w ays 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 dat a (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 15 Course Code Title of the
Course Lectures / week Marks allotted Credits for the
Course
USHS303 Marriage and
the Family 3 100 3
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stability; characteristics of high quality marital relationship s;
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 -
Child Relationships: A multicultural perspective
(a) Demographic data
(b) Parent -child relations over the life course
Development, continuities, transition s, 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
15
III Other Close Interpersonal Relat ionships in the Family: A
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 specific ity or gender equity?
Roles of grandchildren: A life -course perspective
(b) Sibling relationships: A life -course perspective
(c) Intergenerational family relations:
Solidarity
Conflict
Family Caregiving
15
IV Family Conflict and Family Violen ce/Abuse
(a) Family Conflict
Nature of family conflict and communication 15
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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; conc ept of marital rape
Physical, emotional and sexual child abuse in the family
Elder neglect and abuse
V Family Interface with other Institutions
Religion and Families
Impact of religion on the family
Impact of family changes on religion
Relational d ynamics in interfaith marriage
Media -Family Interface
The Wired Family (Television, movies, and the Internet): Family
and media technology in the new era
Cyberkids
15
References:
Lemme, B. (2006). Development in adulthood (4th ed.). New York, NY: Pea rson.
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.). Belmo nt, 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, prac tices 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 Pre ss.
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Course Code Title of the
Course Lectures / week Marks allotted Credits for the
Course
USHS304 Traditional
Textiles and
Costumes of
India 3 100 3
Objectives:
1. To acquaint the student with the rich Indian heritage of woven, dyed, printe d, 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 tradi tional 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 syll abus 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)
Dyed, printed and pai nted 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 In dia: ( Madhya Pradesh)
Dyed, printed and painted textiles, Woven textiles, Embroidery,
Costumes and Jewelry, Floor coverings
15
II North India: (Jammu & Kashmir, Punjab, Himachal Pradesh, Uttar
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, Arunac hal 15
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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
jewelry of Western and Southern I ndia 15
IV Contemporary developments in textiles, costumes, floor coverings and
jewelry of Central and Northern India 15
V Contemporary developments in textiles, costumes, floor coverings and
jewelry of Eastern and Northeastern India 15
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.
Chat topadhyaya 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 Mu seum
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 con temporary developments of designers and brands involved in such
work
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Course Code Title Lectures/week Marks Credits
USHS305 Principles of
Management 3 100 3
Objectives:
1. To help students understand the fundamental concepts and Principles of Mana gement
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 Conten t Lectures
I Introduction:
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 enviro nment
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. 15
II Functions of Management:
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 15
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d. Understand ing groups and teams
2.3 Controlling
a. Control Process
b. Managerial Control
c.
III Time, Energy and Money Management
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 im pairment
3.3 Money as a Resource
a. Concept of income
b. Sources and types of income
c. Steps in money management
d. Budgeting
e. 15
IV Introduction to Human Resource Management
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. 15
V Introduction to Marketing Management
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. 15
Page 15
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 Pres s.
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 De velopment, 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, Bost on.
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) : Dyn amics 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). B usiness 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.
Page 16
Course
Code Title of the Course Lectures / week Marks allotted Credits for the
Course
USHSP301 Nutrition and
Meal Planning -1
3 50 2
Objectives:
1) To help the students understand and utilize a dvanced 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
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
15
II 1. B.
Punjabi
Sindhi
Bengali .
15
III 1.C.
South Indian
Cookery across the Globe/Continental 15
Page 17
Course Code Title of the
Course Lectures / week Marks allotted Credits for the
Course
USHSP302 Human
Development
Principles of
Working with
Children 3 50 2
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
(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, co louring, painting, paperwork, fabric -work.
3-dimensional artwork: paper relief, mobile making, stabile making,
container creations.
15
II Storytelling Activities for 3 –to-12-year -old children
(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. 15
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Experimenting/rehearsing using different types of puppets for
storytelling.
Making any two types of the following three types of puppets:
o Finger puppets/stick pu ppets
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
(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 ac tion 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 son g
(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
15
Method:
Overview of the course is shared in the firs t 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 Kings ley.
Page 19
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., & Schirrma cher, 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: Pearso n.
Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. L. (2014). Developmentally
appropriate curriculum: Best practices in early childhood educatio n (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.
Page 20
Course
Code Title of the Course Lectures
/ week Marks
allotted Credits for
the Course
USHSP303 Pattern Making, Garment Construction
and Styling for Women’s Wear 3 50 2
Objectives:
1. To train stude nts 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
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 dependin g upon the trend) e.g. Leg -O-
Mutton, Bell, Puff, etc.
d) Kurta / Top (any 1)
e) Salwar/ Churidar (any 1)
15
II A. Fundamentals
a) Corner Finishes - Mitre corner, Outer and Inner corners, Square
neck, Reinforcement
b) Collars - Chinese collar (with s haped 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)
15
III Styling for Women’ wear for different occasions & Study of
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
15
Page 21
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 f or 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 Priva te 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 & Deshp ande, 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:
Abra ms.
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: Lauren ce 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.
Reade r’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: Bra nding Style from Armani to Zara. USA: Kogan
Page Limited.
Page 22
S.Y.B.Sc. Home Science SEMESTER IV
COURSE
CODE TITLE OF THE COURSE STUDENT
WORKLOAD NO. OF
CREDITS
L P T P
USHS401
Foundation Course
*Computer Applications
(Value -Added)
3
-
2
-
USHS402
Nutrition and Meal Planning
3 - 3 -
USHS403
Development in Adulthood: Special
Topics
3 - 3 -
USHS404
Sectors of Textiles & Apparel Industry 3 - 3 -
USHS405
Introduction to Ergonomics
3 - 3 -
USHSP401
Nutritio n and Meal Planning -II
- 3 - 2
USHSP402
Human Development Principles of
Working with Adolescents and Adults
- 3 - 2
USHSP403
Pattern Making, Garment Construction
and Styling for Women’s Wear
- 3 - 2
15 9 14 6
Additional fee will be charge d for the computer classes. Unless a student passes the
Computer Examination, the student will not get the credits of the said paper.
Page 23
Course Code Title of the
Course Lectures /
week Marks allotted Credits for the
Course
USHS401 Foundation
Course 3 100 2
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 lif e.
Unit Course Content Lectures
I Significant Rights of Citizens
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 educ ation.
15
II Ecology: Approaches, Ethics and Issues
A. Understanding approaches to ecology ‐ Anthropocentrism,
Biocentrism and Eco centrism,
Ecofeminism and Deep Ecology
B. Environmental Ethics ‐ Libertarian ethics, Ecologic Extension
and Conservatio n; 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
15
III Science and Technology
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 15
Page 24
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 i mprecise 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 sate llite, 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 Publicat ions, 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, 20 05
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, Educ ation, 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 Disaster s Report; Oxford University Press, New
Delhi, 2000
Page 25
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 Peop le; 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
Page 26
Course
Code Title of the Course Lectures / week Marks allotted Credits for the
Course
USHS402 Nutrition and
Meal Planning -II 3 100 3
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 lea rn 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 Menu planning OR Food safety .
Note: The fo llowing 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.
Physiol ogical 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 ch anges 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.
15
II Geriatric nutrition
Physiological changes in the geriatric population
Factors affecting food intake
Nutritional Requirements in the Elderly and nutrition principles to 15
Page 27
address the physiological changes seen
Lifestyle recommendations for the elderly to m aintain health
III Overview of nutrition principles for preventing and managing
common disorders/conditions seen in childhood .adolescence and
the elderly populations
Childhood
Worm infestation, infections and challenges to immune status
Dental Car ies
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
15
IV Menu Planning
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.
15
V Food safety
Basic concept s of food safety.
Preventing nutrient losses from foods.
Health and hygiene practices
Prevention of food borne infections
15
Page 28
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 Rol fes 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: Chu rchill
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.(2 013). 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). Nutri tion 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/ T homson
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. (2 003)Nutrition in the Community. New Delhi: Elite Pub.House Pvt
Ltd.
Page 29
Course Code Title of the
Course Lectures / week Marks allotted Credits for the
Course
USHS403 Development in
Adulthood:
Special Topics
3 100 3
Objectives:
1. To promote i nterest 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 ap propriate 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.
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
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 Adu lthood: 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 i n 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
Page 30
(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 preventi on; 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 e ffort
(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/urba n 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 a nd 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 i mpact of subjective age
Page 31
(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 m onitoring;
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 th eory 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/r ole 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 reti rement; 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
Predictor s of the quality of retired life
Page 32
References:
Cavanaugh, J. C., & Blanchard -Fields, F. (2002). Adult development and aging (4th ed.).
Belmont, CA : Wadsworth/Thomson Learning.
Lemme, B. (20 06). Development in adulthood (4th ed.). New York, NY: Pearson. 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 Activit ies
Types of leisure activities
Developmental changes in leisure
Consequences of leisure activities
Page 33
Course
Code Title of the Course Lectures
/ week Marks allotted Credits for
the Course
USHS404 Sectors of Textiles & Apparel
Industry 3 100 3
Objectives:
1. To acquaint the stude nt 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
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 Contemporary Sectors in Apparel & Costumes –
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
15
II Technical Textile -
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
15
III Product & Lifestyle Design - basic variety of products and their features.
Jewelry design, Interior accessories, craft -based accessories for Costume,
Precious and semi precious jewelry, other accessories such as shoes, belts,
bags, Headgears etc.
15
IV Fashion Media Communication : Basic types.
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. 15
Page 34
Editing and writing for different formats such as print, broadcast and digital.
Visual merchandising, Styling, Graphic Design, Display and Exhibit design,
Advertising, Pu blic Relations and Creative Writing.
V Industries:
Type, Scope & Challenges, Clusters located in India
Fibre Industry, Fabric - Weaving, Knitting, Nonwoven Industry, Process
houses, Dye houses, Printing houses, Finishing Industry, Denim washing
Indus try, 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
15
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 In dustry , Blackwell publishing, UK.
Page 35
Course
Code Title of the Course Lectures /
week Marks
allotted Credits for
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 t he choice
I. Introduction
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 Character istics, Capabilities and Limitations
1.4 Interdisciplinary and nature of Ergonomics
15
II. Domains of Ergonomics
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 15
Page 36
a. Work Environment
III. Anthropometry and Design
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
15
IV. Biological Ergonomics
4.1 Introduct ion
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
15
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. Com puters 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
Page 37
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.
Page 38
Course
Code Title of the Course Lectures /
week Marks
allotted Credits for
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
(Principles of planning, calculating the nutrient content and
cooking of the menu)
15
II Preparation of nutrient rich
recipes
Protein
Fiber
Vitamin A
Iron
Calcium
15
III Menu plan ning
Standardisation of recipes
Stepping up of recipes
Planning and preparing for events/themes(microcanteen) 15
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 Dasg upta, 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
Code Title of the Course Lectures /
week Marks
allotted Credits for
the Course
Page 39
USHSP402 Human Development Principles of
Working with Adolescents and Adults
3 50 2
Objectives :
1. To introduce students to three types of techniques (group games and activities; street plays;
focus group int erviews) 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 wo rking with adolescents and adults in
Human Development and allied fields.
Unit Topic No. of Periods
I (a) Overview of the course
(b) Group games and activities to foster developmental assets (e.g.,
self-esteem, interpersonal competence) among adolescent s 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 afterwar ds.
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. 15
Page 40
7. Presentation/displaying/using of the board game.
8. Playing on each other’s board games.
II (a) In troduction to dramatization techniques used in human
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 techniqu e
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 pertain ing 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 pl ay in front of an audience (within the college
or outside the college to a target group). 15
III (a) Introduction to interviews used in human development and allied
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 teac her.
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. 15
Method :
Overview of the cours e 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
discu ssion, as well as individually through writing in the journal after the practical.
Students are expected to maintain a portfolio of activities.
Page 41
References
Ackerman, M. A. (2004). Conversations on the go: Clever questions to keep teens and grown -
ups talkin g. 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 e d.). 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.
Page 42
Course
Code Title of the Course Lectures
/ week Mark s
allotted Credits for
the Course
USHSP403 Pattern Making, Garment Construction
and Styling for Women’s Wear
3 50 2
Objectives:
1. To train students for women’s pattern making and garment construction of garments
2. To train the students in the funda mentals 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
a) Night wear (Top and Pyjama)
b) Skirt and Blouse/shirt 15
II A. Fundamentals
Any 2 suitable/required for the
garments
B. Garment Construction
a) Night wear (Top and Bottom)
b) Skirt and Blouse/shirt 15
15
III Styling for Women’ wear for different occasions & Study of
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.
15
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 s ketching 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.
Page 43
Basic concepts of clot hing 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:
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, E undeok. (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, 20 10.
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.