Home Science Degree Course Curriculum PDF

Model Curriculum for Three/Four Year Degree Course (With Multiple Entry /Exit Option) Based on NEP-2020 **Home Science** **Odisha State Higher Education Council, Bhubaneswar** **Government of Odisha** [Contents ] ----------------------- 1. Structure and Regulation...............................

Model Curriculum for Three/Four Year Degree Course (With Multiple Entry /Exit Option) Based on NEP-2020 **Home Science** **Odisha State Higher Education Council, Bhubaneswar** **Government of Odisha** [Contents ] ----------------------- 1. Structure and Regulation..................................... ------------------------------------------------------------- 2. Core Courses (*4 Credits each*)....................................... ---------------------------------------------------------------------- 3. Multidisciplinary Courses........................................ ----------------------------------------------------------------- *(3 courses to be chosen from baskets of Multidisciplinary for Semester-I/II/III* --------------------------------------------------------------------------------- *with 3 credits each)* ---------------------- Ability Enhancement Courses................................ ----------------------------------------------------------- *(Odia and English are the compulsory courses under Semester-I/II respectively* ------------------------------------------------------------------------------- *with 4 Credits each)* ---------------------- Skill Enhancement Courses (SEC)........................\.... ------------------------------------------------------------ *(3 courses to be chosen from baskets of SEC for Semester-I/II/III respectively* -------------------------------------------------------------------------------- *with 3 credits each)* ---------------------- Value Added Courses....................................\...\..... ----------------------------------------------------------------- *Environmental Studies and Disaster management compulsory under* ---------------------------------------------------------------- *Semester-I with 3 Credits* --------------------------- b. *3 courses to be chosen from baskets of VAC for Semester-III/V/VI with* -------------------------------------------------------------------------- *3 credits each* ---------------- Summer Vocational Course................................. ---------------------------------------------------------- *(Students may opt for vocational courses after 2^nd^ Semester and 4^th^ Semester* ---------------------------------------------------------------------------------- *for Certificate Course or Diploma Course respectively with 4 credit each)* --------------------------------------------------------------------------- UNDER GRADUATE COURSE IN HOME SCIENCE NEP 2020 SYLLABUS STRUCTURE Core-1 (Hons): Paper 1- Human Physiology -- --------------------------------- ----------------------------- Paper 2- Food and Nutrition Core-2 Multidisciplinary available in the college AEC- Ability Enhancement Course +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | VAC- Value Added | | | | Course | | +-----------------------+-----------------------+-----------------------+ | **Semester II** | Core 1 | Paper 3- Child | | | | Development | +-----------------------+-----------------------+-----------------------+ | | | Paper 4- Family | | | | Resource Management | +-----------------------+-----------------------+-----------------------+ | | Core 2 | NIL | +-----------------------+-----------------------+-----------------------+ | | Core 3 | The students cannot | | | | opt for the subject | | | | optedunder first | | | | semester.For | | | | example-If the | | | | student opted zoology | | | | in first semester | | | | then the student has | | | | to opt the subject | | | | other than zoology. | +-----------------------+-----------------------+-----------------------+ | | Multidisciplinary | The students cannot | | | | opt for a course | | | | chosen under first | | | | semester. For | | | | Example- If the | | | | student opted Health | | | | psychology in first | | | | semester then the | | | | student has to opt | | | | the subject other | | | | than zoology. | +-----------------------+-----------------------+-----------------------+ | | AEC | English- Compulsory | +-----------------------+-----------------------+-----------------------+ | | SEC | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | VAC | NIL | +-----------------------+-----------------------+-----------------------+ | | Core -1 (Hons) | Paper 5- Home Science | | | | Extension Education. | +-----------------------+-----------------------+-----------------------+ | | | Paper 6- Introduction | | | | to Textiles | +-----------------------+-----------------------+-----------------------+ | | | Paper 7- Development | | | | in late Childhood and | | | | adolescence | +-----------------------+-----------------------+-----------------------+ | | Core - 2 | Paper 2 of the | | | | subject (under Major) | | | | One has chosen under | | | | semester I | +-----------------------+-----------------------+-----------------------+ | | Core - 3 | NIL | +-----------------------+-----------------------+-----------------------+ | | Multidisciplinary | A course from the | | | | basket other than | | | | what one has chosen | | | | in semester I or | | | | Semester II | +-----------------------+-----------------------+-----------------------+ | | AEC | NIL | +-----------------------+-----------------------+-----------------------+ | | SEC | NIL | +-----------------------+-----------------------+-----------------------+ | | SEC | NIL | +-----------------------+-----------------------+-----------------------+ | | Value Added Course | A course from the | | | | basket | | | | | | | | or | +-----------------------+-----------------------+-----------------------+ | | Core-1 (Hons) | Paper 8- Maternal and | | | | Child nutrition | +-----------------------+-----------------------+-----------------------+ | | | Paper 9- Dynamics of | | | | Communication | +-----------------------+-----------------------+-----------------------+ | | | Paper 10- | | | | Fundamentals of | | | | Clothing and Fashion | | | | Design | +-----------------------+-----------------------+-----------------------+ | | Core-2 | NIL | +-----------------------+-----------------------+-----------------------+ | | Core-3 | Paper 2 of the | | | | subject (under major) | | | | one has chosen under | | | | Semester II | +-----------------------+-----------------------+-----------------------+ | | Multidisciplinary | NIL | +-----------------------+-----------------------+-----------------------+ | | Summer vacation after | | | | second year the | | | | student has to be | | | | engaged in community | | | | engagement for at | | | | least 120 hours or | | | | internship for 120 | | | | hours or Field work | | | | related to the major. | | | | The college will | | | | | | | | award grade as per | | | | regulation. | | +-----------------------+-----------------------+-----------------------+ | | Core 1 (Hons) | Paper 11- Marriage | | | | and Family Studies | +-----------------------+-----------------------+-----------------------+ | | | Paper 12- Family | | | | finance and consumer | | | | studies | +-----------------------+-----------------------+-----------------------+ | | | Paper 13- Community | | | | health and nutrition | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | Core 2 | Paper 3 of the | | | | subject (under major) | | | | one has chosen under | | | | semester I | +=======================+=======================+=======================+ | | Core 3 | NIL | +-----------------------+-----------------------+-----------------------+ | | Multidisciplinary | NIL | +-----------------------+-----------------------+-----------------------+ | | AEC | NIL | +-----------------------+-----------------------+-----------------------+ | | SEC | A course from the | | | | basket other than | | | | thecourse chosen by | | | | the student is under | | | | | | | | Semester II | +-----------------------+-----------------------+-----------------------+ | | VAC | A course from the | | | | basket other than | | | | offered under | | | | semester I and | | | | semester III | +-----------------------+-----------------------+-----------------------+ | | Core 1 | Paper 14- Research | | | | Methodology | +-----------------------+-----------------------+-----------------------+ | | | Paper 15- Housing and | | | | Interior design | +-----------------------+-----------------------+-----------------------+ | | Core 2 | NIL | +-----------------------+-----------------------+-----------------------+ | | Core 3 | Paper 3 of the | | | | subject (under major) | | | | One has chosen under | | | | semester II | +-----------------------+-----------------------+-----------------------+ | | Multidisciplinary | NIL | +-----------------------+-----------------------+-----------------------+ | | AEC | NIL | +-----------------------+-----------------------+-----------------------+ | | SEC | A course from the | | | | basket other than the | | | | course chosen by the | | | | student under | | | | | | | | Semester II and | | | | Semester V | +-----------------------+-----------------------+-----------------------+ | | VAC | A course from the | | | | basket other than | | | | offered under | | | | Semester III and | | | | Semester V. | +-----------------------+-----------------------+-----------------------+ | | Core 1 (Hons) | Paper 16- Therapeutic | | | | Nutrition | +-----------------------+-----------------------+-----------------------+ | | | Paper 17- Early | | | | Childhood care and | | | | Education | +-----------------------+-----------------------+-----------------------+ | | | Paper 18- Household | | | | Economics | +-----------------------+-----------------------+-----------------------+ | | | Paper 19- Rural | | | | Development | +-----------------------+-----------------------+-----------------------+ | | Core 2 | Paper 4 of the | | | | subject (under major) | | | | one has chosen under | | | | semester I | +-----------------------+-----------------------+-----------------------+ | | Core 3 | NIL | +-----------------------+-----------------------+-----------------------+ | | Multidisciplinary | NIL | +-----------------------+-----------------------+-----------------------+ | | AEC | NIL | +-----------------------+-----------------------+-----------------------+ | | SEC | NIL | +-----------------------+-----------------------+-----------------------+ | | VAC | NIL | +-----------------------+-----------------------+-----------------------+ | | Core-1 (Hons) | Paper-20-Fabric Care | | | | and Management | +-----------------------+-----------------------+-----------------------+ | | | Paper-21- Food Safety | | | | and Standards | +-----------------------+-----------------------+-----------------------+ | | | Paper-22- Exceptional | | | | Children | +-----------------------+-----------------------+-----------------------+ | | | Paper-23- | | | | Entrepreneurship | | | | Development | +-----------------------+-----------------------+-----------------------+ | | Core-2 | Paper 5 of the | | | | subject (under major) | | | | one has chosen under | | | | semester I | +-----------------------+-----------------------+-----------------------+ | | Core-3 | NIL | +-----------------------+-----------------------+-----------------------+ | | Multidisciplinary | NIL | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | AEC | NIL | +=======================+=======================+=======================+ | | SEC | NIL | +-----------------------+-----------------------+-----------------------+ | | | N.B- Those who want | | | | to exit after second | | | | semester shall pursue | | | | a vocational course | | | | from the basket to | | | | get a certificate. | | | | | | | | - Those who want to | | | | exit after second | | | | year shall pursue | | | | a vocational | | | | course from the | | | | basket to get a | | | | diploma. | | | | | | | | - Those who have | | | | already pursue a | | | | vocational course | | | | in the first | | | | summer vacation | | | | after second | | | | semester are not | | | | required to | | | | pursue the | | | | vocational course | | | | again after | | | | fourth semester | | | | (second Year). | | | | However, any | | | | student can | | | | pursue vocational | | | | course in summer | | | | vacation either | | | | or both in the | | | | summer vacations. | | | | | | | | - Admission into | | | | fourth year as | | | | per the | | | | regulation. | +-----------------------+-----------------------+-----------------------+ Programme Outcome ----------------- - **Entrepreneurial Skills -** Equip students with knowledge and skill in Nutrition Science, Human Development, Public Health, Personal Finance, Extension Communication, and Resource Management to empower them to become entrepreneurs. - **Competency Building -** Enable students to develop competence in Diet Planning, Project Development, Budget Planning, Financial Management, Decision Making, and Fashion Designing. - **Effective Communication -** Demonstrate proficiency in communication skills, like interpersonal, formal, informal, group, organizational, and public communication including presentation skills. - **Lifelong Learning -** Acquire skills for lifelong learning, fostering continuous development and personal growth. - **Employability-** Acquire knowledge and skill to enable them for various service sectors and professions. - **Exploration -** Enrich the research database by conducting relevant research on contemporary social issues, challenges, and opportunities. - **Higher Education** - Prepare students for higher education and professional pursuits across various domains. **Core I** **Semester I** **Course Outcome:** - The students will understand the structure and function of different organ systems of the body. - The students will be able to get practical knowledge in human physiology. Learning Outcome: ----------------- - The students will be able to understand the physiology of cell, blood, and heart. - The students will gain knowledge on the structure and functions of digestive, excretory and reproductive system. - The students will be able to understand the structure and functions of nervous, respiratory, and endocrine system. - The students will be able to get practical experience on human physiology. Unit I: Cell and Blood Circulation ---------------------------------- - Human Cell - Structure and functions of cell organelles, cell division. - Blood - Composition, structure and functions of RBC, WBC, blood platelets, blood coagulation, blood groups and Rh factor. - Heart- Structure and function of heart, cardiac cycle, blood pressure. Unit II: Digestive, Excretory and Reproductive Systems ------------------------------------------------------ - Digestive System -- Structure and functions of different parts of digestive system and accessory glands (liver, pancreas, and gall bladder). - Excretory System- Structure and functions of Urinary system and mechanism of urine formation. - Reproductive System- Structure and functions of reproductive system (male and female), physiology of menstrual cycle. Unit III: Nervous, Respiratory and Endocrine Systems ---------------------------------------------------- - The Nervous System- Structure and function of brain, sympathetic and parasympathetic nervous system. - The Respiratory System - Structure and functions of lungs, mechanism of respiration, external and internal respiration and vital capacity. - The Endocrine System - The location and functions of various endocrine glands -- Pituitary, Thyroid, Parathyroid, Adrenal, Islets of Langerhans and Gonads. Unit IV: Practical ------------------ - Prepare posters (any two) showing the organs and functions of human system. (Digestive/ Reproductive / Respiratory/Endocrine). - Record blood pressure of five persons by using sphygmomanometer. - Measure and record pulse rate, oxygen level and body temperature of five persons using oximeter and thermometer. - Prepare any one model of (Cell/Digestive system/Circulatory systems/Respiratory system/Renal system/ Reproductive system/Skin). Text Books: ----------- - *C. C. Chatterjee's. Human Physiology revised (Vol- II). 11th colored edition.* - *Evelyn Pearce Publisher: JAYPEE BROTHERS.* - *R S Wind wood, J L Smith (1985). Sears Anatomy and Physiology for Nurses. Jaypee Publishers.* - *P R. Asha Latha & G Deepa. Text Book of Anatomy & Physiology.* Reference Books: ---------------- - *Ganong WF. Review of Medical Physiology,21^st^ed Mc Graw Hill.* - *Yash Pal Bedi. A Handbook of social and preventive medicine, Atma Ram and Sons.* - *J. E. Parkand K.Park. Park's text book of preventive and Social Medicine, 20thedition.M/s Banarsi Das, Jabalpur.* - *Ross and Wilson. Foundation of Anatomy and physiology, medical division of Longman Group Ltd.* E-Resources: ------------ - *[http://ecourse](http://ecourse/) online jastre-nes.in.* - [*[http://capenindia.org].*](http://capenindia.org/) - *http:// [[www.nutrition.gov]](http://www.nutrition.gov/).* - *http: [[www.fao.org]](http://www.fao.org/)* Model Questions: ---------------- 1. Which cell organelle is known as the power house of cell? **(One word)** 2. Name the hormones secreted by pituitary gland. (**Maximum 50 words**) 3. Write short note on White Blood Corpuscles. **(Maximum 250 words)** 4. Explain structure and functions of lungs. Elaborate mechanism of external and internal respiration. **(Maximum 800 words)** Core II Food and Nutrition -------------------------- **Course Outcome:** - The students will get basic knowledge on food, nutrients and their contribution. - The students will gain practical knowledge on market survey and locally available food stuffs from each food group. Learning Outcome: ----------------- - The students will learn the basic concepts in food, nutrition and health. - The students will gain an insight into the classification, functions, dietary sources, and daily requirements of various nutrients. - The students will understand about different food groups and their nutritional contribution. - The students will be aware of different methods of cooking along their advantages and disadvantages. Unit I: Basic Concepts in Food and Nutrition -------------------------------------------- - Introduction to Food and Nutrition Science- Definitions (food, food science, food additive, fermented food, food fortification, functional food, nutrition, health, nutrients, nutritional status, optimal nutrition, nutrition security). - Classification and Functions of Food- Physiological, psychological, and socio-cultural. - Food Groups- Basic five and seven food groups, their nutritional contribution. - Methods of Cooking- Different methods of cooking and their advantages and disadvantages: Dry methods - frying, sautéing, parching, roasting, grilling/broiling, toasting and baking. Moist methods - boiling, steaming, stewing, simmering, poaching, blanching, pressure cooking. Combination method- braising. Unit II: Macro Nutrients ------------------------ - Carbohydrates- Introduction, classification, functions, dietary sources and daily requirements. - Proteins- Introduction, classification, functions, dietary sources and daily requirements. - Lipids- Introduction, classification, functions, dietary sources and daily requirements. Unit III: Micro Nutrients ------------------------- - Fat Soluble Vitamins (A, D, E and K)- Introduction, functions, dietary sources, daily requirements and deficiency diseases. - Water Soluble Vitamins (Thiamin, Riboflavin, Niacin, Folate, Vitamin B12 and Vitamin C)- Introduction, functions, dietary sources, daily requirements and deficiency diseases. - Minerals (Calcium, Iron, Zinc and Iodine)- Introduction, functions, dietary sources, daily requirements and deficiency diseases. Unit IV: Practical ------------------ - Conduct a market survey (On-line/ offline of nearby locality) and prepare a list of food stuffs and food products of the following food groups: - Cereals, Millets, Pulses, Fruits, Vegetables, Milk and Milk Products, Fish Meat and Poultry Products. - Weights and Measures: Standardization of household measures for raw and cooked foods. - Food preparations using different methods of cooking and understanding the principles involved in it - Dry heat-frying, broiling, parching, baking) and Moist heat- boiling, stewing, cooking under pressure: (One item from each method). - Preparation of food exchange list of cereals/pulses/fruits/vegetables. Text Books: ----------- - *Srilakshmi. B, Food Science, New Age International (P) Limited Publishers.* - *Srilakshmi. B, Nutrition Science, New Age International Pvt. Ltd.* - *N. Shakuntala Manay, M. Shadaksharaswamy, Foods Facts and Principles, New Age International (P) Limited Publishers.* - *Swaminathan. M, Advanced Text-Book on Food and Nutrition, Volume 1 and 2, The Bangalore printing and publishing co. LTD.* Reference Books: ---------------- - *Bamji MS, Krishnaswamy K. Brahman GNV. Textbook of Human Nutrition, Oxford and IBH publish Co Pvt. Ltd.* - *Norman. N Potter, Joseph H. Hotchkiss, Food Science, 5th edition, CBS Publishers, and Distributors.* - *Mudambi S.R and Rajagopal M.V, Fundamentals of foods and Nutrition, New Age International Pvt. Ltd.* - *Gopalan, C. Rama Sastry, B.V., and Balasubramanian, S.C., Nutritive value of Indian Foods, National Institute of Nutrition, ICMR, Hyderabad.* E-Resources: ------------ - [*[http://www.nutrition.gov]*](http://www.nutrition.gov/) - [*[http://www.usda.gov]*](http://www.usda.gov/) - [*[http://egyankosh.ac.in]*](http://egyankosh.ac.in/) - [*[http://ecourses.icar.gov.in]*](http://ecourses.icar.gov.in/) Model Questions: ---------------- 1. Give an example of the fat-soluble vitamins. (**One word**) 2. Define Nutrition. **(Maximum 50 words)** 3. Discuss about the classification of carbohydrate. **(Maximum 250 words)** 4. Explain the classification and functions of food. **(Maximum 800 words)** **Core III** **Semester II** **Child Development** **Course Outcome:** - Students will be able to understand the crucial aspects of child development. - Students will understand about the developmental patterns of child development. **Learning Outcome:** - The students will gain an insight on scientific methods of studying child development. - The students will be aware of the stages of prenatal development and factors affecting pre- natal development. - The students will understand the developmental patterns during early childhood years (0- 5years). - The students will gain practical knowledge on development tasks in childhood. Unit I: Fundamentals of Child Development: ------------------------------------------ - Child Development- Meaning, definition, principles, stages, and methods of studying child development. - Prenatal Growth and Development - Meaning, significance and stages of prenatal growth and development, conception, period of ovum, period of embryo and period of foetus. - Prenatal Environmental Influences- Maternal age, nutrition, drugs, irradiation, alcohol, smoking, maternal emotions, maternal health, Rh factor, diseases and birth hazards. Unit II: Developmental Milestones (During First Five Years of Child's Life): ---------------------------------------------------------------------------- - Physical Development- Physical growth cycles, body size, body proportions, bones, teeth, muscles and fat, development of the nervous system. - Motor Development -- Meaning, principles and sequence of motor development. - Speech Development -- Meaning, pre-speech forms of communication, essentials in learning to speak, major tasks in learning to speak and speech disorders. Unit III: Developmental Milestones (During First Five Years of Child's Life): ----------------------------------------------------------------------------- - Emotional Development - Meaning, common emotional patterns, and characteristics of childhood emotions. - Social Development -- Meaning, process and importance of early social experiences, factors influencing social development. - Cognitive Development - Meaning and importance, factors influencing cognitive development. Unit IV: Practical ------------------ - Assessing developments (physical/motor/emotional/social/cognitive/speech) using different methods of child study -- interview schedule / observation schedule / anthropometry/ psychometry tests. - Assessment of existing knowledge, attitudes and practices of parents and field functionaries (ANM/anganwadi workers/teachers) related to developmental milestones of children (any five samples). - Plan and develop activities for children to facilitate motor and cognitive development through preparation of learning materials such as posters/charts/ toys etc. - Plotting growth monitoring chart for children from one to five years and its interpretations. Text Books: ----------- - *Hurlock E.B. - Child Development; New Delhi; McGraw Hill.* - *Hurlock E.B. - Developmental Psychology; New Delhi; McGraw Hill.* - *Chowdhury, A - Text Book on Child Development and Family Relations, New Delhi: Academic Excellence.* - *Panda K.C. - Elements of Child Development; Kalyani Publishers.* - *Kuppuswamy B -Text Book of Child Behavior and Development; India; Konark Publishers Pvt. Ltd.* Reference Books: ---------------- - Jaya N., and Rajammal P.D. - A Text Book of Child Development. New Delhi: McMillan Publishers. - Mussen P.H., Conger J.J, Kagan J. - Child Development and Personality; New York; Harpers and Row publishers. - Weiner I.B., Elkind D. - Child Development: A Core Approach; John Wiley & Sons Inc. - Papalia, Olds & Feldman - Human Development; McGraw Hill Humanities / Social Sciences/ Language. E Resources: ------------ - [[https://www.choc.org/primary-care/ages-stages/3-years/]](https://www.choc.org/primary-care/ages-stages/3-years/) - [[https://www.betterhealth.vic.gov.au/health/]](https://www.betterhealth.vic.gov.au/health/). - [[https://raisingchildren.net.au/preschoolers/development/development]](https://raisingchildren.net.au/preschoolers/development/development). - [[https://www.cdc.gov/ncbddd/childdevelopment/facts.html]](https://www.cdc.gov/ncbddd/childdevelopment/facts.html) - [[https://www.all4kids.org/news/blog/why-the-first-5-years-of-child]](https://www.all4kids.org/news/blog/why-the-first-5-years-of-child) Model Questions: ---------------- 1. Period of ovum lasts for [ ] days. **(One word)** 2. Explain about the principles of child development? **(Maximum 50 words)** 3. Discuss about the stages of prenatal development? **(Maximum 250 words)** 4. Discuss about the factors affecting the physical growth and development in children. **(Maximum 800 words)** Core IV Family Resource Management ---------------------------------- **Course Outcome:** - Students will be oriented about the available human and non-human resources in the family and their management. - Students will learn the importance of judicious management of resources and their conservation techniques for sustainability. Learning Outcome: ----------------- - The students will gain an insight on family resource management and its application. LO2: The students will be aware of the management process. - The students will learn about judicious utilization of resources management for conservation and sustainability. - The students will get practical knowledge on event planning and management. Unit I: Resource Management in Family Setting --------------------------------------------- - Family Resource Management- Concept, definition and scope of family resource management. - Resources- Meaning, classification and characteristics of family resources, factors affecting utilization of resources. - Decision making- Types of decisions, steps of decision making. Unit II: Motivating Factors in Management and Management Process: ----------------------------------------------------------------- - Motivating Factors in Management- Motivation in management, theories of motivation, Maslow's hierarchy of needs theory - Motivating Factors- Values, goals and standards, interrelatedness of values, goals, and standards. - Management Process- Definition and steps in management process: planning, organizing, controlling and evaluating, qualities of a good home maker. Unit III: Resource Conservation: -------------------------------- - Money- Types of income, supplementing family income. - Time- Concept and steps in time management, factors to be considered in making time and activity plan. - Energy-Efforts, fatigue, work simplification techniques and Mundel's classes of change. - Space -- Meaning, importance, functional storage space management. Unit IV: Practical ------------------ - Conduct a SWOC analysis of self/organization. - Event planning for departmental activity (Celebration of any special day/seminar/workshop). - Decision making through management games (Chess/tug of war/UNO). - Plan and evaluate time activity chart for one day. Text Books: ----------- - *Seetharaman P., Batra S. and Mehra P., Family Resource Management, CBS Publishers & Distributors, New Delhi.* - *Nickell, P and Dorsey, J.M., Management in family living, CBS Publishers, and Distributors*. - *Gross I.H and Crandall E.W., Management for Modern Families.* - *Home Management--Education Planning Group, Arya publishing house, Delhi.* Reference Books: ---------------- - *Vergese, Ogale and Srinivasan, Home Management.* - *Mann M.K., Home Management for Indian Families.* - *Biswal, G.E., Family Resource Management. Himalaya Publishing House.* - *Mallick P., Text book of Home Science.* - *Devdas and Jaya, Introduction to Home Science.* E-Resources: ------------ - [https://epgp.inflibnet.ac.in/Home/ViewSubject?catid=8x0nJkh/R0vHkX1U70Z/CQ]==. - [[https://nios.ac.in/media/documents/srsec321newE/321-E-Lesson-10.pdf]](https://nios.ac.in/media/documents/srsec321newE/321-E-Lesson-10.pdf) - [[https://www.brainkart.com/article/Definition-and-Concept-of-Family-Resource-]](https://www.brainkart.com/article/Definition-and-Concept-of-Family-Resource-Management_33507/) [[Management\_33507/]](https://www.brainkart.com/article/Definition-and-Concept-of-Family-Resource-Management_33507/) Model Questions: ---------------- 1. \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- is the first process in the management process. **(one word)** 2. Write the meaning and types of decision making in a family. (maximum 50 words) ------------------ 3. Describe the work simplification process. **(maximum 50 words)** 4. Discuss about the concept, definition, and scope of Family Resource Management. **(maximum 800 words)** Core V Semester III ------------------- Home Science Extension Education -------------------------------- **Course Outcome:** - To enrich students about relevance of extension education and its application. - To understand about the application of extension teaching methods for teaching and training purpose Outcome Learning: ----------------- - The students will be enriched with the principle and behavioral changes brought about by extension education. - The students will understand extension education in community development. - The students will be aware of the methods of teaching in extension education. - The students will learn about the educative materials preparation of for different training purposes and get experience of various extension organizations. Unit I: Introduction to Extension Education: -------------------------------------------- - Definition, needs, objectives and scope of extension education. - Philosophy and principles of extension education. - Behavioral changes through extension education. Unit II: Role of Home Science Extension Education in Community Development: --------------------------------------------------------------------------- - Meaning, definition and areas of community development. Home science extension education and it is inter- relationship with community development. - Role & qualities of Home Science extension workers. - Home Science Extension Programmes- Mission Shakti, MGNREGA, National Mission for empowerment of women, ICDS, Green India Mission (GIM). Unit III: Teaching Methods in Extension Education: -------------------------------------------------- - Classification of Extension Teaching Methods- Individual, group and mass methods. individual methods: farm and homevisits, office calls, telephone calls, personal letters. - Group Methods- Method demonstration, campaign, puppetry, general meeting result demonstration, roup discussion, tours, field trips, lecture, seminar, and workshop, advantages and disadvantages. - Mass Methods- Leaflets and folders, exhibition, circular letter, radio, television, bulletins, s t o r y f i l m s h o w , a n d news articles, advantages & disadvantages. Unit IV: Practical ------------------ - Prepare a leaflet/poster on various issues related women, children and environment. - Prepare a project report within one thousand words on women/children/environment. - Prepare a flow chart on the steps of method demonstration by extension worker. - Visit to Mission Shakti centers/ NGO and prepare a report (Objectives, Functions, Text Books: ----------- - *V. K Dubey, Indira Bishnoi, Extension Education and Communication, New Age International Publishers.* - *S. V Supe, An Introduction to Extension Education, Oxford and Publishing Co. Pvt. Ltd* - *Nibedita Mishra and Gayatri Biswal, Text Book of Home Science Extension Education, Recent Edition.* Reference Books: ---------------- - *Text book of Home Science- Premlata Mallick.* - *Education and Communication for Development, O.P Dahama, O.P. Bhatnagar.* E-Resources: ------------ - [*[Https://Timesagriculture.Com/Role-Of-Home-Science-Extension-In-Education/]*](https://timesagriculture.com/role-of-home-science-extension-in-education/) - [*[Https://Www.Researchgate.Net/Publication/]*](https://www.researchgate.net/publication/) - [*[Https://Alhafeezcollege.Org/Alfz/Assets/Uploads]*](https://alhafeezcollege.org/alfz/assets/uploads) - [*[Https://Www.Rohtasmahilacollegessm.Ac.In/Wp-Content/Uploads/Sites]*](https://www.rohtasmahilacollegessm.ac.in/wp-content/uploads/sites) - *[Https:/[/Www.Egyankosh.A](http://www.egyankosh.ac.in/bitstream/123456789/53665/3/Block-1.pdf)c[.In/Bitstream/123456789/53665/3/Block-1.Pdf](http://www.egyankosh.ac.in/bitstream/123456789/53665/3/Block-1.pdf)]* Model Questions: ---------------- **Core VI Introduction to Textiles** **Course Outcome** - Students will develop an idea about different textile fibers. - Students will develop the skills to analyse yarn construction techniques. Learning Outcome: ----------------- - The students will learn about classification, usage and production of textile fibres. - The students will know the manufacturing process and yarn construction techniques. - The students will gain an insight on techniques of fabric construction, dyeing and printing. - The students will be enriched about different types of dyeing and printing techniques. Unit I: Introduction to Textile Fibres: --------------------------------------- - Definition of textile fibres, terminology and classification of textile fibres. - Production, Manufacturing Process, Properties and usage of fibres- Natural fibre (cotton, silk and wool). - Production, Manufacturing Process, Properties and Usage of Fibres- Man-made fibers (rayon (Viscose), polyester, nylon). Unit II: Yarn Construction -------------------------- - Types and Classification of Yarns- Simple, ply yarns, cord yarns, novelty yarns. twist in yarn: "s" and "z" twist. - Staple yarn formation. - Woolen and worsted yarn formation process. - Chemical spinning (wet, dry, melt) Unit III: Techniques of Fabric Construction ------------------------------------------- - Weaving- Meaning, essential weaving operation, classification of weaves (plain, basket, ribbed, twill, satin, sateen)- structure, properties, usages. - Dyeing and Printing Methods -- Raw stock dyeing, skein-dyeing, piece dyeing, cross dyeing, tie-die, batik dyeing, printing methods -- direct printing, block printing, stencil printing and printing by machine. Unit IV: Practical ------------------ 1. Fiber identification: Identification of natural and manmade fibers by following three methods - microscopic test, burning test. 2. Characteristics of Fabric (following standards): Fabric count using pick glass 3. Printing of fabrics using: i. Direct style - Block, stencil and screen ii. Resist style - Tie and dye, batik 4. Weaves- Prepare sample weave on plain, basket, ribbed, twill, satin, sateen. Text Books: ----------- - *Textiles- Fiber to fabric (6^th^ Edition) by Corbman P.B. (1985). Gregg Division /Mc Graw Hill Book Co, US.* - *Advanced Drafting and Draping by Manmeet Sodhia. New Delhi.* - *Household Textiles & Laundry Work by Durga Deulkar. Atma Ram & Sons, New Delhi.* Reference Books: ---------------- - *Essentials of Textiles (6^th^ Edition) by Joseph, M.L. Holt, Rinehart and Winston Inc, Florida.* - *Textile Science by Vilensky G. CBS Publishers and Distributors, Delhi.* - *Understanding Textiles by Tortora, G. Phyllis. Mc Millanm Co. USA.* - *Textbook of Fabric Science: Fundamentals to finishing by Sekhri S. (2013). PHI Learning, Delhi.* E-Resources: ------------ - *https://csauk.ac.in/wp-content/uploads/2022/08/Textile-fiber-NEW.pdf* - *https://gphisar.ac.in/wp-content/uploads/2022/09/TEXTILE-FUNDAMENTALS.pdf* - *https://nios.ac.in/media/documents/srsec321newE/321-E-Lesson-23.pdf* - *https://egyankosh.ac.in/bitstream/123456789/92831/1/Unit-8.pdf* Model Questions: ---------------- 2. Short note on classification of weaving**. (Maximum 50 words)** 3. Discuss about the steps of chemical finishing process. **(Maximum 250 words)** 4. Explain about the cotton fibers and discuss about the preparation of cotton fibers. **(Maximum 800 words)** Core VII Development in Late Childhood and Adolescence ------------------------------------------------------ Course Outcome: --------------- Learning Outcome: ----------------- Unit I: Late Childhood Years: ----------------------------- - Characteristics and developmental tasks of late childhood. - Physical development, speech improvements and emotional expressions in late childhood. - Social grouping and personality changes in late childhood. Unit II: Puberty: ----------------- - Meaning, characteristics and age at puberty - Body changes at puberty, puberty growth spurt: age and stages of puberty growth. - Physical, psychological, and emotional changes during puberty. Unit III: Adolescence: ---------------------- - Meaning, characteristics of adolescent years. - Developmental tasks during adolescence. - Physical, emotional, hormonal and behavioral changes. Unit-IV: Practical: ------------------- - Prepare a poster on developmental tasks of late childhood / adolescence. - Develop an interview schedule for identifying adolescent's problems / issues and drawing inferences (at least 2 boys and 2 girls). - Assess physical/social/emotional development among boys and girls during late childhood /adolescence. Text Books: ----------- - *Hurlock E.B. - Developmental Psychology; New Delhi; McGraw Hill.* - *Chowdhury, A - Text Book on Child Development and Family Relations, New Delhi: Academic Excellence.* - *Panda K.C. - Elements of Child Development; Kalyani Publishers.* - *Kuppuswamy B -Text Book of Child Behavior and Development; India; Konark Publishers Pvt. Ltd.* Reference Books: ---------------- - *Singh A. (Ed.) Foundation of Human Development, A life span approach, New Delhi, Orient Black Swan.* - *Berk. L.E.- Development through the life span, Delhi: Person Education.* - *Rice F.P -- Human Development: A life span approach, New Jersey: Prentice Hall* - *Rutter, M., and Rutter -- A topical approach to life-span, development, New Delhi Tata McGraw-Hill.* E-Resources: ------------ - [*[file:///C:/Users/Lenovo/Downloads/Block-3.pdf]*](file://localhost/C:/Users/Lenovo/Downloads/Block-3.pdf) - [*[https://egyankosh.ac.in/bitstream/123456789/17134/1/Unit-3.pdf]*](https://egyankosh.ac.in/bitstream/123456789/17134/1/Unit-3.pdf) - [*[file:///C:/Users/Lenovo/Downloads/Unit-4.pdf].*](file://localhost/C:/Users/Lenovo/Downloads/Unit-4.pdf) Model Questions: ---------------- 1. Define Late Childhood? **(One Sentence)** 2. What are the characteristics of Late Childhood. **(maximum50 words)** 3. Discuss about the speech improvement and emotional development during late childhood years (maximum 250 words) ------------------- 4. Explain about the characteristics and developmental tasks of adolescent years **(maximum 800 words)** Core VIII Semester IV --------------------- Maternal And Child Nutrition ---------------------------- **Course Outcome:** - The students will gain knowledge about the fundamentals of maternal and child nutrition. - The students will be able to prepare diets for different stages of life. **Learning Outcome:** - The students will learn about the recommended dietary allowance and principles of balanced diet. - The students will have an insight about nutritional requirements during infancy, preschool and school going age. - The students will able to understand about the nutrition requirement during adolescence and nutrition for women in special conditions. - The students will gain practical knowledge on menu planning for different stages of women and children. Unit I: Menu Planning --------------------- - Explanation of terms related to menu planning (health, nutrient requirement, dietary standards, dietary reference intake, RDA, adequate intake, Estimated Average Requirement), determinants of food choice - Food Guide- Food pyramid, my plate, mediterranean diet. - Balanced Diet- Meaning, principles of planning balanced diet, steps involved in planning a diet. Unit II: Nutrition in Infancy, Preschool and School Going Age ------------------------------------------------------------- - Nutrition during Infancy- Introduction, growth and development during infancy, nutritional requirements, food requirements, breast feeding, weaning and artificial feeding. - Nutrition in Preschool- Introduction, nutritional requirements, food requirement, factors affecting nutritional status, nutritional related problems and feeding programs for pre-school children. - Nutrition in School Going Age- Introduction, nutritional requirement, food requirement, nutritional problems of school children, packed lunches, and school lunch program. UnitIII: Nutrition in Adolescents and Women in Special Conditions: ------------------------------------------------------------------ - Nutrition in Adolescence- Introduction, nutritional requirements, food requirement, nutritional problems, nutritional program for the adolescents - Nutrition during Pregnancy- Introduction, physiological changes during pregnancy, nutritional requirement, food requirement, general dietary problems. - Nutrition during Lactation- Introduction, role of hormones during lactation, nutritional requirements and dietary guidelines for lactating women. **Unit-Iv: Practical** - Plan and prepare one day menu, calculate calorie, protein, and fat for the following age groups: infant, children and adolescent. - Plan a one-day menu for pregnant / lactating woman and calculate calorie, protein, calcium, and iron. - Plan and prepare one set of packed lunch for school going children (vegetarian/non-vegetarian). - Develop and prepare one weaning food mix from local available foods. Text Books: ----------- - *Srilakshmi. B; Dietetics, New Age International (P) Limited Publishers.* - *Mahtab S.Bamji, Prasad Rao, N.Vinodini Reddy; Textbook of Human Nutrition, Oxford and IBH Publishing Co. Pvt. Ltd.* - *Begum. M. R, A Textbook of Food, Nutrition & Dietetics, Sterling publications Pvt. Ltd.* - *Advanced Textbook on Food and Nutrition Volume 1 and 2 by Dr. M Swaminathan, The Bangalore Press.* Reference Books: ---------------- - *Seth V and Singh K. Diet Planning through the Life Cycle: Part 1 and 2, Elite publishing.* - *Nutrient Requirement and Recommend Dietary Allowances for Indians by Indian Council of Medical Research, National Institute of nutrition, Hyderabad.* - *Chada, R. and Mathur, T., Nutrition -- A Life Cycle Approach, The Orient Blackswan.* - *Mallick P., Text book of Home Science, Kalyani Publishers, Chennai.* E-Resources: ------------ - [*[http://www.nin.res.in]*](http://www.nin.res.in/) - [*[http://www.ods.od.nin.gov]*](http://www.ods.od.nin.gov/) - [*[http://egyankosh.ac.in]*](http://egyankosh.ac.in/) - [*[http://ecourses.icar.gov.in]*](http://ecourses.icar.gov.in/) Model Questions: ---------------- 1. Mention the calorie recommendation for a pregnant woman. **(One word/ sentence)** 2. Define balanced diet. **(Maximum 50 words)** 3. Write down the nutritional problems encountered by school-going children. **(Maximum 250 words)** 4. Define meal planning. Discuss about the factors to be considered for meal planning. Core IX Dynamics of Communication --------------------------------- Course Outcome: --------------- - Understand the need of communication and communicate effectively. - Gain the knowledge about the different aspects of communication. **Learning Outcome:** - The students will understand the concept, functions, types and scope of communication. - The students will be aware of the principles, elements and models of communication. - The students will learn about the concept of effective communication. - The students will learn skills of writing scripts and preparation of educational aids for effective communication. Unit I: Introduction to Communication ------------------------------------- - Meaning, definition concept, nature and scope of communication - Types of Communication- Formal and informal communication, verbal and non-verbal communication. - Functions and characteristics of communication. Unit II: Principles, Elements, and Models of Communication: ----------------------------------------------------------- - Elements of communication and principles of communication - Barriers to communication- Mental, physical, technical, environmental, semantic. - Models of communication- Aristotle, Laswell, Shannon and Weaver, Osgood and Schramm, Riley model. Unit III: Effective Communication --------------------------------- - Meaning, concept, and importance of effective communication. - Factors influencing and hindering effective communication, importance of communication process. - Role of empathy, persuasion, perception, listening, propaganda and publicity for effective Unit IV: Practical ------------------ 1. Plan and conduct a small group communication in classroom setting on any topic and prepare a report. 2. Visit to a nearby slum/community/village and communicate with the people on specific issues (health/ environment / social and write a report. 3. Write a short story with any social message related to Home Science. 4. Prepare a power point presentation on any contemporary social issue. Text Books: ----------- - *O.P Dahama, O.P Bhatnagar. Education and communication for development.* - *G.L. Ray. Extension communication and management.* Reference Books: ---------------- - *Barker, L. (1990) "Communication" New Jersey Prentice Hall Inc 171.* - *Patri and Patri (2002); Essentials of communication Greenspan publication* E-Resources: ------------ - *[https://nscpolteksby.ac.id/ebook/files/Ebook]* - [*[https://www.researchgate.net/publication/]*](https://www.researchgate.net/publication/225220073_Analyzing_the_Dynamics_of_Communication_in_Online_Social_Networks) - *[https:/[/www.semanticscholar.org/paper/The](http://www.semanticscholar.org/paper/The-Dynamics-of-Communication)-[Dynamics-of-Communication](http://www.semanticscholar.org/paper/The-Dynamics-of-Communication)]* - [*[https://www.arcjournals.org/pdfs/ijhsse/v3-i10/3.pdf]*](https://www.arcjournals.org/pdfs/ijhsse/v3-i10/3.pdf) - *[https://faculty.wcas.northwestern.edu]* Model Questions: ---------------- 1. The term Communication is derived from [ ] **. (One word)** 2. What are the elements of communication**. (Maximum 50 words)** 3. Discuss about the functions of communication. **(Maximum 250 words)** 4. What are the different models of communication and explain it with its significance. (Maximum 800 words) ------------------- **Core X Fundamentals of Clothing and Fashion Design** Course Outcome: --------------- - Students will acquire a comprehensive understanding on clothing and its dimensions. - Students will learn the fundamentals on fashion and its application in textile industry. **Learning Outcome:** - The students will be aware about the origin, functions, and importance of clothing. - The students will learn about the selection, use of clothing and evaluation of ready-made garments. - The students will get advanced knowledge on fashion and role of a fashion designer. - The students will understand the aesthetics in dress and will gain practical knowledge in it Unit I: Importance of clothing: ------------------------------- - Clothing: Meaning, history, importance, functions of clothing: Protection and comfort, Identity, status, and prestige, ornamental and aesthetic, sociability and conformity, self-expression, and actualization function. - Clothing for Different Activities - Sports and athletic activities, formal events and celebrations, casual outings and everyday wear, work environments, outdoor and adventure activities, gym and fitness workouts, formal education settings, entertainment and performance. - Theories of Origin of Clothing **--** Modesty theory, immodesty theory, adornment theory, protection theory, new advances in clothing: Water-repellent clothing, antibacterial clothing, wrinkle-free clothing, clothing with protection against UV radiation , concept and advantages. Unit II: Selection of Clothing: ------------------------------- - Selection of clothing according to body build, age group (infant, toddler, teenager, adolescent, and old age), Selection and evaluation of ready-made garments (design, fit, workmanship, price, comfort, care, maintenance), use of colors in clothing. - Factors Influencing Buying of Ready-made Garment- Size, suitability, durability, aesthetic appeal, occupation, labels (basic information and care labels), brand, socio economic-conditions, location, climate. - Types of Design and Components in Garments - Structural and applied design, components of garments (sleeves, necklines, collars, pockets). Unit III: Fashion Design ------------------------ - Definition and origin of fashion in India, factors favoring and retarding fashion. - Fashion cycle, classic fashion, and fashion fad, theories of fashion: trickle-down, trickle up, trickle across, role of a fashion designer. - Leading fashion designing centers in India NIFT, NID, SID, NIIFT. **Unit-IV: Practical** - Flat sketching of sleeves and necklines. - Flat sketching of collars and pockets. - Preparation of an album of garment feature collections of famous designers. - Prepare a catalogue of different garment labels available in market. Text Books: ----------- - *Practical clothing construction- Part II by Mary Mathews. Cosmic press, Madras.* - *The Complete Book of Fashion Design by Tata S.L., Edwards M.S. Harper and Row Publications, New York.* - *Fashion Design by Gayatri Biswal &Chandrashree Lenka, New Delhi.* Reference Books: ---------------- - *Brown, Patty, Rice J., 1998, Ready to Wear Apparel Analysis. Prentice Hall.* - *Individuality in Clothing & Personal by Marshall S G, Jackson H O, Stanley MS, Kefgen M and Specht T.* - *Appearance, 6th Edition, Pearson Education, USA*. E-Resources: ------------ - *[[https://egyankosh.ac.in/bitstream/123456789/61093/3/Unit-1.pdf]](https://egyankosh.ac.in/bitstream/123456789/61093/3/Unit-1.pdf).* - *[[https://www.researchgate.net/publication/309156188\_Clothing]](https://www.researchgate.net/publication/309156188_Clothing).* - *[[https://oldsite.pup.ac.in/e-content/social\_sciences/home\_sc/Textile%201.pdf]](https://oldsite.pup.ac.in/e-content/social_sciences/home_sc/Textile%201.pdf).* - [*[https://www.slideshare.net/JoshReal1/clothes-to-wear-in-different-activities]*](https://www.slideshare.net/JoshReal1/clothes-to-wear-in-different-activities). MODEL QUESTIONS: ---------------- 1. [ ] theory says that the function of clothing is to protect from embarrassment. **(One word)** 2. Write the function of the clothing. **(Maximum 50 words)** 3. Give short note on factor affecting buying of ready-made garments. **(Maximum 250 words)** Core XI Semester V ------------------ Marriage and Family Studies --------------------------- **Course Outcome:** - Students will able to understand about relevance of marriage in sustenance of social life. - This course will help to bring a harmonious society and family life. Learning Outcome: ----------------- - The students will learn about marriage, types of marriage and marriage in contemporary society. - The students will gain an insight on marriage rituals and ceremonies in different Indian communities. - The students will understand the family, kinship relationship and stages of family life cycle. - The students will understand about the problems of family. Unit I: Marriage as an Institution: ----------------------------------- - Meaning, definitions, functions of marriage and importance of marriage. - Types of marriages -Monogamy, polygamy, exogamy, endogamy, polyandry, polygyny. - Marriage in contemporary society--Arranged marriage, free-choice marriage, inter-caste marriage, inter-religion marriage. Unit II: Marriage Rituals and Ceremonies: ----------------------------------------- - Significance of marriage rituals and ceremonies among various Indian communities: Hindus, Muslims, and Christians community. - Adjustments in marriage- Sexual, financial, within-in-laws family and among working couples. - Changes in marriage system in India Unit III: Family System ----------------------- - Meaning, definition, importance, characteristics of family - Functions of family (Traditional and Modern) - Family Life Cycle: meaning, importance and stages of family life cycle. - Family-in-Transition --Merits and demerits, contemporary family types prevalent in India. Unit IV: Problems Of Family Life: --------------------------------- - Prevailing Family Problems- Prolonged sickness/illness, accidents, widowhood, unemployment, economic distress/poverty, broken family, family with a disables and suicide in the family. - Marital Problems- Marital disharmony and conflict, separation and divorce, single parenthood, loss of spouse. - Counseling and other strategies to overcome the family and marital problem Text Books: ----------- - *Bhushan V. And Sacha deva D.R. --Introduction to Sociology; Kitab mahal distributors.* - *Bhushan V., Sachdeva D.R. --Fundamentals of Sociology; Pearson.* - *Duvall E.M. -- Miller B.C.; Marriage and Family Development; Harper colling* - *Goode W.J. --The Family; Pearson.* - *Kapadia -- Marriage and Family in India* Reference Books: ---------------- - *India Social Problems--Madan G.R.* - *Indian Society and Social Institutions--Mukhi H.R. Surjeet.* - *Indian Social Problems. Vol. I and II-- G.R. Madan.* - *Mukh hr..; Indian Society and Social Institutions; SBD Enterprises.* E Resources: ------------ - [*http://ndl.ethernet.edu.et/bitstream/*](http://ndl.ethernet.edu.et/bitstream/) - [*[https://www.researchgate.net/profile/Brent-Miller-6/publication/]*](https://www.researchgate.net/profile/Brent-Miller-6/publication/) - [*[https://onlinelibrary.wiley.com/journal/17413737]*](https://onlinelibrary.wiley.com/journal/17413737) Model Questions: ---------------- 1. Define Marriage? **(Answer with one sentence)** 2. Outline the importance of marriage? **(Answer maximum 50 words)** 3. Discuss about types of marriage? **(Answer maximum 250 words)** 4. What is marital problem and explain about different marital problems? **(Answer maximum 800 words)** Core XII Family Finance and Consumer Studies -------------------------------------------- **Course Outcome:** - The students will be enabled to understand the principles of household economics. - The students will learn the importance and scope of consumer education and consumer protection measures. Learning Outcome: ----------------- - The students will gain knowledge about household income and expenditure. - The students will be educated on consumer education and problems. - The students will learn the importance of consumer protection. - The students will gain practical knowledge on banking system and consumer organizations. Unit I: Household Income and Expenditure: ----------------------------------------- - Maintaining household accounts, budget: meaning, significance, types, items of budget and steps in formulating budget. - Factors influencing expenditure, family savings: concept, importance, objectives, types of savings and institutions of savings. - National income (GDP, NDP, GNP, NNP) and per capita income: meaning and significance in national growth. Unit-II: Consumer Education and Problems ---------------------------------------- - Definition and role of consumers, consumer awareness and education - Concept, Objectives, Importance - Consumer rights and responsibilities - Consumer problems- Products and service-related problems and solution Unit-III: Consumer Protection ----------------------------- - Basic legislative framework for consumer protection in India, consumer protection act 1986, alternative redressal mechanisms, mediation centers. - Consumer organizations-- role and functions - Quality marks (Handloom Mark, AGMARK, FPO, FSSAI, BIS, ECO MARK, Hall Mark), standardization and quality control measures. Unit IV: Practical ------------------ - Conduct a case study of banker, post office to understand their services and products - Learn to fill different bank forms for depositing money -- fixed deposit or recurring deposit - Preparing labels for any packaged food product - Evaluate the packaging of any packaged food item Textbooks: ---------- - *Khanna S.R., Hanspal Kapoor S. and Awasthi H.K., Consumer affairs, Universities Press India Pvt Ltd.* - *Nickell, P., and Dorsey, J.M., Management in family living, CBS Publishers, and Distributors* - *Seetharaman P., Batra S. and Mehra, Family Resource Management, CBS Publishers and Distributors, New Delhi.* Reference Books: ---------------- - *Sawhney H.K and Mital, Family Finance and Consumer studies, Elite publishing House Pvt Ltd.* - *Mishra N., Personal Finance and Consumer Studies, Kitab Mahal* - *Seetharaman P. and Sethi M., Consumerism, Strength and Tactics, CBS Publisher, New Delhi* - *Verges, Ogale and Srinivasan, Home Management.* E-Resources: ------------ - *[[http://ecoursesonline.iasri.res.in/course/view.php?id=661]](http://ecoursesonline.iasri.res.in/course/view.php?id=661).* - *[[https://www.vnmkv.ac.in/Content/Home/pdf/student-academic/RMCS-233.pdf]](https://www.vnmkv.ac.in/Content/Home/pdf/student-academic/RMCS-233.pdf).* - *[[https://search.worldcat.org/title/Family-finance-and-consumer-studies/oclc/254529310]](https://search.worldcat.org/title/Family-finance-and-consumer-studies/oclc/254529310).* - *[[https://www.cusrinagar.edu.in/FolderManager/Syllabus/Personalfi\_PERSONALFINANCEC]](https://www.cusrinagar.edu.in/FolderManager/Syllabus/Personalfi_PERSONALFINANCECONSUMERSTUDIES.pdf) [[ONSUMERSTUDIES.pdf].](https://www.cusrinagar.edu.in/FolderManager/Syllabus/Personalfi_PERSONALFINANCECONSUMERSTUDIES.pdf)* **Model Questions:** -- -- Core XIII Community Health and Nutrition ---------------------------------------- **Course Outcome:** - The course will enable the students to know about the concept of community health and nutrition and the nutritional problems. - The students will learn about the assessment of nutritional status and gain experience on the planning of nutrition and health education programs. Learning Outcome: ----------------- - The students will understand the definition, concept and scope of community health and nutrition. - The students will gain an insight into nutritional problems and their implications. - The students will learn about the objectives and methods of assessment of nutritional status. - The students will gain experience about diet planning of Kwashiorkor and Marasmic child and planning and implementation of nutrition education programs. Unit I: Nutrition Education and Assessment of Nutritional Status ---------------------------------------------------------------- - Definition and concept of community health and nutrition, concept of nutrition education, methods and teaching aids used in nutrition education. - Meaning, importance and objective of assessment of nutritional status - Methods of Assessment: Direct (Anthropometry, Biochemical estimation, Clinical examination, and Biophysical examination) and Indirect (Diet survey, Vital Statistics) Unit II: Nutritional problem and their implications --------------------------------------------------- - Protein Energy Malnutrition- Introduction, prevalence, classification, etiology, clinical features, nutritional requirement, treatment, and prevention. - Iron Deficiency Anemia (IDA), and Iodine Deficiency Disease (IDD) -- Types, prevalence, etiology, symptoms, prevention/treatment and prophylaxis programs. - Vitamin A Deficiency (VAD) and Fluorosis - Etiology, prevalence, symptoms, prevention/treatment and prophylaxis programs. Unit III: Nutritional Policies and Programs and Agencies to combat malnutrition ------------------------------------------------------------------------------- - Nutrition related Policies, Programs: National Nutrition Policy, ICDS, PDS, TPDS, Antyodaya Anna Yojana, National Food for Work Program - National Agencies: ICAR, ICMR, NIN, NNMB - International Agencies: WHO, UNICEF, FAO, CARE. Unit IV: Practical ------------------ - Assessment of nutritional status of five children (1-5 years) by anthropometric measurements. - Interpretation of data based on BMI of ten numbers of adolescents (boys/girls). - Plan, prepare and calculate diet for kwashiorkor child /marasmus child/anemic adolescent girls. - Visit to organizations implementing nutrition programs for children and women in your locality and prepare a report. Text Books: ----------- - *Park J.E. and park K. Text book of preventive and social medicine, Publications.* - *Park K Park's Text book or Preventive and Social Medicine M/S Banarasidas Bhanot Publisher, Jabalpur, India.* - *B. Srilakshmi, Nutrition Science New Age International (CP) Ltd, New Delhi.* - *Bamji MS Krishnaswamy K and Brahman GNC (Eds), Text Book of Human Nutrition, Oxford and IBH Publishing Co Pvt. Ltd. New Delhi.* Reference Books: ---------------- - *Wadhwa A and Sharma S Nutrition in community -- A Text Book, Elite Publishing House Pvt. Ltd New Delhi.* - *Shukla, P.K., Nutritional problems of India, Prentice-Hall of India New Delhi.* - *Biswal, G. and Lenka, C. Textbook of Food, Nutrition and Health.* - *ICMR Dietary Guideline for Indian- A Manual National Institute of Nutrition, Indian Council of Medical Research Hyderabad.* - *Jelliffe DB, Jelliffe ERP, Zarfar, A and Neumann CG, Community Nutritional Assessment with special reference to less technically developed countries, Oxford University Press Oxford*. E - Resources: -------------- - [*[http://www.who.int]*](http://www.who.int/) - [*[http://www.fao.org]*](http://www.fao.org/) - [*[http://www.nin.res.in]*](http://www.nin.res.in/) - [*[http://www.nutrition.gov]*](http://www.nutrition.gov/) Model Questions: ---------------- 1. Write the full form of PEM. **(One word/ sentence)** 2. Mention any two objectives of nutrition education. **(Maximum 50 words)** 3. Write short note on vital statistics. **(Maximum 250 words)** 4. Discuss about the etiology, symptoms, and nutritional management of kwashiorkor. (Maximum 800 words) ------------------- **Core XIV Semester VI** **Research Methodology** **Course Outcome:** - The students will be oriented towards the importance and need of research in Home Science - The students will be able to identify various issues in Home Science and will carry out research in the pertinent areas for societal development. Learning Outcome: ----------------- - The students will become aware of meaning, purpose and types of research. - The students will learn about various types of research designs. - The students will gain an insight on sampling techniques. - The students will be educated on research process. Unit I: Research Methodology ---------------------------- - Research - Meaning, objectives and significance - Types of research- Descriptive Vs. Analytical, Applied Vs. Fundamental, Qualitative Vs. Quantitative, Conceptual Vs. Empirical. - Criteria of a good research. Unit-II Research Design ----------------------- - Research design - Meaning, concept, need - Features of a good research design. - Types of research design-Exploratory, Descriptive, Experimental Unit III Sampling Techniques and Data Collection: ------------------------------------------------- - Sampling -- Meaning and Types (Probability and Non-Probability Sampling) - Collection of data-Primary and secondary data. - Tools and techniques of data collection-observation, interview schedule, questionnaire, case study, Focus Group Discussion (FDG). Unit IV: The Research Process ----------------------------- - Formulating the problem, formulation of objectives and hypothesis, preparing the research design, review of literature. - Data analysis, measures of central tendency- Mean, median and mode. - Data interpretation, bibliography and report writing. Text Books: ----------- - *Kothari C.R. and Garg G., Research Methodology: Methods and Techniques, New Age International Pvt. Ltd, New Delhi.* - *Bajpai S.R., Methods of Social Survey and Research, Kitab Ghar.* - *Swain A.K. P.C., A text book of Research Methodology.* Reference Books: ---------------- - *Kumar R., Research Methodology, A step by step Guide for Beginners, Sage Publication, New Delhi.* - *Kelinger F.N. and Lee, H. B., Foundations of Behavioral Research, Harcourt College Publishers.* - *Best J. W. and Kahn J.V., Research in Education.* E-Resources: ------------ - [ *https://epgp.inflibnet.ac.in/Home/ViewSubject?catid=8x0nJkh/R0vHkX1U70Z/CQ*] - *.* - [*[https://www.euacademic.org/BookUpload/9.pdf].*](https://www.euacademic.org/BookUpload/9.pdf) - *[[https://mfs.mkcl.org/images/ebook/Fundamental%20of%20Research%20Methodology%20a]](https://mfs.mkcl.org/images/ebook/Fundamental%20of%20Research%20Methodology%20and%20Statistics%20by%20Yogesh%20Kumar%20Singh.pdf) [[nd%20Statistics%20by%20Yogesh%20Kumar%20Singh.pdf]](https://mfs.mkcl.org/images/ebook/Fundamental%20of%20Research%20Methodology%20and%20Statistics%20by%20Yogesh%20Kumar%20Singh.pdf).* Model Questions: ---------------- -- -- **Core XV Housing and Interior Design** Course Outcome: --------------- - The students will gain knowledge in House Planning for different income levels - The students will gain insight on elements and principles of design and their household application Learning Outcome: ----------------- - The students will gain understanding of the basic principles of housing and house planning. - The students will get familiarized with the elements of interior design - The students will be educated on principles of interior design. - The students will acquire practical knowledge of House planning for different income groups Unit I: Housing and Principles of House Planning: ------------------------------------------------- - Meaning, Importance, Types of Housing and Housing terms; Significance, functions, and types of houses; Selection of site and Factors influencing it- Location, Size and Shape, physical features, soil condition, sanitary condition, practical convenience - Principles of House Planning I - Aspect, Privacy, Grouping, Roominess, Flexibility; Principles of - Building plans for Family Living -- Importance and advantages of planning space, Meaning and Concepts of building plans, Site plan, Floor plan, Elevation, Cross sectional view, Perspective view, Land Scape plan Unit II: Elements of Design: ---------------------------- - Meaning and Concept of Interior design; Aims of Interior Design-Beauty, Expressiveness and Functionalism - Elements of Design- Meaning, importance, characteristics of each element and their use in designing - Line, shape, form, space, size, texture and color - Types of Motifs and arrangement- Motif development and fundamental steps in designing process Unit III: Principles of Design ------------------------------ - Meaning, nature, types, and significance of design - Principles of Design- Balance, rhythm, emphasis, proportion, harmony - Flower Arrangement- History, meaning, types (line, mass, line-mass) and forms (circular, crescent, vertical, horizontal, miniature), tools and equipment required for flower arrangement Unit IV: Practical ------------------ - Draw floor plans of houses for Low/ Middle/ High Income Groups - Draw different kitchen plans (L-shape, U-shape, Single wall) - Make a flower arrangement using flowers and foliage (Circular, Crescent, Vertical, Horizontal, Miniature) - Prepare a poster of different color combinations (Primary, Secondary and Tertiary) Text Books: ----------- - *Vergese, Ogale and Srinivasan, Home Management* - *Mallick P., Text book of Home Science* Reference Books: ---------------- - *Parvez R., Housing and Space Management, Disha International Publishing House* - *Renuka S. and Reddy M., Housing and Space Management, ICAR, New Delhi* E- Resources: ------------- - *[[http://ecoursesonline.iasri.res.in/course/view.php?id=653]](http://ecoursesonline.iasri.res.in/course/view.php?id=653).* - *[[http://ecoursesonline.iasri.res.in/course/view.php?id=213]](http://ecoursesonline.iasri.res.in/course/view.php?id=213).* - [*[https://www.g-wonlinetextbooks.com/housing-interior-design-2018/].*](https://www.g-wonlinetextbooks.com/housing-interior-design-2018/) - *[[https://resources.finalsite.net/images/v1683025189/stmak12mnus/ti8etxtsfh1u6ru1jlqu/Housi]](https://resources.finalsite.net/images/v1683025189/stmak12mnus/ti8etxtsfh1u6ru1jlqu/HousingandInteriordesign.pdf) [[ngandInteriordesign.pdf].](https://resources.finalsite.net/images/v1683025189/stmak12mnus/ti8etxtsfh1u6ru1jlqu/HousingandInteriordesign.pdf)* Model Questions: ---------------- 1. The view of outside features of a house from its windows, door or balcony is known as **\-\-\-\-\-\-\-\-\--** \-\-\-\-\-\-\--. (One word/sentence). ------------------------------------- 2. Write the significance and types of houses. **(maximum 50 words).** 3. Discuss about the concept and aim of interior design. **(maximum 250 word)** 4. Describe the principles of design in detail. **(maximum 800 words)** Semester-VII ============ Core XVI Therapeutic Nutrition ------------------------------ **Course Outcome:** - The students will gain knowledge on therapeutic nutrition. - The students will get aware about nutritional related diseases. **Learning Outcome:** - The students will gain basic concept of diet therapy and types of therapeutic diets. - The students will be able to learn the nutritional management of various diseases like diabetes mellitus, cardio vascular diseases, infections, and fever. - The students will be able to learn the nutritional management of obesity, underweight, gastro- intestinal and liver diseases. - The students will gain experience about the planning of diet in diseases conditions. Unit I: Diet Therapy -------------------- - Diet Therapy- Meaning of diet therapy, meaning and purpose of therapeutic diet, factors to be considered in modification of normal diet into therapeutic diet. - Types of Therapeutic Diet- Clear fluid, full fluid, soft, regular normal diet. - Dietary supplements- Meaning, significance and types of dietary supplements. Unit II: Diet in Fever, Cardiovascular Disease and Diabetes Mellitus -------------------------------------------------------------------- - Diet in Febrile Condition (TB and Typhoid)- Causes, types, and general dietary considerations. - Diet in Cardiovascular Disease- Prevalence, clinical effects, risk factors, role of fat in the development of atherosclerosis, dietary management. - Diet in Diabetes Mellitus- Prevalence, types, WHO etiological classification, causes, symptoms, diagnosis, complications, and dietary management. Unit III: Diet in Obesity and Underweight, Gastrointestinal Diseases and Diseases of liver ------------------------------------------------------------------------------------------ - Diet in Obesity- Meaning, causes, assessment, types, treatment, complications, dietary management, weight management guidelines. - Diet in Gastrointestinal Diseases- Peptic Ulcer: Meaning, causes, symptoms and clinical findings, dietary management - Diet in Disease of Liver- Infective Hepatitis: Meaning, symptoms, dietary management. Unit IV: Practical ------------------ - Prepare therapeutic diets- clear fluid, full fluid, soft diet. - Plan a day's menu, prepare, and serve for diabetes mellitus and hypertension. - Plan a day's menu, prepare, and serve for obesity and peptic ulcer. - Plan a day's menu, prepare, and serve for infective hepatitis and cirrhosis. Text Books: ----------- - *Shubhangini. A. Joshi; Nutrition and Dietetics, McGraw Hill Education (India) Private Limited.* - *Srilakshmi. B; Dietetics, New Age International (p) Limited, publishers.* - *Swaminathan. M; Advanced Text-Book on Food and Nutrition, Volume 1 and 2, The Bangalore printing and publishing co., LTD.* - *Begum. M. R, A Textbook of Food, Nutrition & Dietetics, Sterling publications Pvt. Ltd.* Reference Books: ---------------- - *Khanna, K. Gupta S, Seth R, Passi, S.J. Mahan, R. Puri, Text book of Nutrition and Dietetics Phoenix Publishing House Pvt Ltd.* - *Mahan L K and Escott Stump S Krause's food & Nutrition Therapy, Saunders Elsevier.* - *Lenka, C. Guidelines for Planning Therapeutic Diets. AkiNik Publications.* - *ICMR, Nutritive value of Indian Foods. National Institute of Nutrition, Indian Councilof Medical Research Hyderabad* - *Michael. J. Gibney et al; clinical nutrition Blackwell science* E --Resources: -------------- - [*[http://www.who.int]*](http://www.who.int/) - [*[http://www.nutrition.gov]*](http://www.nutrition.gov/) - [*[http://egyankosh.ac.in]*](http://egyankosh.ac.in/) - [*[http://ecourses.icar.gov.in]*](http://ecourses.icar.gov.in/) Model Questions: ---------------- 1. Define Dietary Supplements of therapeutic diet. **(One word/ sentence)** 2. What do you mean by hypertension? (**maximum 50 words**) 3. Give the (WHO) classification of diabetes mellitus. (**maximum** 2**50 words**) 4. Describe the causes, symptoms, and dietary management of liver cirrhosis. (**Maximum 800 words**) Core XVII Early Childhood Care and Education -------------------------------------------- **Course Outcome:** - Students will able to focus on career opportunities in early childhood care education. - Students will understand the relevance of early childhood care for constructive future citizen. Learning Outcome ---------------- - The students will be able to understand the importance of early childhood years and programs for early childhood development. - The students will learn about the contributions of educational philosophers towards ECCE. - The students will gain knowledge on physical setup, curriculum and personnel required for preschool - The students will be able to gain practical experience on preschool management. Unit I: Early Childhood Care ---------------------------- - Early Childhood Care--Meaning, importance and scope of early childhood care in India. - Child Rearing Practices--Meaning, significance, aspects and factor affecting child rearing practices. - Children's Environment--Meaning, importance and role of parents, family and community in creating stimulating environment for children. Unit II: Early Childhood Care and Education in India: ----------------------------------------------------- - Meaning, significance and objectives of early childhood care and education in India. - Contributions of educational philosophers- Global and Indian perspective: views of educationists and philosophers: Pestalozzi, John Dewey and Maria Montessori, Sri Aurobindo, Rabindranath Tagore, Mahatma Gandhi. - Provisions and Policies for Child Care and Development in India- Constitutional provisions, legislative provisions and national policy for children-2013, new education policy-2020. Unit III: Physical Setup of Preschool: -------------------------------------- - Pre-school building, essential of good building, plan for a pre-school building, and selection of play equipment. - Curriculum for pre-school- Types, factors, determining, the effectiveness of the curriculum. - Pre-school staff, personnel, pre-school records, and reports. Unit IV: Practical ------------------ - Visit to any pre-school and prepare a report on physical set-up curriculum and developmental activities - Prepare low-cost play equipment suitable for preschool. - Prepare power point presentation on any one preschool philosopher. - Conduct a case study on child-rearing practices. Text Books: ----------- - *Development, care, and education of preschool children by Aparajita Chowdhury and Rita Chowdhury by Discovery Publication House Pvt. Ltd, New Delhi.* - *Early childhood Care and Education, Mohanty, J and Mohanty, B, Deep & Depp publication, New Delhi.* - *A textbook on child development, Raajmahal P. Devadas, N. Jaya, published by Rajilberi for Macmillan India. ltd.* - *Kaul, V. Early childhood education program. National Council of Educational Research and Training, New Delhi.* Reference Books: ---------------- - *Agarwal, S.P. and Usmani, M M. Children's education in India: from Vedic times to twenty-first century New Delhi: Shipra.* - *Canning, N. Play, and practice in the early years: Foundation stage. New Delhi: Sage.* - *Durlak, J.A. School-based prevention programs for children and adolescents. N.Y.: Sage.* - *Fleer, M. Early learning and development: Cultural-historical concepts in play. Cambridge: Cambridge University Press.* E-Resources: ------------ - [*[https://wcd.nic.in/sites/default/files/national\_ecce\_curr\_framework\_final]*](https://wcd.nic.in/sites/default/files/national_ecce_curr_framework_final) - [*[https://www.education.gov.in/shikshakparv/docs/background\_note\_ECCE.pdf]*](https://www.education.gov.in/shikshakparv/docs/background_note_ECCE.pdf) - *https://ddceutkal.ac.in/Syllabus/MA\_Education/Paper\_19.pdf* Model Questions: ---------------- 1. Define Early Childhood care? **(Answer in one Sentence)** 2. Outline the significance of child rearing practices? **(Answer in maximum 50 words)** 3. Discuss about the contribution of Indian Philosophers on Early childhood care education? (Answer in maximum 250 words) ----------------------------- 4. Explain about the provisions and policies for early childhood care education? **(Answer maximum 800 words)** Core XVIII Household Economics ------------------------------ Course Outcome: --------------- - The students will be educated on concepts and importance of Household Economics. - The students will learn about the national economic environment and constraints of economic growth. Learning Outcome: ----------------- - The students will gain an insight on household economics. - The students will learn about the economics theory and environment. - The students will be oriented on standard of living, money, and banking. - The students will understand the Indian economic environment and constraints of economic growth. Unit I: Introduction to Household Economics: -------------------------------------------- - Meaning, concept and scope of household economics. - Human wants -- Definition, characteristics and classification. - Utility and Demand -Law of diminishing marginal utility, law of equi-marginal utility, law of demand, elasticity of demand and Engel's law of consumption. Unit II: Standard of Living, Money and Banking: ----------------------------------------------- - Standard of Living- Significance, standard of life vs. standard of living, factors determining standard of living, causes of low standard of living. - Money- Meaning, functions and types of money. - Banking- Concept, functions and types (central and commercial banks). Unit III: National Economic Environment: ---------------------------------------- - Constraints of Economic Growth- population growth, income distribution, poverty, - Changing Nature of Business World- E-Commerce and E-Business - Developmental Programmes of Government of India- Pradhan Mantri Jan Dhan Yojana, Prime Minister's Employment Generation Programme, Start Up India Scheme: Objectives and achievement. Unit IV: Practical ------------------ 1. Prepare a report on advantages and disadvantages of purchasing clothing items through online shopping (Price, Product quality, Size, Return facility, Durability) 2. Prepare a poster based on Engel's Law of Consumption 3. Prepare a chart on key categories of Public Expenditure 4. Prepare one album on newspaper cuttings on constraints of economic growth Textbooks: ---------- - *Shukul M. and Gandotra V., Home Management and Public Finance, Dominant Publishers, and Distributors* - *Ahuja H.L., Modern Micro Economics. Sultan Chand &sons* - *DhingraI. C. and Garg V.K., Introductory Economic Theory. Sultan Chand &Sons* - *Mishra and Puri, Recent edition, Indian Economy, Himalaya Publishing House.* Reference Books: ---------------- - *Sundaram K.P.M., Introduction to Economics. Ratan Prakashan* - *MithaniD.M.,2010NewEdition, Macro-Economics. Himalaya Publishing House* E-Resources: ------------ - [*[http://ecoursesonline.iasri.res.in/course/view.php?id=661]*](http://ecoursesonline.iasri.res.in/course/view.php?id=661) - [*[http://people.soc.cornell.edu/swedberg/2011%20The%20Household%20Economy.pdf]*](http://people.soc.cornell.edu/swedberg/2011%20The%20Household%20Economy.pdf) - [*[https://www.wider.unu.edu/sites/default/files/wp159.pdf]*](https://www.wider.unu.edu/sites/default/files/wp159.pdf). Model Questions: ---------------- 1. Human are unlimited. **(One word).** -- -- Core XIX Rural Development -------------------------- **Course Outcome:** - Students will develop understanding on the importance of rural development. - Students will understand the functions of rural institutions. Learning Outcome: ----------------- - Understand the concept of rural sociology. - Learn about the role of rural institutions. - Gain knowledge on planning of the rural extension programmes. - Students will gain practical experience on rural environment. Unit I: Introduction to Rural Sociology --------------------------------------- - Rural Sociology -- Meaning, scope, importance - Characteristics of rural society, rural and urban difference - Rural Social Groups- Primary and secondary, reference groups, cultural interest groups, temporary and permanent groups Unit II: Rural Institutions: ---------------------------- - Informal Institutions- Family, class, caste - Formal Rural Institutions-Village school, gram panchayat, service co-operatives, mahila mandal, youth clubs - Village Leaders- Identification of leaders, leadership phenomena, development of leaders Unit III: Programme Planning and Rural Environment : ---------------------------------------------------- - Meaning, Programme Planning Process --Collect facts, analyze situation, identify problems, decide on the objectives, develop plan of work, execute plan, evaluation of progress. - Importance of extension programme and characteristics of a good programme. - Environment -- Natural, artificial, social, psycho-social environment. Unit-IV: Practical ------------------ 1. Prepare a flip chart/pamphlet/leaflet on rural surroundings. 2. Prepare a script for a folk song/folk play about rural environment. 3. Visit to a co-operative society and prepare a report. 4. Prepare an outline of an awareness programme on health/social/gender. Text Books: ----------- - *S. V Supe, An Introduction to Extension Education.* - *O.P Dahama, O.P Bhatnagar, Education and Communication for Development.* Reference Books: ---------------- - *G. L Ray, Extension Communication and Management.* - *C. Satapathy and Sabita Mishra, Extension Techniques for Rural Management.* - *A. Reddy, Extension education* E Resources: ------------ - *https://egyanagar.osou.ac.in/prog* - [*[https://www.india.gov.in/download-e-book-ministry-rural-development]*](https://www.india.gov.in/download-e-book-ministry-rural-development) - [*[https://www.ruraluniv.ac.in/facilities?content=eresourc]*](https://www.ruraluniv.ac.in/facilities?content=eresourc) Model Questions: ---------------- 1. Define Rural Sociology? **(one sentence)** 2. Write the importance of Rural sociology? **(Maximum 50 words)** 3. Explain about the role of village school? **(Maximum 250 words)** 4. Discuss about the characteristics of rural society? **(Maximum 800 words)** **Core XX Semester VIII** **Fabric Care and Management** Course Outcome: --------------- - Students will be able gain skill-based orientation in fabric care. - This course will help the students to become self - reliant. Learning Outcome: -