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UNIVERSITY OF THE AEGEAN SCHOOL OF THE ENVIRONMENT
DEPARTMEN OF FOOD SCIENCE AND NUTRITION
Study Guide 2016-2017
2
Table of Contents SUMMARY TABLE ...................................................................................................................... 3
1st Semester .............................................................................................................................. 4
2nd Semester ............................................................................................................................ 25
3rd Semester............................................................................................................................. 54
4th Semester ............................................................................................................................. 78
5th Semester ........................................................................................................................... 102
6th Semester ........................................................................................................................... 133
7th Semester ........................................................................................................................... 161
8th Semester ........................................................................................................................... 187
3
SUMMARY TABLE Α/Α Εξάμηνο 1Ο ΔΜ/ΠΜ Α/Α Εξάμηνο 2Ο ΔΜ/Π
Μ 1 English Ι CC(T) 3 / 4 1 English ΙΙ CC(T) 3 / 4
2 Inorganic Chemistry CC(T&L) 4 / 6 2 General Microbiology CC(T&L) 4 / 6
3 Cell Biology CC (T&L) 4 / 6 3 Introduction to Food Industry II CC(T&V) 3 / 4
4 Introduction to Food Industry CC (T&V) 3 / 4 4 Organic Chemistry CC(T&L) 4 / 6
5 Mathematics CC (T&L) 3 / 5 5 Statistics – Quantitative Methods CC(T&L) 3 / 5
6 Physics CC(T) 3 / 5 6 Informatics – Databases CC(T) 3 / 5
7 Biodiversity – Biotic Resourses EC (T) 3 / 5
Α/Α Εξάμηνο 3Ο ΔΜ/ΠΜ Α/Α Εξάμηνο 4Ο ΔΜ/ΠΜ
1 Biochemistry I CC (T&L) 4 / 6 1 Biochemistry II CC (T&L) 4 / 6
2 Introduction to Nutrition Science CC(T) 3 / 5 2 Nutrition Education CC (T&L) 4 / 6
3 Food Microbiology I CC (T&L) 5 / 7 3 Food Business Management CC(T) 3 / 4
4 Human Physiology I CC(T) 3 / 5 4 Human Physiology II CC(T) 3 / 5
5 Food Chemistry I CC (T&L) 5 / 7 5 Food Chemistry II CC (T&L) 5 / 7
6 History and Anthropology of Nutrition EC (T) 3 / 4 6 Intership EC (P) 3 / 5
Α/Α Εξάμηνο 5Ο ΔΜ/ΠΜ Α/Α Εξάμηνο 6Ο ΔΜ/ΠΜ
1 Food Biochemistry CC (T&L) 4 / 6 1 Nutrition and Metabolism CC (T&L) 4 / 6
2 Nutrition Through the Life Cycle CC (T&L) 4 / 6 2 Food Processing and Preservation 3 / 5
3 Food Engineering – Physical Processes CC (T&L) 4 / 6 3 Food Microbiology II CC (T&L) 5 / 7
4 Technology of Foods of Animal Origin CC (T&L) 4 / 6 4 Pathophysiology CC(T) 3 / 5
5 Strategic Marketing CC(T) 3 / 4 5 Technology of Foods of Plant Origin CC (T&L) 4 / 6
6 Molecular Biology EC (T&L) 4 / 6 6 Biostatistics EC (T&L) 4 / 5
7 Global Agrifood System and Food Chains EC (T) 4 / 5 7 Applied Informatics for Food Science and Nutrition
EC (T) 4 / 5
8 Food Toxicology EC (T) 3 / 4 8 Dairy Technology EC (T) 3 / 4
Α/Α Εξάμηνο 7Ο ΔΜ/ΠΜ Α/Α Εξάμηνο 8Ο ΔΜ/ΠΜ
1 Food Safety and Quality CC (T) 3 / 5 1 Food Legislation CC (T) 3 / 5
2 Degree Dissertation CC (P) 9 / 15 2 Degree Dissertation CC (P) 9 / 15
3 English III EC (T) 3 / 4 3 Food Biotechnology EC (T&L) 4 / 6
4 Management of Innovation & New Product Development
EC (T) 3 / 4 4 Genetics and Nutrition EC (T) 3 / 4
5 Organoleptic Evaluation EC (T&L) 4 / 6 5 Management and Exploitation of Food By-Products
EC (T) 3 / 4
6 Food Packaging EC (T) 3 / 4 6 Functional Foods EC (T) 3 / 4
7 Medicinal and Aromatic Plants EC (T) 3 / 4 7 Nutrition and Disease EC (T) 3 / 4
8 Bioprocesses for the development of sustainable and innovative food products
EC (T) 3 / 4
9 Business Planning for Agri-Food SMEs
10 Epidemiology of Foodborne Diseases EC (T) 3/4
CC: Core Course; EC: Ellective Course; T: Therory; L: Laboratory; P: Practice
4
1st Semester
English I (1) GENERAL
SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE 2850 SEMESTER FALL
COURSE TITLE ENGLISH I
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures,
laboratory exercises, etc. If the credits are awarded for the whole of the
course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
lectures 3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
General background, skills development
PREREQUISITE COURSES:
none
LANGUAGE OF INSTRUCTION and
EXAMINATIONS:
English
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
COURSE WEBSITE (URL)
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire
with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the
European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
5
Guidelines for writing Learning Outcomes
After the successful completion of the course the students will be able:
to read and comprehend texts of general and scientific interest in the English language, as
well as to apply reading strategies according to the purpose of reading
to comprehend presentations, speeches and lectures and to keep constructive notes
to compose a text suitably, such as a description, a comparison, an analysis, a lab report, a
scientific article
to use the English language according to purpose and audience
to study texts containing terminology relevant to their field of studies
to compose academic papers
to communicate in an English speaking environment
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and information,
with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Use of Information Technology
Autonomous work
Team work
Working in an international environment
Respect for difference and multiculturalism
(3) SYLLABUS
Grammar/Syntax:
Tenses
Definite and Indefinite Article
Countable and Uncountable Nouns
Conditionals Writing:
Types of writing
Composing a Paragraph
Composing medium-length and long texts [article, paper etc]
Composing a Summary
Composing a Statistics Report
Composing a Lab Report Vocabulary:
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Texts with terminology relevant to the field of studies
Texts of general interest relevant to the field of studies
Listening activities of various types
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching and for communication with students
(aegeanmoodle.aegean.gr)
Use of e-mail for communication with students
TEACHING METHODS The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of the
ECTS
Activity Semester workload
Lectures 36
Autonomous study and
exam preparation
62
Final written exam 2
Course Total
(25 hours of workload
per credit point )
100
STUDENT PERFORMANCE EVALUATION Description of the evaluation procedure
Language of evaluation, methods of evaluation,
summative or conclusive, multiple choice
questionnaires, short-answer questions, open-
ended questions, problem solving, written work,
essay/report, oral examination, public
presentation, laboratory work, clinical
examination of patient, art interpretation, other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Two-hour written exam in English, that consists of:
Vocabulary activities [closed type]
Grammar activities [closed and open type]
Short essay writing on a given topic
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Neil O' Sullivan & James D. Libbin. "Career Paths: Agriculture". Express Publishing, 2011.
V. Pagoulatou-Vlachou. “Intermediate Grammar and Exercises”. Express Publishing, 1991.
James Milton, Huw Bell & Peter Neville. “IELTS Practice Tests 1”. Express Publishing, 2002.
James Milton, Huw Bell & Peter Neville. “IELTS Practice Tests 2”. Express Publishing, 2003.
- Related academic journals:
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Inorganic Chemistry (1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE & NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE 1100 SEMESTER A
COURSE TITLE INORGANIC CHEMISTRY
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
6 6
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
General background
PREREQUISITE COURSES:
None
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL)
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
8
Guidelines for writing Learning Outcomes
The scope of the course is the comprehension of basic concepts pertaining to chemical theories of
matter structure, basic matter properties and how these properties affect the physical-chemical
behavior of matter. The laboratory courses aim at familiarizing students with basic laboratory
practices and training them with regard to fundamental calculations involved in physical-chemical
phenomena (e.g. reactions in foods).
Following successful attendance of the course, the students will be in position to:
Understand basic principles of matter structure and behaviour
Understand basic chemical reactions
Carry out stoichiometric calculations
Possess basic knowledge on aqueous solutions and aqueous equilibrium
Comprehend basic notions of chemical kinetics
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary technology
(3) SYLLABUS
Lecture course
Elements – Properties; Chemical equations, moles, stoichiometry; Reactions in aqueous solutions;
Periodicity and electronic structure of atom; Ionic bonds – Chemistry of major groups; Covalent
bonds and molecular structure; Thermochemistry – Chemical energy; Gases – Properties and
behaviour; Liquids, solids and phase transitions; Solutions and their properties; Chemical kinetics;
Chemical equilibrium; Aqueous equilibrium – Acids and bases; Applications of aqueous equilibrium.
Laboratory course
Safety – Good laboratory practice; Measurements – Instruments & devices; Chemical equations,
moles, stoichiometry; Reactions in aqueous solutions; Aqueous equilibrium – Acids & bases;
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Applications of aqueous equilibrium.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face. In laboratory courses, following a short
presentation of methodology, students perform exercises
using appropriate instruments/devices. Furthermore,
students practice scientific writing by composing assays, in
which they present and analyse experimental results.
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Lectures are supported by overhead projections and other
audio material.
TEACHING METHODS The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lecture course 39
Laboratory 39
Study 39
Course total 117
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
The language of evaluation is Greek. Overall course grade
comprises of lecture grade (50%) and laboratory grade
(50%). Lecture course exams include multiple choice
questions. Laboratory course exams include problem solving
(50%) and assays (50%).
(5) ATTACHED BIBLIOGRAPHY
Brown, Lemay, Bursten, Murphy, Woodward, Stoltzfus. Chemistry – Central Science (13th
edition),
2015,
Cell Biology (1) GENERAL
10
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES Undergraduate
COURSE CODE 1150 SEMESTER 1st
COURSE TITLE CELL BIOLOGY
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures and Laboratory Exercises 4 6
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
General background
PREREQUISITE COURSES:
None
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
Non
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/35-general-
en/curriculum-cat/curriculum-14-15/342-cell-biology
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Aim of this course is to present to students the basic subjects on the biology of a cell. Thus, this
course provide the basis for the comprehension at molecular level of the differences between
11
prokaryotic and eukaryotic cells, the knowledge on the different organelles and intracellular
compartments of an eukaryotic cell (nucleus, endoplasmatic reticulum, Golgi apparatus,
mitochondria etc) and the function of each one, the knowledge on the common macromolecules
(nucleic acids, proteins, sugars and lipids) existing in all types of cells, the structure and the biological
role of nucleic acids (DNA, RNA), the chromosomes and the cell cycle, the mechanisms responsible
for the accurate replication of genetic information and the DNA mismatch repair system, the flow of
genetic information (transcription, translation and protein synthesis), the structure of cell
membranes lipid bilayers and their functionality (permeability), the basic principles of cellular
metabolism, the structure and function of mitochondria and the production of energy through
oxidative phosphorylation, and finally the structure and function of chloroplasts and the production
of energy through photosynthesis.
Laboratory exercises deal with some basic techniques used in a modern biology laboratory and aim at
the acquaintance by the students of both the theoretical background, as well as the practical part of
these techniques. These techniques include: the observation of the cells under the light microscope,
the fractionation of the cells with aim to extract the macromolecules and organelles contained inside
cells (homogenization, lysis and centrifugation), the isolation of myosin, the spectrophotometry and
protein assay using the Bradford method, and the DNA isolation.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Decision-making
Working independently
Team work
Production of new research ideas
Showing social, professional and ethical responsibility and sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
12
(3) SYLLABUS
Theory. 1. Introduction to cells (molecular organization of cells, prokaryotic and eukaryotic cell). 2.
Chemical composition of cells (chemical bonds, molecules and macromolecules of cells). 3. Structure
and function of proteins. 4. Structure and function of nucleic acids (DNA, RNA), chromosomes, cell
cycle. 5. Mechanisms of DNA replication and repair. 6. The flow of genetic information (from DNA to
proteins: how cells read their genomes). 7. Membrane structure and principles of membrane
transportation. 8. Basic principles of cell metabolism. Energy production at mitochondria and at
chloroplasts (oxidative phosphorylation and photophosphorylation).
Laboratory. 1. Observation of cells under the light microscope. 2. Centrifugation of yeast cells
suspension and isolation of cells. 3. Isolation of myosin from beef skeletal muscle cells. 4.
Spectrophotometry and quantitative protein determination by Bradford method. 5. Isolation of DNA
from plant cells.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Lectures (Theory and Laboratory) are done using PowerPoint
presentations. All course notes are available to students at
the moodle asynchronous e-learning platform
(https://aegeanmoodle.aegean.gr/). Through this platform,
communication with students is also made
(announcements). Throughout the educational process,
students sometimes watch educational videos
(https://www.youtube.com/). The final exam is done online
(multiple choice, correct / error, matching) through the
moodle platform.
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload Lectures 55 Laboratory Exercises 45 Autonomous study 50 Course total (25 hours of workload per unit of credit)
150
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Student evaluation is done through final examinations (via
computer).
→ Questions are in the form of:
multiple choice (1 question with 4 possible answers, of
13
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
which only one answer is correct), correct / wrong (a suggestion where the student is asked
to judge if its content is correct or incorrect) matching (e.g. the organisms of a cell with their names).
Laboratory is examined independently of the theory of the
course, while the final grade of the laboratory participates
by 30% in the final grade of the course. A graduate grade
(≥5) is required both in theory and in the laboratory so that
a student can be considered successful in the class. If one
student succeeds in one of the two (theory, laboratory) then
the next time (whenever) is examined only in what he/she
failed.
It is also possible for a student to be examined in the theory
in 2 separate examinations → A 'and B' progress. In order to
pass the theory through the 2 progressions it must have
received at each degree ≥ 5. In this case, the final degree of
the theory results from the average of the grades of 2
progressions.
If a student fails to progress (and/or if he/she wishes),
he/she still has the right to be examined in the theory in the
final exam.
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
- Related academic journals:
1. Molecular Biology of the Cell, Alberts B., Johnson A., Lewis J., Raff M. Roberts K., Walter P., Garland
Science, Taylor and Francis Group.
2. Essential Cell Biology, Alberts B., Bray D., Hopkin K., Johnson A.D., Lewis J., Raff M., Roberts K.,
Walter P., Johnson A., Garland Science, Taylor and Francis Group.
3. The Word of the Cell, Becker W.M., Kleinsmith L.J., Hardin J., Bertoni G.P., Benjamin Cummings.
4. The Cell: A Molecular Approach, Cooper G.M., Hausman R.E., ASM Press, Sinauer Associates Inc..
14
Introduction to Food Industry
(1) GENERAL
SCHOOL SCHOOL OF ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE & NUTRITION
LEVEL OF STUDIES BASIC
COURSE CODE 1300 SEMESTER 1st
COURSE TITLE INTRODUCTION TO THE FOOD INDUSTRY I (seminars –
visits to industries)
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Seminars 3 2
Visits to local food industries 3 2
TOTAL 6 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
GENERAL BACKGROUND
PREREQUISITE COURSES:
NONE
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL)
15
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
PART I: SEMINARS:
The Food & Nutrition seminars organized in both semesters of each academic year (I & II
respectively), are a series of 2 hour lectures presented by invited speakers mainly from the
private Greek business sector of food and nutrition, and some from the academic area. The
selection of the speakers and the subject of each lecture are chosen in collaboration with
the Greek Food Industry Association based in Athens. This way a first level of collaboration
with the Greek business sector is established at the first steps of the department’s
development.
The seminars are sponsored by local food companies. This is because the events are open
to the public, developing thus an innovative vocational training course for the local
entrepreneurs, mainly a good chance for innovative, new knowledge, and education. Each
semester a series of 10 lectures are organized.
The seminars are part of the department strategic objective, adapted already by the general
assembly, for effective approach, and collaboration with the Greek food business sector,
and for better, and open communication with the society. This out-looking approach will
support the department’s prestige to the Greek food industry, the approach to the local
community, and overall the employment and career of the department’s future graduates.
It is for this main reason that the seminars are organized in collaboration with the primary
national business associations of the food sector, and with the support of a local food
company each time.
In the contents of the above strategic objective, the secondary goals of the organized
seminars are the following:
A) The promotion and the support of the department at local, and national level:
The seminars have become an annual event (part of the specific course) which is the main,
and first bridge of the department with the society and the food business sector. This is a
concept adapted by many international similar departments, but not adapted yet by the
majority of the Greek institutions. Therefore the understanding and the adaptation of the
concept by the Greek private sector is expected to take some time, and requires special
efforts
B) The acquaintance of the academic community and the students with CEOs and key
16
entrepreneurs of the Greek food business sector:
The 1-2 day visit of the selected speakers in the town of Myrina is be a good chance for: a)
the promotion and presentation of the department its content, and its potentials, b) the
acquaintance of the students with experts and high rant officials from the business sector,
c) the promotion of the Lemnos’ island, and its traditional, unique food products, d) the
acquaintance of the local entrepreneurs with national experts of the specific business
sector, e) the possible collaboration of the department with the food enterprises via specific
research project developed.
C) The first knowledge of the students with selected, successful, innovative, business
projects from the food and nutrition sector:
The seminars have become popular to the students, and an annual event (a first year
course) with different speakers each year is attended by all department’s students giving
them the chance to be acquainted with many key experts of the Greek food business sector.
Specific effort is made to have innovative, new, modern food and nutrition subjects in all
lectures in order to ensure high attendance by the students and the local public too. Thus
the students have the chance to be informed on the up to date subjects that preoccupy the
food business world.
D) The development of an academic environment enriched with parameters of
innovation, and practical knowledge, in connection with the outside, real food and
nutrition private sector:
The modern approach and use of innovation a necessary tool today for any effort for
success and excellence, including the academic, requires the use of innovative, educational
methodologies, and effective transfer of the knowledge, especially when it is realistic, daily
know how taken from the real food business world. Such an innovative approach is chosen
to be used within the content of this seminar – type course. With this educational approach
the innovation, the transfer of knowledge by examples strengthens the innovation culture,
and concept to the students, forthcoming employees and CEOs in the highly competitive
private food and nutrition sector.
PART 2: VISITS TO LOCAL FOOD COMPANIES:
The student’s acquaintance with the food industry at this preliminary stage of the
educational curriculum is implemented through ad hoc visits to local food factories, gaining
of experience, and finally formulating a report for each visit separately. This way the
student has the chance for the first time, and from the early stage of his studies to gain
personal experience not only of the food production facilities, the process, and the quality
control, but also of the entrepreneurial framework based on which each food company is
based on.
Within this framework the student is able to connect the gaining scientific knowledge
through his academic years with the realistic, Greek environment of the food industry (a
place where most likely he will work and perform afterwards). In addition this business
17
contact, practical knowledge, and discussion with the entrepreneur and his staff gives the
chance to the student to have a first understanding on how the business world operates,
profits, and develops. How someone is becoming a successful entrepreneur, materializes
his dreams and objectives, and operates a business. Thus the alternative for an
entrepreneurship career is introduced to the student at this early academic stage.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Working independently Decision-making Team work Criticism and self criticism
Production of free, creative and inductive thinking
(3) SYLLABUS
1. SEMINARS: The exact program of each semesters’ seminar (10 lectures total) is organized and
publicized at the beginning of each semester, so that the students, and the local
entrepreneurs are aware of the weekly lecture, the speaker and the topic. All seminars are
first announced at the announcement link of the department’s web site
(www.fns.aegean.gr) and all past seminar programs are stored at a separate link named
“seminars of food and nutrition” of the department/s website.
2. VISITS TO COMPANIES: Every weekly “laboratory” type of lesson (visit to a company) is compromised by two
phases:
A’ PHASE: VISIT TO FOOD FACTORY OF 4-5 HOUR DURATION:
Each visit lasts approximately 4-5 hours and includes the following stages:
1st stage: Introduction to the specific company, its history, its products, distribution
networks etc.:
The entrepreneur, or someone from his staff implements an hour presentation to the
students regarding data and other information related to the specific company
18
2nd stage: Visit to the production facilities of the company:
Students visit the production facilities where the production processes are explained and
analyzed by specific staff of the company.
3rd stage: Production of selected products by the student themselves:
The students have the chance, under the supervision of the staff, to prepare their owns
specific products
4th stage: Discussion on specific issues concerning the company and its products:
The students, following the visit in the production area, have the chance to meet the
entrepreneur and his staff again and discuss with him any subject related to his
company. They ask questions and receive appropriate answers. Thus the students gain
an overview of the company its products, its finances, and the personality of the
entrepreneur itself.
B’ PHASE: REPORTING:
For every visit a report is prepared by a group of maximum 3 students. Every report
includes the following main items:
1. Introduction to the specific sector of business activity
2. Company’s objectives
3. Description of the production process
4. Description of the products produced by the specific company
5. The network used for the promotion and sale of the products
6. The competition, and the competitive products in the market where the company is
operating
7. Human resources utilized by the company
8. Conclusions
Each year the items of the report do change depending on the food market conditions and
tendencies as well as the characteristics of the national and global crisis and the
customers tendencies.
Each semester the students visit three local manufacturing food companies of different
sectors, such as bakery, dairy, winery etc. Each year different companies are selected fo
the course
19
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
FACE TO FACE
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in searching for market information
regarding the sectors of activity of the food business
under study
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Seminars 39
Visits to the companies 78
Writing of the reports 78
Examination 39
Course total 234
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
The students’ evaluation is based both on the
evaluation of the seminars and the evaluation of
the visits
1. SEMINARS: The students’ evaluation is based on their
attendance of the seminars and their active
participation during lecture time, and the exams at
the end of the semester based on the contents of the
10 seminars
2. VISITS: The grading from the visits is based on the average
of the grades that the student gets on the three
reports which he submits at the end of the semester
(1 for each visit). The reports are formulated by
each group of maximum 3 students each.
The overall grading is calculated based on: exam’s
grade X 30% + grade from the reports X 70%
20
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
1. Επιχειρηματικότητα, Deakins D., Freel M., Εκδόσεις Κριτική, μετάφραση, 2007. 2. Στρατηγική των επιχειρήσεων: Ελληνική και Διεθνής Εμπειρία, Παπαδάκης Β.,
Εκδόσεις Μπένου, 2007. 3. International Business: A managerial prospective, FGriffin R.W., Pustay M.W.,
Addison Wesley, 1995. 4. Επιχειρηματικότητα & Καινοτομίες, Γεωργαντάς Ζ., εκδόσεις Ανικούλα, 2003 5. Το επιχειρηματικό σχέδιο: πρακτικός οδηγός για τις ΜΜΕ, Κοκκόρης Θ., Γ’
έκδοση, 2001. 6. Διεθνές εξαγωγικό Μάρκετινγκ, Πανηγυράκης Γ., Εκδόσεις Σταμούλη, 1992. 7. New food product development, Fuller, G.W., CRC press, 2005 (ISBN: 0-8493-1673-
1). 8. Introduction to food and agrobusiness management, ΠBaker G.A., Grunewald O.,
Gorman W.D., Person Education, 2001 (ISBN: 0130145777). 9. Food processing, Connor J.M., John Wiley & Sons Ltd, 1997 (0471155152). 10. The Deming Management Method, Walton M., Management Books 2000 Ltd, 1992
(1852521414) 11. Starting a business from home, ΚBarrow C., The Sunday Times, 2008
(9780749451943).
12. Food and Beverage Management, , Cousins J.A. Foskett D., Gillespie C., Pearson Education Limited, 2001 (0582452716).
21
Mathematics
(1) GENERAL
SCHOOL SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES Undergraduate
COURSE CODE 1050 SEMESTER 1
COURSE TITLE Mathematics
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total
credits
WEEKLY
TEACHING
HOURS
CREDITS
Teaching 3
Tutorials 3
6 5
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Compulsory/ general background
PREREQUISITE COURSES:
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL)
(2) LEARNING OUTCOMES
Learning outcomes
The course objectives are the following for students
Basic knowledge in first principles of mathematics which are suitable for understanding physical, chemical and biological processes related to Food Science and Nutrition
Use of mathematical tools (especially from Calculus) required for the analysis and interpretation of physical laws related to processes in Food Science and Nutrition
22
Analysis and synthesis of data using basic mathematical tools Mathematical modelling of real phenomena and identification of parameters that affect
(both quantitative and qualitative) processes related to Food Science and Nutrition
General Competences
Synthesis, analysis and mathematical interpretation of experimental data
Research and analysis of information using mathematical tools
Independent work
Decision making
(3) SYLLABUS
Part 1: Introduction to Linear Algebra and geometry: Algebra of Matrices, Determinants, Linear
systems, Vector calculus
Part2: Calculus: Real Functions, Limits, Continuity, differentiation, Taylor series, applications of
derivatives, Integrals, methods of integration, application of integrals (e.g. area under curves).
Ordinary Differential Equations (first and second order). Boundary and initial value problems.
Higher order ordinary differential equations.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to face:
Classroom (theory and exercises)
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Course handouts and transparencies in pdf format
Email communication between students and lecturer
(eclass)
TEACHING METHODS
Activity Semester workload
Lectures 51
Tutorials 51
Self study 102
Course total 204
STUDENT PERFORMANCE
EVALUATION
.
Language of evaluation: Greek
Method of evaluation
Final exam paper
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
- Related academic journals:
23
Physics (1) GENERAL
SCHOOL SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES Undergraduate
COURSE CODE 1000 SEMESTER 1
COURSE TITLE Physics
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total
credits
WEEKLY
TEACHING
HOURS
CREDITS
Teaching 3
3 5
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Compulsory/ general background
PREREQUISITE COURSES:
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL)
(2) LEARNING OUTCOMES
Learning outcomes
The course objectives are the following for students
Basic knowledge in Physics suitable for understanding physical, chemical and biological processes related to Food Science and Nutrition
The ability to process and analyse experimental data, using first principles of Physics Knowledge of physical interpretation, mathematical modelling, analysis and evaluation of
any phenomena and parameters describing processes related to Food Science and Nutrition General Competences
24
Synthesis, analysis and mathematical interpretation of experimental data
Research and analysis of information using basic principles of Physics
Independent work
Decision making
(3) SYLLABUS
Kinematics, Dynamics, work, power, energy, momentum, angular momentum, analytical dynamics, material properties, Thermodynamics, optics, electricity, magnetism, quantum physics, atomic physics.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to face:
Classroom (theory and exercises)
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Course handouts and transparencies in pdf format
Email communication between students and lecturer
(Moodle)
TEACHING METHODS
Activity Semester workload
Lectures 39
Self study 78
Course total 117
STUDENT PERFORMANCE
EVALUATION
.
Language of evaluation: Greek
Method of evaluation
Final exam paper
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
- Related academic journals:
25
2nd Semester
English II (1) GENERAL
SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE 2900 SEMESTER SPRING
COURSE TITLE ENGLISH II
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
lectures 3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
General background, skills development
PREREQUISITE COURSES:
None
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
English
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
COURSE WEBSITE (URL)
26
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
After the successful completion of the course the students will be able:
to read and comprehend texts of general and scientific interest in the English language, as
well as to apply reading strategies according to the purpose of reading
to comprehend presentations, speeches and lectures and to keep constructive notes
to make a presentation
to compose a text suitably, such as a description, a comparison, an analysis, a lab report, a
scientific article
to use the English language according to purpose and audience
to study texts containing terminology relevant to their field of studies
to compose academic papers
to communicate in an English speaking environment
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Use of Information Technology
Autonomous work
Team work
Working in an international environment
Respect for difference and multiculturalism
(3) SYLLABUS
27
Grammar/Syntax:
Tenses
Reported Speech
Passive Voice
Subordinate clauses Writing:
Types of writing
Composing a Paragraph
Composing medium-length and long texts [article, paper etc]
Composing a Summary
Composing a Statistics Report
Composing a Lab Report Vocabulary:
Texts with terminology relevant to the field of studies
Texts of general interest relevant to the field of studies
Listening activities of various types Making a presentation
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching and for communication with
students (aegeanmoodle.aegean.gr)
Use of e-mail for communication with students
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 36
Autonomous study and
exam preparation
62
Final written exam 2
Course Total
(25 hours of workload
per credit point )
100
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
Two-hour written exam in English, that consists of:
Taught text followed by comprehension and vocabulary activities
Vocabulary activities [closed type]
28
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Grammar activities [closed and open type]
Short essay writing on a given topic
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Vassilia Kazamia-Christou & Ioanna Ziaka. "English for Agricultural Sciences". University Studio Press, Thessaloniki, 2006.
V. Pagoulatou-Vlachou. “Intermediate Grammar and Exercises”. Express Publishing, 1991.
John Morley, Peter Doyle & Ian Pople. "University Writing Course". Express Publishing, 2007. Dimitris Siountris. “Word-Perfect Proficiency”. Graphi elt publishing, 2004.
Mark Skipper. “Advanced grammar & vocabulary”. Express Publishing, 2002.
- Related academic journals:
29
General Microbiology (1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES Undergraduate
COURSE CODE 1450 SEMESTER 2nd
COURSE TITLE GENERAL MICROBIOLOGY
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures and Laboratory Exercises 4 6
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
General background
PREREQUISITE COURSES:
None
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
Non
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27-undergraduates-
studies/program-spoudon-2014-15/60-syllabus-gen-mikrob
(2) LEARNING OUTCOMES
30
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Aim of this course is to help students understand the basic biology of microorganisms, that is the
fundamental characteristics governing their structure and function. Thus, this course focuses on the
primary characteristics of different types of microbial cells, on cell envelope of prokaryotes
(bacteria), on nutrients (macronutrients, micronutrients and growth factors) which are essential for
the nutrition of microorganisms, on the basic principles of cellular microbial metabolism and on the
main catabolic reactions (aerobic, anaerobic respiration, fermentation) which produce energy, on the
growth mode of microorganisms, on the main environmental parameters (temperature, pH, water
activity, oxygen) affecting microbial growth, on the physical (e.g. heating, refrigeration) and on the
chemical (e.g. disinfectants) methods which are used to control microbial growth, on the essential
characteristics of viruses and on the viral growth cycle, on the eukaryotic microorganisms (fungi,
algae, protozoa and helminths), on the human-microbe interactions and finally on the mechanisms of
pathogenesis of microorganisms.
Following successive participation in laboratorial exercises, the students will be able: to observe
microorganisms under the microscope (fixation and staining procedures), to prepare microbiological
growth media, to safely manipulate microbial cultures (following the rules of aseptic technique), to
isolate microorganisms in pure cultures and subsequently use them to inoculate fresh sterile media,
to estimate the microbial load of a sample by different ways (e.g. enumeration using petri plates,
turbidimetry), and finally to make a first estimation of the species of an unknown microorganism,
based on simple biochemical tests.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Decision-making
Working independently
31
Team work
Production of new research ideas
Showing social, professional and ethical responsibility and sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
(3) SYLLABUS
Theory. 1. Introduction to microorganisms and microbiology. 2. General information on cell structure
and microbial diversity. 3. Cell envelope, motility, surface and intracellular structures of prokaryotes.
4. Nutrition and metabolism of microorganisms. 5. Microbial growth and environmental effects. 6.
Control of microbial growth (by physical and chemical methods). 7. Introduction to virology. 8.
Eukaryotic microorganisms (fungi, algae, protozoa and helminths). 9. Human-microbe interactions
and microbial pathogenicity mechanisms.
Laboratory. 1. Microscopic observation of microorganisms and Gram staining of bacteria. 2.
Microbiological culture media: preparation and sterilization. 3. Aseptic technique, methods of
inoculation and isolation of microorganisms. 4. Count bacterial cell suspension by the method of
successive decimal dilutions and plate culture. 5. Biochemical tests of catalase and oxidase.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Lectures (Theory and Laboratory) are done using PowerPoint
presentations. All course notes are available to students at
the moodle asynchronous e-learning platform
(https://aegeanmoodle.aegean.gr/). Through this platform,
communication with students is also made
(announcements). Throughout the educational process,
students sometimes watch educational videos
(https://www.youtube.com/). The final exam is done online
(multiple choice, correct / error, matching) through the
moodle platform.
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
Activity Semester workload Lectures 55 Laboratory Exercises 45 Autonomous study 50 Course total (25 hours of workload per unit of credit)
150
32
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
STUDENT PERFORMANCE
EVALUATION Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Student evaluation is done through final examinations (via
computer).
→ Questions are in the form of:
multiple choice (1 question with 4 possible answers, of which only one answer is correct),
correct / wrong (a suggestion where the student is asked to judge if its content is correct or incorrect)
matching (e.g. the organisms of a cell with their names). Laboratory is examined independently of the theory of the
course, while the final grade of the laboratory participates
by 30% in the final grade of the course. A graduate grade
(≥5) is required both in theory and in the laboratory so that
a student can be considered successful in the class. If one
student succeeds in one of the two (theory, laboratory) then
the next time (whenever) is examined only in what he/she
failed.
It is also possible for a student to be examined in the theory
in 2 separate examinations → A 'and B' progress. In order to
pass the theory through the 2 progressions it must have
received at each degree ≥ 5. In this case, the final degree of
the theory results from the average of the grades of 2
progressions.
If a student fails to progress (and/or if he/she wishes),
he/she still has the right to be examined in the theory in the
final exam.
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
- Related academic journals:
1. Prescott/Harley/Klein’s Microbiology, Willey J., Sherwood L., Woolverton C., McGraw-Hill Science.
2. Brock Biology of Microorganisms, Madigan Μ.Τ., Martinko J.M., Dunlap P.V., Clark D.P., Pearson
Education Benjamin Cummings.
3. Microbiology: An Introduction, Tortora G.J., Funke B.R., Case C.L., Pearson Education Benjamin
Cummings.
4. Foundations in Microbiology, Talaro K.P., McGraw-Hill Science.
33
Introduction to Food Industry II (1) GENERAL
SCHOOL SCHOOL OF ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE & NUTRITION
LEVEL OF STUDIES BASIC
COURSE CODE 1650 SEMESTER 2nd
COURSE TITLE INTRODUCTION TO THE FOOD INDUSTRY II (seminars –
visits to industries)
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Seminars 3 2
Visits to local food industries 3 2
TOTAL 6 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
GENERAL BACKGROUND
PREREQUISITE COURSES:
NONE
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL)
34
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
PART I: SEMINARS:
The Food & Nutrition seminars organized in both semesters of each academic year (I & II
respectively), are a series of 2 hour lectures presented by invited speakers mainly from the
private Greek business sector of food and nutrition, and some from the academic area. The
selection of the speakers and the subject of each lecture are chosen in collaboration with
the Greek Food Industry Association based in Athens. This way a first level of collaboration
with the Greek business sector is established at the first steps of the department’s
development.
The seminars are sponsored by local food companies. This is because the events are open
to the public, developing thus an innovative vocational training course for the local
entrepreneurs, mainly a good chance for innovative, new knowledge, and education. Each
semester a series of 10 lectures are organized.
The seminars are part of the department strategic objective, adapted already by the general
assembly, for effective approach, and collaboration with the Greek food business sector,
and for better, and open communication with the society. This out-looking approach will
support the department’s prestige to the Greek food industry, the approach to the local
community, and overall the employment and career of the department’s future graduates.
It is for this main reason that the seminars are organized in collaboration with the primary
national business associations of the food sector, and with the support of a local food
company each time.
In the contents of the above strategic objective, the secondary goals of the organized
seminars are the following:
A) The promotion and the support of the department at local, and national level:
The seminars have become an annual event (part of the specific course) which is the main,
and first bridge of the department with the society and the food business sector. This is a
concept adapted by many international similar departments, but not adapted yet by the
majority of the Greek institutions. Therefore the understanding and the adaptation of the
concept by the Greek private sector is expected to take some time, and requires special
efforts
35
B) The acquaintance of the academic community and the students with CEOs and key
entrepreneurs of the Greek food business sector:
The 1-2 day visit of the selected speakers in the town of Myrina is be a good chance for: a)
the promotion and presentation of the department its content, and its potentials, b) the
acquaintance of the students with experts and high rant officials from the business sector,
c) the promotion of the Lemnos’ island, and its traditional, unique food products, d) the
acquaintance of the local entrepreneurs with national experts of the specific business
sector, e) the possible collaboration of the department with the food enterprises via specific
research project developed.
C) The first knowledge of the students with selected, successful, innovative, business
projects from the food and nutrition sector:
The seminars have become popular to the students, and an annual event (a first year
course) with different speakers each year is attended by all department’s students giving
them the chance to be acquainted with many key experts of the Greek food business sector.
Specific effort is made to have innovative, new, modern food and nutrition subjects in all
lectures in order to ensure high attendance by the students and the local public too. Thus
the students have the chance to be informed on the up to date subjects that preoccupy the
food business world.
D) The development of an academic environment enriched with parameters of
innovation, and practical knowledge, in connection with the outside, real food and
nutrition private sector:
The modern approach and use of innovation a necessary tool today for any effort for
success and excellence, including the academic, requires the use of innovative, educational
methodologies, and effective transfer of the knowledge, especially when it is realistic, daily
know how taken from the real food business world. Such an innovative approach is chosen
to be used within the content of this seminar – type course. With this educational approach
the innovation, the transfer of knowledge by examples strengthens the innovation culture,
and concept to the students, forthcoming employees and CEOs in the highly competitive
private food and nutrition sector.
PART 2: VISITS TO LOCAL FOOD COMPANIES:
The student’s acquaintance with the food industry at this preliminary stage of the
educational curriculum is implemented through ad hoc visits to local food factories, gaining
of experience, and finally formulating a report for each visit separately. This way the
student has the chance for the first time, and from the early stage of his studies to gain
personal experience not only of the food production facilities, the process, and the quality
control, but also of the entrepreneurial framework based on which each food company is
based on.
Within this framework the student is able to connect the gaining scientific knowledge
through his academic years with the realistic, Greek environment of the food industry (a
36
place where most likely he will work and perform afterwards). In addition this business
contact, practical knowledge, and discussion with the entrepreneur and his staff gives the
chance to the student to have a first understanding on how the business world operates,
profits, and develops. How someone is becoming a successful entrepreneur, materializes
his dreams and objectives, and operates a business. Thus the alternative for an
entrepreneurship career is introduced to the student at this early academic stage.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Working independently Decision-making Team work Criticism and self criticism
Production of free, creative and inductive thinking
(3) SYLLABUS
3. SEMINARS: The exact program of each semesters’ seminar (10 lectures total) is organized and
publicized at the beginning of each semester, so that the students, and the local
entrepreneurs are aware of the weekly lecture, the speaker and the topic. All seminars are
first announced at the announcement link of the department’s web site
(www.fns.aegean.gr) and all past seminar programs are stored at a separate link named
“seminars of food and nutrition” of the department/s website.
4. VISITS TO COMPANIES: Every weekly “laboratory” type of lesson (visit to a company) is compromised by two
phases:
A’ PHASE: VISIT TO FOOD FACTORY OF 4-5 HOUR DURATION:
Each visit lasts approximately 4-5 hours and includes the following stages:
1st stage: Introduction to the specific company, its history, its products, distribution
networks etc.:
The entrepreneur, or someone from his staff implements an hour presentation to the
37
students regarding data and other information related to the specific company
2nd stage: Visit to the production facilities of the company:
Students visit the production facilities where the production processes are explained and
analyzed by specific staff of the company.
3rd stage: Production of selected products by the student themselves:
The students have the chance, under the supervision of the staff, to prepare their owns
specific products
4th stage: Discussion on specific issues concerning the company and its products:
The students, following the visit in the production area, have the chance to meet the
entrepreneur and his staff again and discuss with him any subject related to his
company. They ask questions and receive appropriate answers. Thus the students gain
an overview of the company its products, its finances, and the personality of the
entrepreneur itself.
B’ PHASE: REPORTING:
For every visit a report is prepared by a group of maximum 3 students. Every report
includes the following main items:
1. Introduction to the specific sector of business activity
2. Company’s objectives
3. Description of the production process
4. Description of the products produced by the specific company
5. The network used for the promotion and sale of the products
6. The competition, and the competitive products in the market where the company is
operating
7. Human resources utilized by the company
8. Conclusions
Each year the items of the report do change depending on the food market conditions and
tendencies as well as the characteristics of the national and global crisis and the
customers tendencies.
Each semester the students visit three local manufacturing food companies of different
sectors, such as bakery, dairy, winery etc. Each year different companies are selected fo
the course
38
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
FACE TO FACE
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in searching for market information
regarding the sectors of activity of the food business
under study
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Seminars 39
Visits to the companies 78
Writing of the reports 78
Examination 39
Course total 234
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
The students’ evaluation is based both on the
evaluation of the seminars and the evaluation of
the visits
3. SEMINARS: The students’ evaluation is based on their
attendance of the seminars and their active
participation during lecture time, and the exams at
the end of the semester based on the contents of the
10 seminars
4. VISITS: The grading from the visits is based on the average
of the grades that the student gets on the three
reports which he submits at the end of the semester
(1 for each visit). The reports are formulated by
each group of maximum 3 students each.
The overall grading is calculated based on: exam’s
grade X 30% + grade from the reports X 70%
39
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
13. Επιχειρηματικότητα, Deakins D., Freel M., Εκδόσεις Κριτική, μετάφραση, 2007. 14. Στρατηγική των επιχειρήσεων: Ελληνική και Διεθνής Εμπειρία, Παπαδάκης Β.,
Εκδόσεις Μπένου, 2007. 15. International Business: A managerial prospective, FGriffin R.W., Pustay M.W.,
Addison Wesley, 1995. 16. Επιχειρηματικότητα & Καινοτομίες, Γεωργαντάς Ζ., εκδόσεις Ανικούλα, 2003 17. Το επιχειρηματικό σχέδιο: πρακτικός οδηγός για τις ΜΜΕ, Κοκκόρης Θ., Γ’
έκδοση, 2001. 18. Διεθνές εξαγωγικό Μάρκετινγκ, Πανηγυράκης Γ., Εκδόσεις Σταμούλη, 1992. 19. New food product development, Fuller, G.W., CRC press, 2005 (ISBN: 0-8493-1673-
1). 20. Introduction to food and agrobusiness management, ΠBaker G.A., Grunewald O.,
Gorman W.D., Person Education, 2001 (ISBN: 0130145777). 21. Food processing, Connor J.M., John Wiley & Sons Ltd, 1997 (0471155152). 22. The Deming Management Method, Walton M., Management Books 2000 Ltd, 1992
(1852521414) 23. Starting a business from home, ΚBarrow C., The Sunday Times, 2008
(9780749451943).
24. Food and Beverage Management, , Cousins J.A. Foskett D., Gillespie C., Pearson Education Limited, 2001 (0582452716).
40
Organic Chemistry
(1) GENERAL
SCHOOL SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE STUDIES
COURSE CODE 1400 SEMESTER 2nd
COURSE TITLE ORGANIC CHEMISTRY
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
LECTURES AND LABORATORY EXERCISES 6 6
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
General background
PREREQUISITE COURSES:
-
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/course/view.php?id=403
41
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
With the successful completion of the course of Organic Chemistry:
Students acquire knowledge on the types of bonds in carbon compounds, the structure of
organic compounds, the main classes of organic molecules, the organic molecule nomenclature
Students understand how organic compounds react through specific mechanisms, as well as the
relationship between structure and activity of organic compounds.
Students have the skills to interpret and anticipate chemical and biochemical reactions in
various systems.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Retrieve, analyse and synthesise data and information, with the use of necessary technologies Work autonomously Work in teams Design and management of experiments Be critical and self-critical Advance free, creative and causative thinking
work in a multidisciplinary environment
42
(3) SYLLABUS
THEORY -Chemal structure, types of bonds and functional groups of organic compounds - Saturated, unsaturated and cyclic hydrocarbons - General reactions categories - Stereochemistry of organic compounds - Mechanisms of organic reactions - Substitution and Elimination - Arromaticity - Phenols - Alcohols and thiols - Ethers and sulphides - Aldehydes - Ketones - Carboxylic acids - Amines LABORATORY -Physical separation and purification methods-Filtration -Physical methods of separation and purification-Extraction - Physical separation and purification methods - Recrystallization & melting point - Natural separation and purification methods - Distillation & boiling point - Visible Spectrophotometry (VIS)
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
FACE TO FACE
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Multimedia presentations and presentation software
usage
Email communication with students
Support of Learning Process via the electronic moodle
platform (https://aegeanmoodle.aegean.gr/)
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
Activity Semester workload Lectures 80
Laboratory exercises 45
Course total 125
43
the ECTS
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Students are evaluated in Greek language through
final written examination with short-answer
questions, open ended-questions and problem
solving questions on the theory of the course. The
degree of this final examination counts for 70% of
the final grade of the course
Students are assessed by written laboratory reports
on the understanding of the principle of the
methodology used, the presentation and processing
of the experimental data and the evaluation of the
result. The average of the grades of laboratory
reports counts for 15% of the final grade of the
course.
Students are also evaluated on the laboratory
practice through a final written examination with
open-ended questions and problem solving
questions. The grade of this final examination counts
for 15% of the final grade of the course
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Organic Chemistry, John McMurry, Crete University Pub, 2015 (translated in Greek)
Organic Chemistry for Life Sciences, David Klein, Utopia Pub., 2015 (Translated in Greek)
Organic Chemistry, Wade JR, Tziola Pub., 2011 (Translated in Greek)
Organic Chemistry Laboratory Experiments, Schoffstall A.,Gaddis B.,Druelingeer M., Papazisis Pub.,
2012 (Translated in Greek)
- Related academic journals:
European Journal of Organic Chemistry
The journal of Organic Chemistry
44
Statistics – Quantitative Methods
(1) GENERAL
SCHOOL SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES Undergraduate
COURSE CODE 1550 SEMESTER 2
COURSE TITLE Statistics – Quantitative Methods
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total
credits
WEEKLY
TEACHING
HOURS
CREDITS
Teaching 3
Tutorials 3
6 5
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Compulsory/ general background
PREREQUISITE COURSES:
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL)
(2) LEARNING OUTCOMES
Learning outcomes
The course objectives are the following for students
Basic knowledge in first principles of statistics suitable for Food Science and Nutrition Understanding of statistics terms and methodology for use in experimental studies Expertise in the use of statistical software packages
45
General Competences
Research and analysis of data using statistical methods
Independent work and as a team work
Decision making
(3) SYLLABUS
A) Statistics for Food and Nutrition Scientists Part 1: Proportions, rates of change, index numbers in Statistics: Proportions, sensitivity
analysis, reliability, rates of change.
Part2: Descriptive statistics-Organize, analyse, interpret and summarize datasets
Ordered frequency table, Grouping data into classes, frequency histogram and polygon,
cumulative frequency charts, measures of central tendency, measures of variability, measures of
position.
Part 3: Introduction to probability
Introduction to set theory, sample spaces, events in probability theory, computing the
probability of an event, basic probability laws. Probability distributions of continuous and
discrete random variables. Random variables, probability distribution and cumulative
distribution function of a discrete random variable, binomial distribution, Poisson distribution,
probability density function and cumulative distribution function of a continuous random
variable, normal distribution, standard normal distribution.
Part 4: Statistical inference, point estimation and confidence intervals
Sampling distribution, point estimators of the unknown parameters of a population, properties
of point estimators (Unbiased Minimum Variance, sufficiency, completeness, consistency),
confidence interval estimators, controlling the range of a confidence interval estimator by
choosing the appropriate size of the sample.
Significance testing, parametric and non – parametric tests, test of normality, correlation,
regression, anova of single variable
Part 5: Error Analysis
B) Statistics in personal computers Use of statistical methods for data analysis using the statistical software package SPSS. Descriptive statistics, t test of dependent and independent samples, one way anova, pearson correlation coefficient, simple linear regression, chi square test. The data are related to Food Science and Nutrition. Lab exercises
1. Data collection from and by students related to Food Science and Nutrition (e.g. height, weight, nutrition habits e.t.c.)
2. Descriptive statistics for scale (quantitative variables) 3. Descriptive statistics for nominal and ordinal variables 4. Graphical representation of correlations among variables 5. Normality tests
46
6. Chi square test 7. T test of two samples (independent and dependent) 8. One way ANOVA 9. Pearson correlation and simple linear regression 10. Full statistical analysis of data collected from exercise 1.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to face:
Classroom (theory and exercises)
Lab work (practice with the statistical software
package SPSS)
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Course handouts and transparencies in pdf format
Email communication between students and lecturer
(eclass)
TEACHING METHODS
Activity Semester workload
Lectures 51
Tutorials 51
Lab 20
Exercises 40
Self study 102
Course total 264
STUDENT PERFORMANCE
EVALUATION
.
Language of evaluation: Greek
Method of evaluation
Final exam paper (70% of total mark) Obligatory presence at labs (at least) 90% of labs Average of ten lab exercises (30% of total mark)
Evaluation criteria are presented and analysed to
students at start of semester
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
- Related academic journals:
47
Informatics-Databases
(1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE 1500 SEMESTER 2th
COURSE TITLE INFORMATICS-DATABASES
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 h 5
Laboratory exercises 3 h
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Course of general background
PREREQUISITE COURSES:
--------
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL) https://eclass.aegean.gr/
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
48
Guidelines for writing Learning Outcomes
The purpose of the course is to familiarize students with the parts of a P/C as well as with widely
used modern computer systems and programs such as word processor, spreadsheets and databases.
After the end of the learning process, students will have comprehend the basic parts of a computer,
have acquired basic skills of using the word processor, spreadsheets and databases which they can
use in food science.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary
technology
Team work
Working in an international environment
Working in an interdisciplinary environment
(3) SYLLABUS
The aim of the lesson is the acquisition of basic meanings of Informatics which help students to
comprehend better the subject of their studies. This lesson provides all the necessary knowledge for
the understanding of basic terms of word processor and spreadsheets emphasizing to databases
subjects
Course Syllabus: Basic principles of Word Processor and Spreadsheets, data definition and
characteristics, database, database management system (DMS), database models, principles of
Entity-Relationship diagram (ERD), case studies, principles of relational model, relational databases
diagram, operations and limitations of relational model, relational algebra, transformation of ERD
into relational database, algorithm and application, SQL programming, definition, importing, deleting,
modifying, searching data with SQL, normalization, Introduction to Access, creation of tables,
connection of tables, importing, deleting, modifying data, queries of selection, deletion, and
information, forms, reports
Laboratory Syllabus: Laboratory exercises (databases) which include database creation, searching
data, data management, forms, reports, laboratory exercises (Word Processor) which include
49
opening, processing, saving, formatting, printing, previewing documents, tables, symbols, equations,
diagrams, laboratory exercises (Spreadsheets) which include opening, processing, saving, formatting,
printing, previewing spreadsheets, formulas, charts
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching, laboratory education,
communication with students
TEACHING METHODS The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload Lectures+Study 65
Essay writing 30
Laboratory exercises+Study 30
Course total (25 hours of workload per credit unit)
125
STUDENT PERFORMANCE
EVALUATION Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
20% (Growth topic rating) + 80% (Degree of final
examination, 40% Laboratory+40% Theory) or 100% Degree
of final examination (50% Laboratory+50% Theory)
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
E. Kexris, Relational databases, theory and laboratory exercises, Kritiki Publications, 2005
M. Xenos, D. Christodoulakis, Introduction to databases, Papasotiriou Publications, 2002
D. Dervos, Introduction to database systems, Tziolas Publications, 1995
A . Silberschatz, H. Korth, S. Sudarshan, Database system concepts, Giourdas Publications, 2003
C. D. Frye, Step by step, Microsoft Excel 2007, Klidarithmos Publications, 2007
- Related academic journals:
50
Biodiversity – Biotic Resourses (1) GENERAL
SCHOOL Environment
ACADEMIC UNIT Department of Food Science and Nutrition
LEVEL OF STUDIES Undergraduate
COURSE CODE 1200 SEMESTER 2nd
COURSE TITLE Biodiversity – Biotic Resources
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d). 3 4
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special Background
PREREQUISITE COURSES:
-
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
-
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/35-general-
en/curriculum-cat/curriculum-14-15/348-biodiversity
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Knowledge of biodiversity’s main characteristics.
51
Comprehension of the role of biodiversity on ecosystem functioning and the consequences of its decrease in human society.
Understanding of the significance and value of biodiversity emphasizing on biotic resources conservation.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary technology.
Adapting to new situations.
Decision-making.
Working in an international environment.
Working in an interdisciplinary environment.
Production of new research ideas.
Respect for difference and multiculturalism.
Respect for the natural environment.
Production of free, creative and inductive thinking.
(3) SYLLABUS
During the course are given weekly lectures that include:
1) What is biodiversity and biotic resources? Definitions and a brief history of the terms.
2) The classification of living organisms and their role in ecosystem functioning. 3) Biodiversity through time and its fluctuations. 4) Spatial distribution of biodiversity. 5) Threats to biodiversity from human activities. 6) Threats to biodiversity from climate change. 7) The current state of biodiversity on the planet and the “biodiversity hotspots”. 8) Biological diversity in the Mediterranean and Greece, current-status and
threats.
52
9) The importance and benefits of biodiversity and biotic resources. 10) The direct utility value of biotic resources and approaches on their use. 11) The indirect utility value of biodiversity and its ecosystem services. 12) Actions for biodiversity conservation. The critical international conventions on
biological diversity. 13) Areas under protection. European network of protected areas (Natura 2000).
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Yes, using a projector, internet access and viewing of
audiovisual material (documentaries)
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 39
Study and analysis of bibliography and lectures
38
Writing Assignment 20
Final written examination
3
Course total 100
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
- Final written examination (80% of the final grade),
in Greek, with questions of:
(a) Short-answer and
(b) Multiple choices.
- Written Assignment (20% of the final grade).
Detailed instructions for the teaching material and
evaluation process are provided on the web-
platform https://eclass.aegean.gr
53
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
1. Gaston K.J., Spicer J.I. (2008) Biodiversity: an introduction (2nd edition, Editing in Greek: C. Chintiroglou and D. Vafeidis). University Studio Press, ISBN: 9601216871, 242 pages
2. Primack R., Diamantopoulos G., Arianoutsou M., Danielidis D., Valakos S., Pafilis P., Pantis I.D. (2009) Conservation and protection of biodiversity. Odysseus Publications, ISBN: 9789608771451, 470 pages (in Greek)
3. Whittaker R.J., Fernandez-Palacios J.M. (translation: Vakalis V., editing: Sfenthourakis S.) (2009) Island Biogeography: Ecology, Evolution and Conservation. Crete University Press, ISBN: 978960524283Χ, 416 pages (in Greek)
4. Wilson E.O. (1992) The diversity of life. Penquin, 406 pages 5. Loreau M., Naeem S., Inchausti P. (eds) (2002) Biodiversity and ecosystem
functioning: synthesis and perspectives. Oxford University Press, Oxford, 294 pages
6. Blondel J., Aronson J. (1999) Biology and Wildlife of the Mediterranean region. Oxford University press, Oxford
7. Leveque J., Mounolou J-C. (2003) Biodiversity. John Wiley & Sons, 284 pages
- Related academic journals:
1. Environmental Management 2. Ecology 3. Environmental Monitoring and Assessment 4. Conservation Biology 5. Ecological Applications 6. Plos One 7. Ecology Letters
54
3rd Semester
Biochemistry (1) GENERAL
SCHOOL School of Environment
ACADEMIC UNIT Department of Food Science and Nutrition
LEVEL OF STUDIES Undergraduate
COURSE CODE 1750 SEMESTER 3rd
COURSE TITLE Biochemistry I
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
5 6
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
General background
PREREQUISITE COURSES:
Organic Chemistry
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
Yes
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27-undergraduates-
studies/program-spoudon-2014-15/66-syllabus-bioximiai
(2) LEARNING OUTCOMES
55
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The aim of the course is to present the main classes of biomacromolecules; e.g. proteins
and enzymes, carbohydrates, lipids, nucleic acids. Students are expected to acquire the
ability to recognize, classify and nomenclate the main classes of biomacromolecules. Special
emphasis is laid on the comprehension of the structural characteristics and physicochemical
properties of biomacromolecules, underlining also the most special structural and
physicochemical features that affect their biological activity. Students are expected to utilize
any knowledge already acquired in previous semesters in order to achieve full
understanding of the structure and function of biomacromolecules. The knowledge gained
during this course is essential in order for the understanding of the biochemical – metabolic
processes occurring in the molecular basis of life to be achieved.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary technology
Working independently
Team work
Working in an interdisciplinary environment
Production of free, creative and inductive thinking
56
(3) SYLLABUS
Theory
-Aminoacids/peptides/proteins: Protein structure and function overview, from the
primary to the quaternary protein structure, biological function of specific proteins
(myoglobin, hemoglobin, α-keratin, collagen, elastin).
-Carbohydrates: Classification-nomenclature-structural features-physicochemical
properties, biological function of specific carbohydrates (monosaccharides-
polysaccharides-homopolysaccharides-heteropolysaccharides).
-Lipids: Classification-nomenclature-structural features-physicochemical properties,
biological function of specific lipids (phospholipids- glycolipids-lipoproteins),
composition and biological function of cellular membranes.
-Nucleic acids DNA and RNA: Structural features and biological function, molecular basis
on the flow of genetic information, gene mutations-DNA repair systems overview.
-Enzymes and Coenzymes: Mechanisms of action, specificity and biological function,
classification and nomenclature, enzyme kinetics, reversible and irreversible enzyme
inhibition, regulation of enzymatic activity.
Laboratory
-Acid-base properties of aminoacids, titration of glycine, determination of ionization
constant and isoelectric point.
-Detection reactions of aminoacids: ninhydrin reaction, xanthoprotein reaction, cysteine
reaction, arginine reaction, tryptophan reaction
-Aminoacids separation by chromatographic methods: thin layer chromatography, ion
exchange column chromatography
-Absorption of ultraviolet light by aromatic aminoacids: Basic principles of
spectrophotometry of visible and ultraviolet light, absorption spectra of tyrosine,
standard curve of tyrosine and analytical determination of tyrosine concentration.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching, laboratory education,
communication with students
57
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 75
Laboratory practice 25
Study and analysis of bibliography
25
Essay writing 25
Course total 150
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Language of evaluation: Greek
Methods of evaluation: Open-ended questions,
laboratory exercises, public presentation.
(5) ATTACHED BIBLIOGRAPHY
1) Α. Lehninger, D. Nelson, M.M. Cox, D.L. Nelson (2007) “Lehninger ‘s Principles of Biochemistry” 4th Edition, W.H. Freeman.
ISBN: 9780716743392 .
2) J. Koolman, K.H. Roehm (2005) “Color Atlas of Biochemistry” 2nd Edition, Thieme. ISBN: 1588902471.
3) J.M. Berg, J.L. Tymoczko, L. Stryer (2002): “Biochemistry” 5th Edition, W.H. Freeman. ISBN: 0716730510.
4) Murray RK, Botham KM, Rodwell VW, Bender DA, Kennelly PJ, Weil PA (2011). Harper’s Illustrated Biochemistry. Editing
of Greek Edition: A.G. Papavasileiou. Medical Publication P.C. Paschalidis. ISBN: 9780071625913.
5) Zubay, W.W. Parson, D.E. Vance (1999), “Principles of Biochemistry Ι-ΙΙΙ”. Editing of Greek Edition: C.E. Sekeris, A.T.
Kalafoutis, Medical Publication P.C. Paschalidis. ISBN: 9607398645.
58
Introduction to Nutrition Science
(1) GENERAL
SCHOOL ENVIROMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE SEMESTER 3
COURSE TITLE INTRODUCTION TO NUTRITION SCIENCE
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 5
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
special background
PREREQUISITE COURSES:
ΝΟ
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/35-general-
en/curriculum-cat/curriculum-14-15/355-introduction-
nutrition
https://eclass.aegean.gr/courses/FNS127/
59
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Learning outcomes
At the end of the course the students can:
• Have proven knowledge and understanding of human nutrition issues, backed up by advanced science textbooks, including views emerging from modern developments at the cutting edge of the cognitive field of nutrition.
• They are able to use the knowledge they have acquired in a way appropriate to practicing the profession of the Food and Nutrition Scientist and have the skills they typically demonstrate through problem solving and nutrition advice.
• They are able to communicate information, ideas, problems and solutions to both qualified and non-specialized people about human nutrition.
• They have developed those general knowledge acquisition skills that they need to continue in further studies with a high degree of autonomy, by studying the specific aspects of nutrition science.
Knowledge and skills
At the end of the course the student may:
• Has advanced knowledge on nutrition science issues, which implies a critical understanding of theories and principles.
• Has advanced skills and has the ability to demonstrate the innovation required to solve complex and unpredictable problems in the field of human nutrition.
• Takes responsibility for professional of individuals and groups by providing nutrition advice.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
60
The course aim at:
Search for, analysis and synthesis of data and information about nutrition science, with the use of the necessary technology
Adapting to new situations about nutrition science
Decision-making relative to nutrition issues
Working independently
Team work about nutrition
Working in an international environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
(3) SYLLABUS
The object of this course is to introduce students in the science of nutrition as a biomedical science.
Particular objects of the course include the following: 1. Recommendations on nutrient intakes. 2. Energy: energy requirements in normal conditions, basal metabolism, energy cost of physical activity, energy content of foods. 3. Macronutrients: basic principles of digestion, absorption, metabolism and use in humans. Dietary sources, recommendations, deficiencies. 4. Micronutrients: The role of vitamins and minerals in maintaining normal functioning of the body. Dietary sources, recommendations, deficiencies, toxicity. 4. Models of optimal nutrition.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Computer, mail, e-class platform
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 13 lectures, 39 hours
Team work 30 hours
Course total 69 hours
61
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Assessment of the course is done through a written
examination and through a teamwork assessment.
The aim of the work is to choose from a relevant list
of topics and the development of a cutting-edge
nutrition and health topic and its presentation in the
course. The participation of the written exam in the
final score is 70% and the assessment of the work
30%. Both grades (written examination and work
evaluation) should greater than or equal to 5.0 /
10.0).
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Basic Nutrition, L.A. Smolin, M.B. Grosvenor, Chelsea House Publications, 2004, (ISBN-10:
0791078507).
Nutrition: Concepts and Controversies, F. Sizer, E. Whitney, Brooks Cole, 12th edition, 2010, (ISBN-
10: 0538734949).
- Related academic journals:
European Journal of Nutrition
Journal of Nutrition
International Journal of Nutrition
62
Food Microbiology I
(1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES Undergraduate
COURSE CODE 1800 SEMESTER 3rd
COURSE TITLE FOOD MICROBIOLOGY I
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures and Laboratory Exercises 4 7
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
General Microbiology
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
Non
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/35-general-
en/curriculum-cat/curriculum-14-15/363-food-microbiologyi
63
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Aim of this course is to help students understand the outstanding importance of microorganisms for
foods (mainly with regard to their negative impact: spoilage and cause of foodborne diseases). Thus,
this course focuses on the predominant types of microorganisms in foods (bacteria, molds, yeasts,
protozoa and viruses), on their sources, on the microflora of various food types, on the
characteristics of microbial growth in foods (sigmoidal growth curve of batch culture) and the
phenomena which may be observed during it (diauxie, mutualism, synergism, antagonism), on the
intrinsic (e.g. nutrients, water activity) and extrinsic (e.g. temperature, relative humidity of the
environment) parameters affecting microbial growth in foods, on the metabolism (aerobic, anaerobic
respiration and fermentation) of principal food components (carbohydrates, proteins and lipids) by
microorganisms, on the important factors of microbial food spoilage, on the indicators (sensory,
microbiological and chemical) of microbial food spoilage and the main microorganisms associated
with the spoilage of various food types, on the significance of foodborne diseases for the public
health and economy of a country, on the types of microbial foodborne diseases (foodborne
intoxications, infections and toxicoinfections) and the pathogenic microorganisms associated with
each type and finally on the microbial indicators used to assess the safety of various foods (e.g.
coliforms).
Laboratorial exercises are designed to help students better understand some of the key questions
addressed by the theory of the course.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
64
Decision-making
Working independently
Team work
Production of new research ideas
Showing social, professional and ethical responsibility and sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
(3) SYLLABUS
Theory. 1. History and importance of food microbiology. Characteristics of predominant
microorganisms in foods. 2. Important microorganisms in foods. 3. Sources of microorganisms in
foods. 4. Microbiological flora of various foods. 5. Characteristics of microbial growth in foods. 6.
Factors influencing microbial growth in food. 7. Microbial metabolism of food components. 8.
Important factors in microbial food spoilage. 9. Food spoilage by microbial enzymes. 10. Indicators of
microbial food spoilage and spoilage of main food types. 11. Important factors in foodborne diseases.
12. Important foodborne pathogenic bacteria. 13. Microorganisms indicators of enteric pathogens.
Laboratory. 1. Effect of temperature on microbial growth and death (calculation of decimal reduction
time). 2. Indirect determination of microbial population by (absorbance) turbidity measurements. 3.
Determination of sanitary quality of milk through the enumeration of coliforms and biochemical tests
for gas and indole production. 4. Isolation of the pathogenic bacteria of salmonella from a food by
means of enrichment and biochemical identification through the Triple Sugar Iron (TSI) test. 5.
Calculation of the minimum inhibitory concentration (MIC) of a chemical antimicrobial agent by
means of the dilution test tube method.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Lectures (Theory and Laboratory) are done using PowerPoint
presentations. All course notes are available to students at
the moodle asynchronous e-learning platform
(https://aegeanmoodle.aegean.gr/). Through this platform,
communication with students is also made
(announcements). Throughout the educational process,
students sometimes watch educational videos
(https://www.youtube.com/). The final exam is done online
(multiple choice, correct / error, matching) through the
moodle platform.
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Activity Semester workload Lectures 55 Laboratory Exercises 45 Autonomous study 50
65
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Course total (25 hours of workload per unit of credit)
150
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Student evaluation is done through final examinations (via
computer).
→ Questions are in the form of:
multiple choice (1 question with 4 possible answers, of which only one answer is correct),
correct / wrong (a suggestion where the student is asked to judge if its content is correct or incorrect)
matching (e.g. the organisms of a cell with their names). Laboratory is examined independently of the theory of the
course, while the final grade of the laboratory participates
by 30% in the final grade of the course. A graduate grade
(≥5) is required both in theory and in the laboratory so that
a student can be considered successful in the class. If one
student succeeds in one of the two (theory, laboratory) then
the next time (whenever) is examined only in what he/she
failed.
It is also possible for a student to be examined in the theory
in 2 separate examinations → A 'and B' progress. In order to
pass the theory through the 2 progressions it must have
received at each degree ≥ 5. In this case, the final degree of
the theory results from the average of the grades of 2
progressions.
If a student fails to progress (and/or if he/she wishes),
he/she still has the right to be examined in the theory in the
final exam.
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
- Related academic journals:
1. Modern Food Microbiology, Jay J.M., Loessner M.J., Golden D.A., Springer.
2. Fundamental Food Microbiology, Ray B., Bhunia A., CRC Press.
3. Food Microbiology, Adams M.R., Moss M.O., Royal Society of Chemistry.
4. Food Microbiology: Fundamentals and Frontiers, Doyle M.P., Beuchat L.R., ASM Press.
66
Human Physiology I (1) GENERAL
SCHOOL School of Environment
ACADEMIC UNIT Department of Food Science and Nutrition
LEVEL OF STUDIES Undergraduate
COURSE CODE 2500 SEMESTER 3rd
COURSE TITLE Human Physiology I
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
3 5
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
General background
PREREQUISITE COURSES:
Cellular Biology
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
Yes
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27-undergraduates-
studies/program-spoudon-2014-15/69-syllabus-
fysiologiai
67
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The aim of the course is to present the basic principles governing the mechanisms of human
body function at a cellular, tissue, organ and organ systems level. Students will acquire a
fully integrated and functional perception and not just mnemonic, fragmented knowledge
of the human body functions. An integrated comprehension of the physiological
mechanisms of the human body function is considered as a prerequisite for the students in
order to understand the role of foods and nutrition in human health.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary technology
Working independently
Team work
Working in an interdisciplinary environment
Production of free, creative and inductive thinking
(3) SYLLABUS
- Introduction to Human Physiology: Basic concepts and definitions on human physiology, chemical composition and levels of organization of human body, presentation of organ systems, homeostasis, homeostatic control systems, fluid compartments.
- Cellular Physiology: Cell structures (cell membranes and cell organelles), basic cell
68
functions (movement of molecules across cell membranes, protein functions, cell proliferation and metabolism, gene information and protein synthesis, control of cells by chemical messenger, intercellular communication).
- Nervous System Physiology: Structure and function of neurons, membrane potentials, ionic base on the formation and propagation of neuronal signals, electrical and chemical synapses, neurotransmitters, structure and function of the central nervous system and the peripheral nervous system, somatic and autonomic nervous system, sympathetic and parasympathetic nervous system.
- Endocrine System Physiology: Classification of hormones and endocrine glands, mechanisms of hormone action, the hypothalamus and the pituitary gland, thyroid gland, parathyroids, thymus, adrenal glands, pancreas, kidney, gonads.
- Muscular System Physiology: Skeletal and smooth muscles, structure of muscle fiber, mechanisms of muscle contraction, the role of myosin, actin, troponin, tropomyosin and calcium ions in muscle contraction, membrane excitation and neuromuscular junctions.
- Skeletal System Physiology: Skeletal system structure and function, bone tissue, bone formation, bone absorption, bone metabolism, the role of calcium and phosphorus on bone metabolism, bone marrow, cartilages, joints, endocrine control of bone metabolism.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching, laboratory education,
communication with students
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 75
Study and analysis of bibliography
25
Essay writing 25
Course total 125
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
Language of evaluation: Greek
Methods of evaluation: Multiple choice
questionnaires, Short-answer questions, public
presentation.
69
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
(5) ATTACHED BIBLIOGRAPHY
1) Guyton AC (2009). Human Physiology. Translation and Editing of Greek Edition: Evangelou A. Medical Publications,
Litsas. ISBN: 960-372-012-7
2) Guyton AC & Hall JE (2008). Medical Physiology. Editing of Greek Edition: Anogianakis G, Evangelou ΑΜ. Scientific
Publications, Parisianou. ISBN: 978-960-394-513-0.
3) Mulroney SE, Myers AK. Basic Principles in Human Physiology (2010). Editing of Greek Edition: Anogianakis G,
Papadimitriou E, Chaniotis D. Medical Publications, Paschalidis PC. ISBN: 978-960-489-069-9.
4) Gimpa-Tziampiri O (2000). Human Physiology. Zygos Publications. ISBN: 960-8065-00-3
70
Food Chemistry I
(1) GENERAL
SCHOOL SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE STUDIES
COURSE CODE 1850 SEMESTER 3rd
COURSE TITLE FOOD CHEMISTRY I
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
LECTURES AND LABORATORY EXERCISES 5 7
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
Organic Chemistry
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/course/view.php?id=154
(2) LEARNING OUTCOMES
71
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
With the successful completion of the course of Food Chemistry I:
Students acquire knowledge on the structure, nomenclature, classification, physical, chemical and organoleptic properties of molecules that are the main ingredients of foods such as water, carbohydrates, proteins and lipids.
Students understand the reactions of the main ingredients of food and how they can affect food quality.
Students have the skills to predict interactions of the main ingredients of food and their impact on food quality
Students get acquainted with the methods for determining moisture, total solids, total carbohydrates, total proteins and total lipids in foods.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Retrieve, analyse and synthesise data and information, with the use of necessary technologies Work autonomously Work in teams Design and management of experiments Be critical and self-critical Advance free, creative and causative thinking
work in a multidisciplinary environment
72
(3) SYLLABUS
THEORY
The effect of water on food.
Structure, nomenclature, and properties of monosaccharide and their reactions occurring in food.
Structure, nomenclature, and properties of oligosaccharides and their reactions occurring in food.
Polysaccharide structure, properties and uses in food.
Structure, nomenclature, and properties of amino acid and their reactions occurring in food.
Structure, nomenclature, and properties of peptides in food.
Structure, nomenclature, and properties of proteins and their reactions occurring in food.
Structure, nomenclature, and properties of fatty acids in food.
Structure, nomenclature and properties of acylglycerol that occur in foods and reactions involved.
Structure, nomenclature and properties of polar lipids occurring in foods and reactions involved.
Peroxidation of lipid components in food and ways of prevention
Structure, nomenclature and properties of unsaponifiable ingredients
LABORATORY
Methods for determining moisture in food.
Determination of moisture and total solids in various foods.
Methods for determining carbohydrates in food.
Determination of total sugars in food.
Methods for the determination of amino acids, peptides and proteins in foodstuffs.
Determination of total protein in food.
Methods for determining lipids in foods
Determination of lipids in food.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
FACE TO FACE
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Multimedia presentations and presentation software
usage
Email communication with students
Support of Learning Process via the electronic moodle
platform (https://aegeanmoodle.aegean.gr/)
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload Lectures 80 Laboratory exercises 60
Course total 140
73
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Students are evaluated in Greek Language through a final
written examination with short-answer and open-ended
questions on the theory of the course. The grade of this
final examination counts for 60% of the final grade of the
course
Students are evaluated by written laboratory reports on
the understanding of the principle of the methodology
they used, the presentation and processing of the
experimental data and the evaluation of the result. The
average of the grades of laboratory reports counts for
20% of the final grade of the course.
Students are also evaluated on the lab through a final
written test with short-answer and problem solving
questions. The grade of this final examination counts for
20% of the final grade of the course
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Food Chemistry, Belitz Hans – Dieter, Grosch Werner, Schieberle Peter, Tziola Pub., 4th Edition, 2011
(Translated in Greek)
Food Chemistry, Zabetakis, I., Proestos C., Markaki, P., Stamoulis Pub., 1st Edition, 2014 (In Greek)
Food Analysis, Andrikopoulos N., Andrikopoulos N., Pub., 2nd Edition, 2015
Food Processing, Vol 1, Lazos E., Faidimos Pub., 2014 (In Greek)
- Related academic journals:
Food Chemistry
Journal of Agricultural and Food Chemistry
Progress in food chemistry
Journal of Food Chemistry and Nanotechnology
Journal of Experimental Food Chemistry
Journal of food chemistry and Nutrition
74
History and Anthropology of Nutrition
(1) GENERAL
SCHOOL ENVIROMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE SEMESTER 3
COURSE TITLE HISTORY AND ANTHROPOLOGY OF NUTRITION
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
special background
PREREQUISITE COURSES:
ΝΟ
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/35-general-
en/curriculum-cat/curriculum-14-15/362-history-
nutrition
https://eclass.aegean.gr/courses/FNS134/
75
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Learning outcomes
At the end of the course the students can:
• Have proven knowledge and understanding of human nutrition issues with emphasis on history and anthropology of nutrition, backed up by advanced science textbooks, including views emerging from modern developments at the cutting edge of the cognitive field of nutrition. • They are able to use the knowledge they have acquired in a way appropriate to practicing the profession of the Food and Nutrition Scientist and have the skills they typically demonstrate through problem solving and nutrition advice. • They are able to communicate information, ideas, problems and solutions to both qualified and non-specialized people about human nutrition. • They have developed those general knowledge acquisition skills that they need to continue in further studies with a high degree of autonomy, by studying the specific aspects of nutrition science.
Knowledge and skills
At the end of the course the student may: • Has advanced knowledge on nutrition science issues, which implies a critical understanding of theories and principles with emphasis on history and anthropology. • Has advanced skills and has the ability to demonstrate the innovation required to solve complex and unpredictable problems in the field of human nutrition. • Takes responsibility for professional of individuals and groups by providing nutrition advice.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
76
The course aims at:
Connecting ancient nutrition with modern nutrition attitudes
Search for, analysis and synthesis of data and information about nutrition science, with the use of the necessary technology
Adapting to new situations about nutrition science
Decision-making relative to nutrition issues
Working independently
Team work about nutrition
Working in an international environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
(3) SYLLABUS
1. Food selection: biological and cultural factors shaping food likes and disgusts. Theoretical approaches to the interpretation of food selection.
2. Human nutrition in the context human evolution. Major milestones in the history of human nutrition: use of fire, agriculture, livestock, industry and technology, scientific progress. The role of nutrition in the evolution of mankind.
3. Dietary practices and habits around the world: the role of religion in shaping dietary rules.
4. Odd dietary practices and possible interpretations as ecological and cultural issues.
5. History of foods and their role in human nutrition up to date.
6. Nutrition crises: famine, immigration in an environment with different diet culture, nutrition transition in developing societies, genetically modified foods.
7. Modern nutrition policies and their impact on shaping food choices. The role of industry.
8. Anthropological approach to the prevalence of non-communicable diseases in modern societies, with special reference to obesity epidemic.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Computer,e- mail, e-class platform
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
Activity Semester workload
Lectures 13 lectures, 39 hours
Team work 30 hours
77
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Course total 69 hours
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Assessment of the course is done through a written
examination and through a teamwork assessment. The aim
of the work is to choose from a relevant list of topics and the
development of a cutting-edge nutrition and health topic and
its presentation in the course. The participation of the
written exam in the final score is 70% and the assessment of
the work 30%. Both grades (written examination and work
evaluation) should be greater than or equal to 5.0 / 10.0).
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
ulture, People, Nature: an introduction to general anthropology, Harris, M., Allyn & Bacon, 7th
edition, 1997, (ISBN-10: 0673990931).
Food Politics, Nestle, M., University of California Press, 2nd Edition, 2007, (ISBN-10: 0520254031).
The sociology of food: eating, diet and culture, Mennel, S.J., Murcott, A., van Otterllo, A.H., SAGE
publications, 2nd Edition, 1993, (ISBN-10: 0803988389).
- Related academic journals:
European Journal of Nutrition
Journal of Nutrition
International Journal of Nutrition
78
4th Semester
Biochemistry II (1) GENERAL
SCHOOL School of Environment
ACADEMIC UNIT Department of Food Science and Nutrition
LEVEL OF STUDIES Undergraduate
COURSE CODE 2100 SEMESTER 4th
COURSE TITLE Biochemistry II
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
5 6
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
General background
PREREQUISITE COURSES:
Organic Chemistry
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
Yes
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27-undergraduates-
studies/program-spoudon-2014-15/72-syllabus-
bioximeiaii
(2) LEARNING OUTCOMES
79
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The aim of the course is to present the basic principles of human metabolism. Students are
expected to acquire the basic principles of catabolism and anabolism for the fourth classes
of nutrients-biomacromolecules; e.g. carbohydrates, lipids, proteins and nucleic acids.
Special emphasis is laid on the comprehension of the relatedness, differences and
coordination of the main metabolic pathways, highlighting on the metabolic regulation and
control analysis, as well as the bioenergetics governing catabolic and anabolic pathways.
Students are expected to utilize any knowledge already acquired in previous semesters in
order to achieve full understanding of the metabolic pathways through which human body
utilizes nutrients in aim to accomplish its basic physiological functions. The knowledge
gained during this course is essential in order for the understanding of the role of nutrients
on the human metabolism to be achieved.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary technology
Working independently
Team work
Working in an interdisciplinary environment
Production of free, creative and inductive thinking
80
(3) SYLLABUS
Theory
-Introduction to Metabolism: Basic Principles on Human Metabolism, Anabolism and
Catabolism, Bioenergetics, Phosphoryl Groups Transfer and ATP, NADH, NADPH and
FADH2 as Electron Carriers, Basic Categories of Biochemical Reactions Governing
Human Metabolism, Basic Metabolic Stages, Metabolic Regulation
-Carbohydrate Metabolism: Glycolysis, Gluconeogenesis, Citric Acid Cycle, Oxidative
Phosphorylation, Glycogen Metabolism, Pentose Phosphate Pathway
-Lipid Metabolism: De novo Biosynthesis and β-Oxidation of Fatty Acids, Biosynthesis
and Degradation of Triacyloglycerols
- Protein Metabolism: Proteolysis, Transamination and Deamination, Amino Acids
Biosynthesis and Degradation, Urea Cycle
-Nucleotide Metabolism: De novo Biosynthesis and Degradation of Purines and
Pyrimidines
-Topology of Metabolic Pathways, Metabolic Control and Regulation Check Points,
Coordination Points and Relatedness of Metabolic Pathways
Laboratory
-Detection and quantification reactions for carbohydrates: detection of total sugars
(Molisch reaction), detection of reduced sugars (Benedict reaction)
-Carbohydrate metabolism: acidic and enzymatic hydrolysis of starch
-Protein unfolding and denaturation: pH and temperature effect
-Isolation and determination of bovine myoglobin
-Enzyme kinetics: construction of standard curve for p-nitrophenol, study of the
enzymatic function of acidic phosphatase, study of the kinetic behavior of the acidic
phosphatase as a function of time
- DNA extraction from plant and animal tissues
81
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching, laboratory education,
communication with students
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 75
Laboratory practice 25
Study and analysis of bibliography
25
Essay writing 25
Course total 150
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Language of evaluation: Greek
Methods of evaluation: Open-ended questions,
laboratory exercises, public presentation.
(5) ATTACHED BIBLIOGRAPHY
1) Α. Lehninger, D. Nelson, M.M. Cox, D.L. Nelson (2007) “Lehninger ‘s Principles of Biochemistry” 4th Edition, W.H. Freeman.
ISBN: 9780716743392 .
2) J. Koolman, K.H. Roehm (2005) “Color Atlas of Biochemistry” 2nd Edition, Thieme. ISBN: 1588902471.
3) J.M. Berg, J.L. Tymoczko, L. Stryer (2002): “Biochemistry” 5th Edition, W.H. Freeman. ISBN: 0716730510.
4) Murray RK, Botham KM, Rodwell VW, Bender DA, Kennelly PJ, Weil PA (2011). Harper’s Illustrated Biochemistry. Editing
of Greek Edition: A.G. Papavasileiou. Medical Publication P.C. Paschalidis. ISBN: 9780071625913.
5) Zubay, W.W. Parson, D.E. Vance (1999), “Principles of Biochemistry Ι-ΙΙΙ”. Editing of Greek Edition: C.E. Sekeris, A.T.
Kalafoutis, Medical Publication P.C. Paschalidis. ISBN: 9607398645.
82
Nutrition Education (1) GENERAL
SCHOOL ENVIROMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE SEMESTER 4
COURSE TITLE NUTRITION EDUCATION
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 6
Laboratory exercises 1
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
special background
PREREQUISITE COURSES:
ΝΟ
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/35-general-
en/curriculum-cat/curriculum-14-15/361-community-
nutrition
https://eclass.aegean.gr/courses/FNS135/
(2) LEARNING OUTCOMES
83
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Learning outcomes
At the end of the course the students can:
• Have proven knowledge and understanding of human nutrition issues, backed up by advanced science textbooks, including views emerging from modern developments at the cutting edge of the cognitive field of nutrition into community.
• They are able to use the knowledge they have acquired in a way appropriate to practicing the profession of the Food and Nutrition Scientist and have the skills they typically demonstrate through problem solving and nutrition advice.
• They are able to communicate information, ideas, problems and solutions to both qualified and non-specialized people about human nutrition education.
• They have developed those general knowledge acquisition skills that they need to continue in further studies with a high degree of autonomy, by studying the specific aspects of nutrition science.
Knowledge and skills
At the end of the course the student may:
• Has advanced knowledge on nutrition education issues, which implies a critical understanding of theories and principles.
• Has advanced skills and has the ability to demonstrate the innovation required to solve complex and unpredictable problems in the field of human nutrition into the community.
• Takes responsibility for professional of individuals and groups by providing nutrition advice.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
The course aims at:
84
Search for, analysis and synthesis of data and information about nutrition education with the use of the necessary technology
Adapting to new situations about nutrition education
Decision-making relative to nutrition issues
Working independently
Team work about nutrition
Working in an international environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
(3) SYLLABUS
Course Syllabus: Nutritional assessment at personal and community level and assessment of dietary
intake. Research methodology in nutritional epidemiology. Nutrition and public health: assessment,
intervention design and evaluation of their effectiveness. Public health nutrition programs
throughout the world. Behaviour change theories: applications in nutrition science. Epidemiology of
major nutrition related diseases and relative prevention programs.
Laboratory Syllabus: Nutritional assessment and support tools and methodologies. Assessment of
dietary intake in the community, assessment of body composition and physical activity levels. Design
of intervention programs for nutritional support.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Computer, e-mail, e-class platform
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 13 lectures, 39 hours
Laboratory exercises 13 hours (1 per week)
Team work 30 hours
Course total 82 hours
STUDENT PERFORMANCE Assessment of the course is done through a final
examination in theory and laboratory and through
85
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
assessment of the presence of the student during the
laboratory exercises (laboratory reports-exercises 30% of
lab score). The participation of the written examination in
the final score is 70% and the laboratory performance is
30%. Both grades (written examination and laboratory
grade) should greater than or equal to 5.0 / 10.0).
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Community Nutrition in Action. An Enterpreneurial Approach, M.A. Boyle, D.H. Holben, Brooks Cole,
2009, (ISBN-10: 0495559016).
- Related academic journals:
European Journal of Nutrition
Journal of Nutrition
International Journal of Nutrition
86
Food Business Management
(6) GENERAL
SCHOOL SCHOOL OF ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES BASIC
COURSE CODE 1900 SEMESTER 4th
COURSE TITLE FOOD BUSINESS MANAGEMENT
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
GENERAL BACKGROUND
PREREQUISITE COURSES:
INTRODUCTION TO FOOD INDUSTRY I
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) http://aegeamoodle.aegean.gr
87
(7) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The main purpose for the existence of the food companies (as autonomous economic units)
is the effective satisfaction of the modern human needs. Such effective satisfaction of
human needs can’t be materialized without the effective organization and the management
of the referred companies:
The objective of this course is to introduce to the students the basics, and the main rules
which are directing the external and the internal environment in which the companies are
operating daily. The food companies constitute a specific sector, subdivision of the overall
business environment and therefore are directed by the same rules, and regulations which
are opposed to all companies regardless sector of activity.
The students are acquainted first with the internal structures of the companies and the
good management practices required for better operation and growth, and second with the
effects the environment is introducing to the companies’ operation.
Furthermore the students are introduced to the terms of effective management with
emphasis to the programming, organization, direction, auditing, and decision processing.
Without covering each one of the above subjects related to business management in depth,
the students in the current course are assisted to gain an overall, and comprehensive view
at the introductory level, and to understand terminology and subjects which they will need
later on in the following years of education, and the rest of their professional career,
especially since there is good chance they will be occupied in the Greek food business sector
(25% of the Greek overall business sector).
General Competences Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Decision making Working in an international environment Project planning management
Criticism and self-criticism
88
(8) SYLLABUS
1. The external and internal environment of the company 2. Definitions to the meaning of the company 3. Distinctions of the different economic units 4. Definition of the management and the company’s managerial staff 5. Historic evolution of the science and practical application of management 6. Main areas of application of the business management 7. Business planning of companies 8. The function of the organization within the company 9. The function of the operation within the company 10. The function of business auditing 11. The effective decision making process within the framework of the company
(9) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
FACE – to - FACE
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Participation at the lectures
70
Preparation for the exams
47
Course total 117
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
The evaluation and the grading of the students takes
place via written exams at the end of the semester. A
minimum of 5 out of 10 maximum grading is required
in order to be considered a passing status for the level
of grade
89
(10) ATTACHED BIBLIOGRAPHY
1. Introduction to the business management, Authors: D. C.
Bourandas, N..Α. Papalexandri, Edition Ε. Benou, Year 2003: (ISBN: 960-359-007-Χ).
1. Reengineering Management, Champy S., Harper Business, 1996
2. The boundaryless organization, Ashkenas R., Urich D., Jick J., Kerr S., Jossey Bass,
2000.
3. Food & Beverage Management, ernard D., Lockwood A., Pantelidis I., Elsevier
Science & Technology, 2008 (0750667303).
4. Strategy & Management of Industrial Brands, Maraval, P., Kluwer Academic
Publishers, 2003 (ISBN: 140207753X).
5. Crisis management in the food and drinks industry, Doeg C., Kluwer Academic
Publishers, 2005, (0387233822).
6. Effective small business management, Scarborough N., Zimmerer W., Wilson D.,
Person Education, 2008 (0132079518)
7. Successful Innovations: how to encourage and to implement profitable ideas,
Syrett M., Lammiman I., Greek version, Edition Kerkira, 2004.
8. Strategic Leadership, Finkelstein S., Hambrick D., West Publishing, 1996
9. The strategy – focused organization: How balanced scorecard companies thrive
in the new business environment, Kaplan R., Norton D., HBSP, 2002
10. Becoming a Master Manager, Quinn R., et.al., Willey, 1996.
11. Organizational Theory and design, Daft R., West Publishing, 2002
12. Introduction to the management: A practical guidance of development , Williams
K., Johson B., Greek version Edition Kritiki, 2005.
13. Leadership, Bourandas D., Edition Kritiki, 2005.
14. Management, Robins S., Coultar M., Prentice Hall, 1996
15. Management: Concepts, Practices and Skillls, JMondy W., Premeaux S., Prentice
Hall , 1995.
90
Human Physiology II
(1) GENERAL
SCHOOL School of Environment
ACADEMIC UNIT Department of Food Science and Nutrition
LEVEL OF STUDIES Undergraduate
COURSE CODE 2600 SEMESTER 4th
COURSE TITLE Human Physiology II
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
3 5
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
General background
PREREQUISITE COURSES:
Cellular Biology
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
Yes
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27-undergraduates-
studies/program-spoudon-2014-15/75-syllabus-
fysiologiaii
91
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The aim of the course is to present the basic principles governing the mechanisms of human
body function at a cellular, tissue, organ and organ systems level. Students will acquire a
fully integrated and functional perception and not just mnemonic, fragmented knowledge
of the human body functions. An integrated comprehension of the physiological
mechanisms of the human body functions is considered as a prerequisite for the students in
order to understand the role of foods and nutrition in human health.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary
technology
Working independently
Team work
Working in an interdisciplinary environment
Production of free, creative and inductive thinking
92
(3) SYLLABUS
- Gastrointestinal System Physiology: Organization and function of gastrointestinal
system, gastrointestinal tract: mouth, pharynx, esophagus, stomach, small and large
intestine, accessory organs: salivary glands, liver, pancreas, gallbladder, structure of
gastrointestinal tract wall, gastrointestinal secretions, digestion and absorption of
carbohydrates, proteins, lipids, vitamins, water and minerals, neuronal and hormonal
regulation of gastrointestinal processes.
- Cardiovascular System Physiology: Basic principles on blood physiology: plasma
components, erythrocytes, leukocytes, platelets, blood cell production, hemostasis,
basic principles on heart and vessel physiology: structure and function of heart and
peripheral vessels, microcirculation, structure of capillary wall and diffusion
mechanisms.
- Respiratory System Physiology: Organization and function of respiratory system:
airways, lungs, bronchi and alveoli, respiratory cycle (inspiration and expiration),
ventilation and lung mechanics, exchange of gases in alveoli and tissues, transport of
oxygen, carbon dioxide and hydrogen ions in blood, control analysis of respiration.
- Urinary System Physiology: Structure of kidney and urinary system, basic renal
processes: glomerular filtration, tubular reabsorption, tubular secretion, metabolism by
renal tubules, regulation of sodium, water, potassium, calcium and phosphates balance,
hydrogen ion regulation, bicarbonate handling.
- Lymphatic and Immune System Physiology: Structure and function of lymphatic
system: lymph, lymphatic vessels, lymphatic tissue, primary and secondary lymphoid
organs, structure and function of immune system: basic principles on immunology,
immune system cells-leukocytes (polymorphonuclear granulocytes, monocytes,
lymphocytes), inflammation and inflammatory mediators, lymphocyte origin and
function, specific and non-specific immune defence mechanisms, cell mediating and
humoral immunity.
93
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching, laboratory education,
communication with students
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 75
Study and analysis of bibliography
25
Essay writing 25
Course total 125
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other Specifically-defined evaluation criteria are given, and if and where they are accessible to students.
Language of evaluation: Greek
Methods of evaluation: Multiple choice
questionnaires, Short-answer questions, public
presentation.
(5) ATTACHED BIBLIOGRAPHY
1) Vander A, Sherman J, Luciano D (2001). Human Physiology: The Mechanisms of Body Function Ι & ΙΙ. Editing of Greek
Edition: Geladas Ν, Tsakopoulos Μ. Medical Publications, Paschalidis PC. ISBN: 978-0-12-374286-5.
2) Guyton AC & Hall JE (2008). Medical Physiology. Editing of Greek Edition: Anogianakis G, Evangelou ΑΜ. Scientific
Publications, Parisianou. ISBN: 978-960-394-513-0.
3) Mulroney SE, Myers AK. Basic Principles in Human Physiology (2010). Editing of Greek Edition: Anogianakis G,
Papadimitriou E, Chaniotis D. Medical Publications, Paschalidis PC. ISBN: 978-960-489-069-9.
4) Gimpa-Tziampiri O (2000). Human Physiology. Zygos Publications. ISBN: 960-8065-00-3.
94
Food Chemistry II (1) GENERAL
SCHOOL SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE STUDIES
COURSE CODE 2200 SEMESTER 4th
COURSE TITLE FOOD CHEMISTRY II
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
LECTURES LABORATORY EXERCISES 5 7
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
Organic Chemistry
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/course/view.php?id=406
95
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
With the successful completion of the course of Food Chemistry II:
• Students acquire knowledge on the classification and structure of micro-constituents such as
vitamins, minerals and phenolic ingredients, as well as the categories of food additives
• Students acquire knowledge also on the individual basic foodstuffs of animal and plant origin and
beverages, their composition, as well as the molecules that characterize each of them.
• Students understand the ways in which food micronutrients change during the production,
processing and maintenance of food and the effect of food additives on their quality
• Students get acquainted with vitamin C and total phenolics determination, total lipid isolation
techniques, lipid separation techniques in classes, and chromatographic techniques for lipid
separation into species.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Retrieve, analyse and synthesise data and information, with the use of necessary technologies Work autonomously Work in teams Design and management of experiments Be critical and self-critical Advance free, creative and causative thinking
work in a multidisciplinary environment
96
(3) SYLLABUS
THEORY
• FOOD MICRONUTRIETNS
-Vitamins - Inorganic ingredients - Phenolic ingredients -Food additives • BASIC FOODS OF ANIMAL AND PLANT ORIGIN
- Milk - Egg -Meat - Fish - Edible fats and oils. - Cereals - Pulses -Fruit and vegetables - Herbs and pcicies
LABORATORIES
• Determination of vitamin C in fruit juice • Isolation and preservation of total phenolics in red wine • Isolation of total fat from egg yolk. • Separation of egg yolk total lipid into individual classes of polar and neutral lipids • Separation of polar and neutral egg yolk lipids into species by thin layer chromatography (TLC).
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
FACE TO FACE
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Multimedia presentations and presentation software
usage
Email communication with students
Support of Learning Process via the electronic moodle
platform (https://aegeanmoodle.aegean.gr/)
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload Lectures 70 Laboratory exercises 70
Course total 140
97
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Students are evaluated in Greek language through a final
written examination with short-answer questions on the
theory of the course. The degree of this final examination
count for 50% of the final grade of the course
Students are evaluated by written laboratory reports on
the understanding of the principle of the methodology
they use, the presentation and processing of the
experimental data and the evaluation of the result. The
average of the grades of laboratory reports counts for
25% of the final grade of the course.
Students are also evaluated on the laboratory through a
final written examination with open-ended and problem
solving questions. The grade of this final examination
counts for 25% of the final grade of the course
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Food Chemistry, Belitz Hans – Dieter, Grosch Werner, Schieberle Peter, Tziola Pub., 4th Edition, 2011
(Translated in Greek)
Olive oil, Kyritsakis A., Kyritsakis A. Pub., 4th Edition, 2007 (In Greek)
Food Processing, Volume 2, Lazos, E.S., Antonakopoulou H. Pub., , 1st Edition, 2014 (In Greek)
Introduction in Food Science and Technology, Sflomos K. Varzakas T., Sflomos K. Pub., , 1st Edition,
2015 (In Greek)
- Related academic journals:
Food Chemistry
Journal of Agricultural and Food Chemistry
Progress in food chemistry
Journal of Food Chemistry and Nanotechnology
Journal of Experimental Food Chemistry
Journal of food chemistry and Nutrition
98
Intership (1) GENERAL
SCHOOL SCHOOL OF ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES BASIC
COURSE CODE 2400 SEMESTER 4th
COURSE TITLE INTERSHIP
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
40 5
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
GENERAL BACKGROUND
PREREQUISITE COURSES:
BASIC MICROBIOLOGY / ORGANIC CHEMISTRY
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) http://aegeamoodle.aegean.gr / www.fns.aegean.gr
99
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Food businesses are 26% of Greek industry, and contribute 23% of national GDP. That
means that a sufficient number of companies exist for effective integration of
department’s graduates into the labour market. In this context, the design and
implementation of an institutional practical training placement is a key part of the
curriculum of the Department
This is a pioneering and innovative practical training course, which seeks the following
objectives:
• To create suitable conditions for communication and knowledge of the students with the
counterparts companies, to facilitate their professional orientation, and to support the
finding a job after graduation.
• To familiarize students with the widest possible range of food businesses and with the
basic principles of organization, operation and development.
• To enrich the students with experience in practical application of modern developments in
food and nutrition, and adaptation of manufacturing processes and certification of these
products as they are implemented on an industrial scale.
The institution's practical training purpose is to familiarize the students with the market
reality, and its existing conditions food entrepreneurship and selected public organizations
at the national level. The institution of practice aims to bring the student into direct contact
with business and labour reality and to combine, as far as possible, the theoretical training
with experiential training and familiarization with the production process.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Adapting to new situations Decision-making Production of new research ideas Project planning and management
Criticism and self criticism
100
(3) SYLLABUS
Those students interested in participating in the course, complete relevant application form
and submit to the Secretariat of the practical training program before the closing date for
applications, which is determined by the announcement of the program’s Secretariat. The
choice of the specific placement position for each student is made by the scientific director
of the practical training program, based on academic performance, student preferences,
and previous experience. Particular care and attention is given in finding a business or
organization in the district area of permanent residence of each student so that future
direct link to the "local" labor market can be matched, and ensure a harmonious work
during practice at the proximal family environment. The practical training program is
prepared with the support of the Office of Employment & Career (DASTA) of the university,
operating within the department. The practical training for all academic years so far is
funded, by the means of minimum monthly salaries for the students, by the a specific
funding program of The University of the Aegean (sponsored by the E.C. through the Greek
ministry of Education). It is estimated that more than 90% of the sophomores participate in
the course each year, a number which indicates the student’s interest for the food business
reality.
In addition, every year as part of the practical training program group of students
voluntarily participate in the pilot production of innovative new foods, in collaboration with
Greek food companies. With this food they participate at the European students’
competition named “Ecotrophelia”, which is implemented in Greece by the Association of
the Greek Food Industry (SEVT). Every year at least three such groups of students are
formed, producing three new products, and every year one of those products is awarded
one of the awards offered by the competition (for the last 7 years now!!))
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Two months face to face employment in the
organization or company
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
TEACHING METHODS The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Two months employment (July – August)
Preparation of the report
320
10
101
Course total 330
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
The performance is based on:
1. Assessing student performance recorded by the
supervisor of the enterprise
2. The student's report on the activities
3. The assessment of the student's performance
recorded by the supervising professor
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Web site links of the organizations representing the Greek Food industry, associations, and the bodies offering related
services (all of them in Greek)
102
5th Semester
Food Biochemistry (1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE & NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE 2250 SEMESTER 5th
COURSE TITLE FOOD BIOCHEMISTRY
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
5 6
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Specialized general knowledge
PREREQUISITE COURSES:
Food Chemistry I
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL)
103
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The aim of the course is the understanding of biochemical reactions and processes occurring in
food systems. Particular emphasis is given on the comprehension of enzyme-catalyzed reactions
and how they can affect the sensory characters, safety and nutritional value of foods. Laboratory
course aim at familiarizing students with basic concepts of enzymic reactions and train them on
basic calculations pertaining to enzyme kinetics.
Following successful attendance of the course, the students will be in position to:
Understand basic biochemical reactions in foods
Comprehend the impact of those reactions on food quality
Undestand the application of biochemical technologies to food production and
preservation
Understand methodologies for assessing and measuring enzymic reactions in foods
Suggest preservation methods
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary
technology
104
(3) SYLLABUS
LECTURE COURSE
Part I: Enzymology
1. Enzymes – General aspects.
2. Enzyme kinetics.
3. Inhibition of enzyme activity
Part II: The role of enzymes in foods
1. Enzymic oxidation of lipids.
2. Enzymic browning.
3. Meat biochemistry
Part III: Enzymic technology
1. Lipases.
2. Amylases and glycosidases.
3. Pectinolytic enzymes
Part IV: Applied biotechnology and industrial fermentations.
1. Bioreactors.
2. Fermentation technology
3. Fermented foods
LABORATORY COURSE
1. Enzyme kinetics – Experimental design and units.
2. Determination of enzyme concentration.
3. Determination of the kinetic parameters Km, Vmax, kcat.
4. Enzyme inhibition
5. Enzyme immobilization - Stability
105
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face. In laboratory courses, following a short
presentation of methodology, students perform exercises
using appropriate instruments/devices. Furthermore,
students practice scientific writing by composing assays,
in which they present and analyse experimental results.
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Lectures are supported by overhead projections and
other audio material.
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lecture course 39
Laboratory course 26
Study 30
Course total 104
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
The language of evaluation is Greek. Overall course grade
comprises of lecture grade (50%) and laboratory grade
(50%). Lecture course exams include multiple choice
questions. Laboratory course exams include problem solving
(50%) and assays (50%).
(5) ATTACHED BIBLIOGRAPHY
Klonis I., 2010. Enzyme Biotechnology. Crete University Press.
106
Nutrition Through the Life Cycle (1) GENERAL
SCHOOL ENVIROMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE SEMESTER 5th
COURSE TITLE NUTRITION THROUGH THE LIFE CYCLE
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 6
Laboratory exercises 1
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
special background
PREREQUISITE COURSES:
INTRODUCTION TO NUTRITION
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/35-general-
en/curriculum-cat/curriculum-14-15/367-nutrition-cycle
https://eclass.aegean.gr/courses/FNS129/
https://eclass.aegean.gr/courses/FNS130/
107
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Learning outcomes
At the end of the course the students can:
• Have proven knowledge and understanding of human nutrition issues, backed up by advanced
science textbooks, including views emerging from modern developments at the cutting edge of the
cognitive field of nutrition though life cycle.
• They are able to use the knowledge they have acquired in a way appropriate to practicing the
profession of the Food and Nutrition Scientist and have the skills they typically demonstrate through
problem solving and nutrition advice in each life stage.
• They are able to communicate information, ideas, problems and solutions to both qualified and
non-specialized people about human nutrition in each stage.
• They have developed those general knowledge acquisition skills that they need to continue in
further studies with a high degree of autonomy, by studying the specific aspects of nutrition science.
Knowledge and skills
At the end of the course the student may:
• Has advanced knowledge on nutrition life cycle issues, which implies a critical understanding of
theories and principles.
• Has advanced skills and has the ability to demonstrate the innovation required to solve complex
and unpredictable problems in the field of human nutrition into the community.
• Takes responsibility for professional of individuals and groups by providing nutrition advice.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
108
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Production of free, creative and inductive thinking
……
Others…
…….
The course aims at:
Search for, analysis and synthesis of data and information about nutrition in each life stage
with the use of the necessary technology
Adapting to new situations about nutrition in each stage
Decision-making relative to nutrition issues
Working independently
Team work about nutrition
Working in an international environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
(3) SYLLABUS
Course Syllabus: Object of this course is the specific dietary requirements, the factors affecting these
requirements and the diet behavior in the various life stages.
In this context, the course covers the requirements of:
1. The pre-conception period, pregnancy and breastfeeding
2. Infancy, childhood and adolescence
3. Special situations in young and middle-aged adults
4. The elderly
The presentation of each section in the light of the specific in each stage physiologic characteristics of
each age group, as well as the social and psychological factors that can influence dietary intake and
food selection.
Laboratory Syllabus: Dietary requirements assessment at the various stages of the life cycle through
case studies. Evaluation of the nutrient value of foods aimed at specific age groups
109
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Computer, e-mail, e-class platform
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 13 lectures, 39 hours
Laboratory exercises 13 hours (1 per week)
Laboratory team work 30 hours
Theory team work 30 hours
Course total 82 hours
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Assessment of the theory of the course is done through a
final examination and through a teamwork assessment.
The aim of the work is to present the specific dietary
requirements of a specific age group and present it within
the course. The participation of the written exam in the
final score is 70% and the assessment of the work 30%.
Both grades (written examination and work evaluation)
should be greater than or equal to 5.0 / 10.0). The
evaluation of the course is done by 70% assessment of
the theory and 30% by laboratory (written laboratory
examination and laboratory reports, 30% of lab score).
Both grades (theory and lab) should be greater than or
equal to 5.0 / 10.0).
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Nutrition through the Life Cycle, J.E. Brown, Thomson Wadsworth Publishing, 2008, (ISBN-10: 0495116378). Nutrition throughout the Life Cycle, B.S. Worthington-Roberts, S. Rodwell-Williams. McGraw-Hill CompanyBrown, 1996, (ISBN: 0815194277). - Related academic journals:
European Journal of Nutrition Journal of Nutrition International Journal of Nutrition
110
Food Engineering – Physical Processes (1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE & NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE 2700 SEMESTER 5th
COURSE TITLE FOOD ENGINEERING – PHYSICAL PROCESSES
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
3h T + 3h L 6
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Course of special background
PREREQUISITE COURSES:
Mathematics, Physics
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
111
Guidelines for writing Learning Outcomes
This course is the initial introductory lesson in the processes taking place in the food industry.
The subject matter of the course aims to familiarize students with the basic concepts of engineering
in the food industry in order to succeed in producing high quality foods at the lowest possible cost.
After the lesson, students will be able to apply the principles of fluid engineering in order to estimate
the total loss of pipelines, to choose the appropriate mechanical transport system (pumps etc.), to
use flow measurement instruments, with emphasis on liquid fluids, to apply the basic principles of
transmission of heat and mass in permanent and non-permanent state so as to solve problems of
food processes, to implement the basic principles of evaporation and dehydration in food processes
and preservation, to carry out experimental measurements and calculate the basic characteristics of
the above processes, to understand and determine the parameters that affect the proper functioning
of the mechanical equipment.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary
technology
Production of free, creative and inductive thinking
Project planning
(3) SYLLABUS
The acquisition of knowledge about subjects related to the physical food processes and the basic
technologies during the design of food industries. Also, the students will get familiar with these
issues through tutorial topics so as to achieve the production of high quality foods with the lowest
cost.
The subject matter of the lesson includes the following: Basic mathematical and mechanical
principles, thermophysical properties of foods, specific heat, thermal conductivity, thermal
diffusivity, types of heat, vapor properties, mass and energy balances, reology, types of fluids,
viscocity, types of viscometers, frictional energy losses, pump selection, fluid agitation-mixing,
selection of agitators, modes of heat transfer, conductive heat transfer, convective heat transfer,
112
radiation heat transfer, dielectric-ohmic heating, problems under steady-state heat transfer and
unsteady-state heat transfer, types of heat exchangers, evaporation, types of evaporators, overall
heat transfer coefficients for evaporators, mass and energy balances for single-effect and multiple-
effect evaporators, dehydration, water activity, water sorption isotherm curves, dehydration rates,
hygrascopic and non-hygrascopic materials, types of dryers, mass transfer, Fick’s law, molecular
diffusion to liquids, solids. The following laboratory exercises are performed in the laboratory: Study
of physical characteristics of foods, measurement of moisture loss of various foods, rheological
characterization of fluid foods, uptake of pigments on activated charcoal derived from agricultural
residues
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching, laboratory education, communication with
students
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload Lectures + Study 60
Tutorials + Study 60
Laboratory practice + Study 30
Course total (25 hours of workload per credit unit)
150
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
50% Theory and laboratory examination (1h) + 50% Final
tutorial exercises (2h)
113
students.
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
- H. N. Lazarides, Food Engineering, 2nd Edition, Giahoudis Publications, Thessaloniki, 2007. -R. P. Singh, D. R. Heldman, Introduction to Food Engineering, Academic Press, 2003 - K. J. Valentas, E. Rotstein, R. P. Singh, Handbook of Food Engineering Practice, CRC Press, 1997 - P.G.Smith, Introduction to Food Process Engineering, Kluwer Academic/Plenum Publishers, 2003 - W. L. McCabe, J. C. Smith, P. Harriot, Basic Physical Mechanical Processes (Translation S. Polimati-dou) 6η Edition, Tziolas Publications, 2001
- Related academic journals:
-Journal of Food Engineering (Elsevier)
-Journal of Food Process Engineering (Wiley)
-Food Engineering Reviews (Springer)
-International Journal of Food Engineering and Technology (Science PG)
114
Technology of Foods of Animal Origin (1) GENERAL
SCHOOL SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE STUDIES
COURSE CODE 3400 SEMESTER 5 th
COURSE TITLE Technology of Foods of animal origin
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures and Laboratory exercises 4 6
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
Food Microbiology I or Food Chemistry I
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/course/view.php?id=151
(2) LEARNING OUTCOMES
115
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The students will: 1. acquire the basic knowledge in technology of animal origin foods 2. have the ability to implement the acquired knowledge into animal origin foods production
field 3. have the ability to inform both specialized and non-specialized audience about technology of
animal origin foods 3. have all the required knowledge and skills in order to continue their studies. General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim? Search for, analysis and synthesis of data and information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management Respect for difference and multiculturalism Respect for the natural environment Showing social, professional and ethical responsibility and sensitivity to gender issues Criticism and self-criticism Production of free, creative and inductive thinking …… Others… …….
This module aims so that the degree-holder will acquire the following competences: 1. critical thinking 2. decision -making 3. formulation and production of animal origin food products 4. problem handling
(3) SYLLABUS
Lectures: a) nutritional value of meat b) quality of meat c) skeletal muscle tissue structure d) muscle contraction - relaxation e) stages of rigor mortis-Pale, Soft,
Exudative (PSE) meat - Dark, Firm and Dry (DFD) meat f) adipose tissue g) meat pigments h) water holding capacity of meat i) methods of meat cooling, freezing, cooling muscle contraction j) smoking k) salting l) food additives in meat products m) meat products.
Laboratory practise: Gas Chromatography- qualitive and quantitive analysis of fatty acids of animal origin foods as nutritional index.
116
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Computer usage to conduct the lectures Supporting
the learning process through asynchronous e learning
(https://aegeanmoodle.aegean.gr/)
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
lectures 39 h
Laboratory practice 6h
Students’ study hours for lectures
78h
Students’ study hours for laboratory practice
12h
Course total 135h
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Evaluation of students is performed by multiple
choice-questions in Greek language through a
written final exam.
Evaluation in laboratory exercises is performed by
a) written laboratory report for each laboratory
exercise and
b) multiple choice-questions in Greek language
through a written final exam
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
1. Handbook of Meat and Meat Processing, Second Edition, Y. H. Hui, CRC press, 2012.
2. Food processing technology:Principles and practice (Third edition), Peter J. Fellows,
Woodhead Publishing and CRC Press, 2009
3. Fish Processing: Sustainability and New Opportunities, George M. Hall, Wiley-Blackwell, 2010
4. Handbook of Poultry Science and Technology, Secondary Processing, Isabel Guerrero-Legarreta, Y. H. Hui, Alma Delia Alarcón-Rojo, Wiley, 2010.
- Related academic journals:
117
Strategic Marketing (1) GENERAL
SCHOOL SCHOOL OF ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FODD SCIENCE AND NUTRITION
LEVEL OF STUDIES BASIC
COURSE CODE 3000 SEMESTER 5th
COURSE TITLE STRATEGIC MARKETING
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
GENERAL BACKGROUND
PREREQUISITE COURSES:
FOOD BUSINESS MANAGEMENT
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) http://aegeamoodle.aegean.gr
118
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The world is experiencing a period of radical changes. The current economic crisis increases
the percentage of poverty, and unemployment worldwide, which are tackled by supporting
economic packages towards specific countries worldwide. The aim of these packages is to
bring back the stability and the economic growth. In parallel, the rich countries of the west
are suffering from decrease in the annual growth rate, while the economic power is steadily
passing to the countries of the eastern hemisphere, which are reporting increased annual
growth rate. These and other global changes demand a new radical consideration of the
strategic marketing theories, which leads to the new updated marketing theory, the
marketing 3.0. The objective of this course is the introduction to marketing 3.0, or
otherwise to the era of values. In this new period where the experts of marketing do not
deal with the human existence as simply the consumer – customer (marketing 2.0), but they
approach it as a hole with mind, heart, and spirit. In this new period, the people do not
search the satisfaction to the products and the services which they choose only at the
functional and emotional level, but at the human – spiritual level. In this new period, the
companies move the center of their activities from the consumer to the human being, and
balance their profit tactics towards the cooperative social responsibility. Companies are
producing profit by developing values for their customers, and their shareholders. They
accept their customers as a strategic start up level for growth understanding his human
nature, and concentrating to his real needs, and worries!
General Competences Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Decision-making Adapting to new structures Working in an international environment Criticism and self -criticism
119
(3) SYLLABUS
The course is separated in 4 units. In the first unit are summarized the more basic tendencies of enterprising world that describe the anthropocentric character of marketing and place the bases for Marketing 3.0. In the second unit it is explained how a company can transmit the objectives, the vision, and her values in each one from its basic partners, that the consumers, the workers, its collaborators of its network and its shareholders. In the Third unit are presented the opinions of the more basic aspects of application of Marketing 3.0 in the frames of effort of confrontation of big world challenges, as the prosperity, the poverty and the environmental viability, and it is described how the organizations can apply the anthropocentric model. And finally in the fourth unit the ten basic significances of Marketing 3.0 are desrcibed with selective examples of companies that have incorporated the basics of models in their activities. The units and their chapters are the following: FIRST UNIT: 1. Acquaintance with the Marketing 3.0 2. The future Model of Marketing 3.0 SECOND UNIT: 3. Promotion of Corporate Vision in Consumers 4. Promotion of Corporate Values in Workers 5. Promotion of Corporate Values in Partners 6. Promotion of Corporate Vision in the Shareholdersr THIRD CHAPTER: 1. Promotion of the vision to the social and political changes 2. Promotion of new entrepreneurs in the new developing countries 3. Contribution of the companies to the environmental sustainability FOURTH CHAPTER:
Putting together the pieces of the puzzle
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
FACE – to - FACE
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
The professor’s notes are available to the students in
power point presentation form through the Web-CT
Vista platform at the website:http://aegeanmoodle.aegean.gr).
The notes are divided to the chapters of the overall
course.
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Participation at the lectures
70
Preparation for the exams
47
Course total 117
120
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
The evaluation and the grading of the students takes
place via written exams at the end of the semester. A
minimum of 5 out of 10 maximum grading is required
in order to be considered a passing status for the level
of grade
(5) ATTACHED BIBLIOGRAPHY
Marketing 3.0: From products to customers to the human spirit, Philip Kotler, Hermawan Kartajaya, Published by John Wiley & Sons, Inc., Hoboken, New Jersey 1. Marketing without Marketing, Alex Wipperfurth, Brand Hijack, New York: Portfolio,
2005. 2. A Whole New Mind: Moving from the Information Age to the Conceptual Age,
Daniel H. Pink, New York: Riverhead Books, 2005. 3. The New Age of Innovation: Driving Co-created value through Global Networks, C.K.
Prahalad, M.S. Krishnan, New York: McGraw-Hill, 2008. 4. What Consumers Really Want, James H. Gilmore, B. Joseph Pine II, Boston: Harvard
Business School Press, 2007 5. The Fortune at the Bottom of the Pyramid: Eradicating Poverty through Profits, C.K.
Prahalad, Philadelfia: Wharton School Publishing, 2005 6. True to Our Roots: Fermenting a Business Revolution, Paul Dolan, Thom Elkjer, New
York: Bloomberg Press, 2003 7. Introduction to Marketing G. Armstrong, P. Kottler, 9th Edition, 2009
Internet Sites: www.un.org/millenniumgoals www.sric-bi.com/VALS www.project10tothe100.com www.gsb.stanford.edu/exed/smm : Strategic Marketing management, STANFORD Graduate School of Business www.managementhelp.org/marketing : Free management Library
121
Molecular Biology
(1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES Undergraduate
COURSE CODE 3250 SEMESTER 5th
COURSE TITLE Molecular Biology
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total
credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures and Laboratory Exercises 5 6
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
Cell Biology
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27-undergraduates-
studies/program-spoudon-2014-15/83-syllabus-moriaki
122
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The aim of the course is to understand the molecular mechanisms that govern cell function, whether
prokaryotic or eukaryotic. Emphasis is placed on the storage of genetic information in DNA and the
latest data on the structure of prokaryotic and eukaryotic chromosomes. The course analyzes
classically topics of molecular biology, such as DNA replication, gene transcription and RNA
translation into proteins. The basic elements of DNA technology and modern genomics are analyzed.
Laboratory exercises relate to the analysis of protein and nucleotide sequences.
General Competences Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary technology
Decision-making
Working independently
Team work
Production of new research ideas
Showing social, professional and ethical responsibility and sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
(3) SYLLABUS
Theory: Introduction to cell structure. The chemical composition of the cell - The macromolecules and their properties. Basic elements of the structure of the prokaryotic and eukaryotic chromosomes. DNA replication in prokaryotic and eukaryotic organisms. DNA recombination techniques. Mutations and DNA repair mechanisms. Transcription in prokaryotic and eukaryotic organisms - Regulation of gene expression. Translation into prokaryotic and eukaryotic organisms. Recombinant DNA technology. Genomics - Modern genomics and new -omics technologies.
Practical: Laboratory exercises assist learning and practice of basic Molecular Biology methods:
1. DNA extraction from animal and plant tissues using spin columns 2. Total RNA extraction from animal and plant tissues (Chomczynski method) 3. Reverse transcription (RT) of poly(A)-RNA into cDNA. 4. in silico designing of primers used in polymerase chain reaction (PCR) 5. PCR using cDNA as reaction template (RT-PCR) 6. Agarose gel electrophoresis
123
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching, laboratory education, communication
with students
TEACHING METHODS The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload Lectures 55
Laboratory Exercises 45
Autonomous study 50
Course total 150
STUDENT PERFORMANCE
EVALUATION Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Language of evaluation: Greek
Methods of evaluation: open-ended questions
Written work (optional)
(5) ATTACHED BIBLIOGRAPHY
BOOK TITLE: Principles of Molecular Biology
ISBN: 978-618-5135-01-0
AUTHOR: Burton E. Tropp
PUBLISHER: Academic Publications J. Basdra & Co.
YEAR OF PUBLISHING: 2015
LOCATION OF PUBLISHING: Alexandroupolis
124
Global Agrifood System and Food Chains
(1) GENERAL
SCHOOL Environment
ACADEMIC UNIT Department of Food Science and Nutrition
LEVEL OF STUDIES Undergraduate
COURSE CODE 3950 SEMESTER 5th
COURSE TITLE Global Agrifood System and Food Chains
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d). 3 4
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Specialised General Knowledge
PREREQUISITE COURSES:
Biodiversity – Biotic Resources
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
-
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/35-general-
en/curriculum-cat/curriculum-14-15/452-syllabus-pagk-
diatr
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
125
Study of the multifunctional role of agroecosystems within the complex ecological and
socio-economic context formed during the 3rd Agricultural Revolution and thereafter. The
study material is organized into three main axes (levels) concerning (a) food chains, (b)
agricultural production systems, and (c) the agrifood system at local and global level. The
learning objectives include:
Knowledge of (a) the basic characteristics of agroecosystems, through the systematic analysis of their inputs/outputs; (b) the different methods of agro-ecosystem management, by studying the forms of conventional and sustainable agriculture; and (c) the multifunctional role of agroecosystems, with emphasis on their contribution to the agrifood system and nutrition.
Comprehension of the role of (a) the nutrient cycles in agricultural production; (b) the agricultural practices and the use of agrochemicals in the environment; and (c) the international economic, political and institutional framework in the agrifood system.
Understanding of the multidimensional function of agroecosystems and their critical role in the formation and management of rural areas, as well as, to the economic development in different bioclimatic zones (tropical, Mediterranean, deserted and cold areas).
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary technology.
Adapting to new situations.
Decision-making.
Working in an international environment.
Working in an interdisciplinary environment.
126
Production of new research ideas.
Respect for difference and multiculturalism.
Respect for the natural environment.
Production of free, creative and inductive thinking.
(3) SYLLABUS
During the course are given weekly lectures that include:
1) Description of course structure. Introductory concepts and definitions. Assignments, instructions and timetable for their completion.
2) The concept of agroecosystem. Classification, sources and ecological functions of agroecosystems. Comparison with natural ecosystems. Food chains and bioaccumulation.
3) System analysis of inputs/outputs. Methods and tools of system analysis (introduction to Stella software). Analysis of the nutrients cycles (water, carbon, nitrogen, phosphorus and sulfur).
4) The evolution of agricultural systems and the agricultural revolutions. The characteristics of the 3rd Agricultural Revolution (mechanization, fertilizing and specialization) and its importance in economic development (complementary activity: projection of the 1st documentary).
5) The differentiation of agricultural production and the multifunctional role of agriculture. Creation and management of rural areas in the Mediterranean and deserted areas.
6) Creation and management of agricultural fields in tropical and cold areas (farming systems and agricultural production systems).
7) Ecosystem services of rural areas and their role in the quality of human life (well-being). The agricultural sector in the European Union and Greece and the contribution of the agricultural policy and agro-environmental measures of the CAP in the management of rural areas.
8) Integrated management of agricultural systems. Analysis of the socio-economic and ecological context of rural areas.
9) Environmental impact from the application of conventional farming practices and the use of agrochemicals.
10) Forms of sustainable agriculture (organic and biodynamic agriculture, integrated management and natural cultivation) (complementary activity: projection of 2nd documentary).
11) Global agrifood system (multinational companies, World Trade Organization, alternative trends and movements).
12) Global food crisis and modern trends in management of agroecosystems to address it (genetically modified foods, functional foods and ecological farming management).
13) Presentation of papers and submission of a report in the form of a scientific article.
127
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Yes, using a projector, internet access and viewing of
audiovisual material (documentaries)
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 39
Study and analysis of bibliography and lectures
38
Writing Assignment 20
Final written examination
3
Course total 100
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
- Final written examination (80% of the final grade),
in Greek, with questions of:
(a) Short-answer and
(b) Multiple choices.
- Written Assignment (20% of the final grade).
Detailed instructions for the teaching material and
evaluation process are provided on the web-
platform https://eclass.aegean.gr
128
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
8. Polyrakis G.T. (2003) Environmental Agriculture. Psichalou Publications, Athens, ISBN: 9608336112, 464 pages (Eudoxus ID: 12593, in Greek)
9. Nikolaidis E. (2010) Agriculture, Environment, Nutrition: Greek Agriculture in Global Agrifood System. Papazisis Publications, Athens, ISBN: 9789600224238, 243 pages (Eudoxus ID: 29492, in Greek)
10. Mazoyer M., Roudart L. (2005) A History of World Agriculture. Exandas Publications, Athens, ISBN: 9602566248, 610 pages (Eudoxus ID: 5724, in Greek)
11. Millennium Ecosystem Assessment (2005) Ecosystems and human well-being: synthesis. Island Press, Washingtion. DC, ISBN: 1597260401, 155 p.
12. Collins W.W., Qualset C.O. (1998) Biodiversity in agroecosystems. CRC Press - Taylor & Francis, ISBN: 9781420049244, 352 p.
13. Giampietro M. (2003) Multi-scale integrated analysis of agroecosystems. CRC Press - Taylor & Francis, ISBN: 9780849310676, 472 p.
14. Newton P.C.D., Carran R.A., Edwards G.R., Niklaus P.A. (eds) (2006) Agroecosystems in a changing climate. CRC Press - Taylor & Francis, ISBN: 9780849320880, 364 p.
15. Braudel F., Coarelli F., Aymard M. (1990) The Mediterranean: the space and the history. Alexandria Publications, Athens, ISBN: 9789602210154, 205 pages (in Greek)
16. Maravegias N. (editing) (2008) The Mediterranean agriculture in the vortex of globalization. Papazisis Publications – Foundation for Mediterranean Studies, Athens, ISBN 9789600222463, 89 pages (in Greek)
- Related academic journals:
8. Agriculture and Human Values 9. Food Policy 10. Supply Chain Management 11. Sustainability Science 12. Trends in Food Science and Technology 13. Journal of Rural Studies 14. Development Studies Research
129
Food Toxicology
(1) GENERAL
SCHOOL School of Environment
ACADEMIC UNIT Department of Food Science and Nutrition
LEVEL OF STUDIES Undergraduate
COURSE CODE 2800 SEMESTER 5th
COURSE TITLE Food Toxicology
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
General background
PREREQUISITE COURSES:
Human Physiology I or Food Chemistry I
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
Yes
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27-undergraduates-
studies/program-spoudon-2014-15/84-syllabus-
toxikologia
130
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The aim of the course is twofold. It initially aims at introducing students to the manifold and
autonomous scientific field of Toxicology. Students are familiarized with the basic principles
governing the science of Toxicology, such as exposure, toxicokinetics and toxicodynamics of
xenobiotic substances. Special emphasis is also laid on the mechanisms of chemical
carcinogenesis, as well as on the analytical methods used for the detection and the toxicity
assessment of xenobiotic substances. At a next step, the course is focused on specific
categories of toxic substances that are usually detected on foods either as endogenous
naturally occurring food substances or as exogenous substances produced by the human
activities. The specific course sections include representative toxic food substances and
analyze the mechanisms of actions of these toxic substances and their adverse effects on
human health.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary technology
Working independently
Team work
Working in an interdisciplinary environment
Production of free, creative and inductive thinking
131
(3) SYLLABUS
-Introduction – Basic Principles in the Science of Toxicology
-Absorption and Distribution of Toxicants
-Storage and Excretion of Toxicants
-Biotransformation of Toxicants
-Chemical Carcinogenesis
- Natural Toxins in Animal Foodstuffs
-Toxic Phytochemicals
-Toxicants Formed During Food Processing
- Food Additives
- Food Contaminant from Industrial Wastes
- Heavy Metals
- Pesticides
-Mycotoxins
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching, laboratory education,
communication with students
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 75
Study and analysis of bibliography
25
Essay writing 25
Course total 125
132
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Language of evaluation: Greek
Methods of evaluation: Multiple choice
questionnaires, Short-answer questions, public
presentation.
(5) ATTACHED BIBLIOGRAPHY
1) Shibamoto T, Bjeldanes LF (2009). Introduction to Food Toxicology. Taylor SL (Editor), Elsevier Inc., California, USA.
ISBN: 978-0-12-374286-5.
2) Omaye ST (2004). Food and Nutritional Toxicology. CRC Press. ISBN: 1-58716-071-4.
3) Klaassen CD (2008). Casarett & Droull’s Toxicology the Basic Science of Poisons. McGraw-Hill Companies Inc. ISBN: 0-07-
159351-9.
4) Hodgson E (2004). A Textbook of Modern Toxicology. Wiley-Interscience, New Jersey, USA. ISBN: 0-471-26508-X.
5) Timbrell TA (2009). Principles of Biochemical Toxicology. Informa Healtcare, USA. ISBN: 978-0-8493-7302-6.
6) Juneja VK, Sofos JN (2009). Pathogens and Toxins in Foods: Challenges and Interventions, ASM Press, 1st edition. ISBN:
978-1555814595.
7) Riemann HP, Cliver DO (2006). Foodborne Infections and Intoxications. Academic Press, 3rd edition, ISBN: 978-0-12-
588365-8.
133
6th Semester
Nutrition and Metabolism (1) GENERAL
SCHOOL ENVIROMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE SEMESTER 6
COURSE TITLE NUTRITION & METABOLISM
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 6
Laboratory exercises 1
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
special background
PREREQUISITE COURSES:
Human Physiology or Biochemistry
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/35-general-
en/curriculum-cat/curriculum-14-15/373-nutrition-
metabolism
https://eclass.aegean.gr/courses/FNS136/
134
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Learning outcomes
At the end of the course the students can:
• Have proven knowledge and understanding of human nutrition issues, backed up by advanced
science textbooks, including views emerging from modern developments at the cutting edge of the
cognitive field of nutrition and metabolism.
• They are able to use the knowledge they have acquired in a way appropriate to practicing the
profession of the Food and Nutrition Scientist and have the skills they typically demonstrate through
problem solving and nutrition metabolism.
• They have developed those general knowledge acquisition skills that they need to continue in
further studies with a high degree of autonomy, by studying the specific aspects of nutrition science.
Knowledge and skills
At the end of the course the student may:
• Has advanced knowledge on nutrition metabolism issues, which implies a critical understanding of
theories and principles.
• Has advanced skills and has the ability to demonstrate the innovation required to solve complex
and unpredictable problems in the field of human metabolism.
• Takes responsibility for professional of individuals and groups by providing nutrition advice.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
135
The course aims at:
Search for, analysis and synthesis of data and information about nutrition and metabolism with the use of the necessary technology
Adapting to new situations about nutrition metabolism
Decision-making relative to nutrition issues
Working independently
Team work about nutrition
Working in an international environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
(3) SYLLABUS
Course Syllabus: Review of macronutrients metabolism and the effect of nutrition. Human metabolism during the fasting and post-absorptive cycle. Factors affecting energy substate utilization. Energy balance: metabolic control and related contributors. Metabolic effects of over- and under-nutrition. Obesity and energy balance and metabolic effects of major methods for weight loss. Micronutrient metabolism and the effect of phytochemicals in human metabolism and physiological functioning. Body fluid balance: water requirements and water effects in helth and human metabolism. Metabolic disturbunces in nutrition related diseases. Exercise and physical activity effects in human metabolism.
Laboratory: Presentation and practice of basic techiniques in the study of human metabolism: energy consumption and assessment of relative contribution of energy substrates in energy production. The effect of fasting and eating. Glycemic and lipidemic control in the physiological state and the effect of consumption of meals, differing in macronutrients content.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Computer, e-mail, e-class platform
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 13 lectures, 39 hours
Laboratory exercises 13 hours (1 per week)
Team work 30 hours
Course total 82 hours
136
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Assessment of the course is done through a final
examination in theory and laboratory and through
assessment of the presence of the student during the
laboratory exercises (laboratory reports-exercises, 30%
of lab score). The participation of the written examination
in the final score is 70% and the laboratory performance
is 30%. Both grades (written examination and laboratory
grade) should greater than or equal to 5.0 / 10.0).
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Nutrition and Metabolism, S.A. Lanham-New, I.A. Macdonald, H.M. Roche, The Nutrition Society
Textboks, Wiley-Blackwell, 2011, (ISBN: 978-1-4051-6808-3).
Nutrition and Metabolism: underlying mechanisms and clinical consequences, C.S. Mantzoros.
Humana Press, 2009, (ISBN: 978-1-60327-452-4).
- Related academic journals:
European Journal of Nutrition
Nutrition and Metabolism
International Journal of Nutrition
137
Food Processing and Preservation (1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRATUATE
COURSE CODE 3100 SEMESTER 6th
COURSE TITLE FOOD PROCESSING AND PRESERVATION
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3h 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Course of special background
PREREQUISITE COURSES:
Food microbiology I
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL) https://eclass.aegean.gr/
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
138
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The aim of the course is the students to understand the basic principles of the main methods of food
processing and preservation. Students will get familiar with methods such as blanching,
pasteurization, sterilization, canning, aseptic processing, extrusion, cooking, cold storage, freezing,
irradiation, high hydrostatic pressure, new non-thermal processing methods and hurdle technology.
After completing the lectures, students will be able to design corresponding methods of food
processing and preservation, choose the right equipment and solve relevant application problems.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
-Search for, analysis and synthesis of data and information, with the use of the necessary technology
- Production of free, creative and inductive thinking
- Working in an international environment
-Working in an interdisciplinary environment
- Team work
(3) SYLLABUS
The acquisition of knowledge about subjects related to food processing and preservation.
Course Syllabus: Introduction to food processing & preservation, thermal processing with electrical
energy, blanching, pasteurization, sterilization, canning, aseptic processing, thermal extrusion,
cooking, cold storage, freezing, ionization irradiation, high hydrostatic pressure, new non-thermal
processing methods (high-intensity pulsed electric fields, intense pulsed light, oscillating magnetic
fields), hurdle technology
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
139
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching, laboratory education, communication
with students
TEACHING METHODS The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload Essay writing 40
Lectures + Study 40
Laboratory exercises + Study
20
Course total (25 hours of workload per credit unit)
100
STUDENT PERFORMANCE
EVALUATION Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
20 % (Growth topic rating) + 80 % (Final
Examination) or 100 % Final Examination
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
-I. G. Bloukas, Food Processing & Preservation, Stamoulis Publications, Athens, 2004
-B. Kioseoglou, G. Blekas, Principles of Food Technology, Agis-Savvas Gartaganis Publications, 2010
-P. S. Rodi, Food Preservation Methods, Stamoulis Publications, Athens, 1995
-C. Tzia, B. Oraiopoulou, Food Preservation & Packaging, N.T.U.A., 2003
- Related academic journals:
-Journal of Food Processing and Preservation (Wiley)
-Annals of Food Processing and Preservation (JSciMed Central)
-Journal of Food Processing & Technology (OMICS International)
-Journal of Food Science and Technology (Springer)
140
Food Microbiology II (1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES Undergraduate
COURSE CODE 2150 SEMESTER 6th
COURSE TITLE FOOD MICROBIOLOGY IΙ
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures and Laboratory Exercises 4 7
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
Food Microbiology I
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
Non
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/35-general-
en/curriculum-cat/curriculum-14-15/375-food-microbiologyii
141
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
This course is divided into two thematic areas. The first one is occupied with the main ways used to
control the growth of undesirable microorganisms (spoilage, pathogens) in foods, while the second
one is occupied with the beneficial effects of useful microorganisms in foods. With respect to the first
area, its aim is to present students the main physical and chemical ways used to prevent microbial
growth or /and to kill microorganisms in a food, how each way produces the desirable antimicrobial
effect (mode of action) and the parameters affecting this (with respect to the nature of food, the
nature of microorganisms and the nature of antimicrobial treatment). Thus, this area focuses on
cleaning and disinfection procedures (sanitation), on the death of microorganisms by heat treatment,
on the microbiostatic effects of low temperature (refrigeration, freezing) and low water activity (aw),
on the reduction of pH value of a food through addition of weak organic acids in order to control
microbial growth, on the preservation of foods under modified atmosphere packaging (MAP), on the
addition of chemical antimicrobial substances (preservatives) to foods and finally on the germicidal
action of food irradiation. With respect to the second area, its aim is to present students the main
beneficial aspects of useful microorganisms in foods. Thus, this part focuses on the main types of
microorganisms used in food fermentations (lactic acid bacteria), on the microbiology of some
fermented foods (yogurt, cheese, fermented sausages and vegetables) and finally on the probiotic
microorganisms (Bifidobacterium, Lactobacillus) and their possible positive effects in human health
(reducing intestinal disorders, preventing colon cancer, immunomodulation etc).
Laboratorial exercises are designed to help students better understand some of the key questions
addressed by the theory of the course.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
142
Decision-making Working independently Team work Production of new research ideas Showing social, professional and ethical responsibility and sensitivity to gender issues Criticism and self-criticism Production of free, creative and inductive thinking
(3) SYLLABUS
Theory. 1. Control of access of microorganisms in foods (sanitation). 2. Control of microorganisms by
heat. 3. Control of microorganisms by low temperature. 4. Control of microorganisms by reduced
water activity. 5. Control of microorganisms by low pH and organic acids. 6. Control of
microorganisms by modified atmosphere. 7. Control of microorganisms by chemical antimicrobial
substances (preservatives). 8. Control of microorganisms by irradiation. 9. Microorganisms used in
food fermentations. 10. Starter cultures and bacteriophages. 11. Microbiology of main fermented
foods (yogurt, cheese, fermented sausages and vegetables). 12. Beneficial intestinal bacteria
(probiotics and effects in human health).
Laboratory. 1. Effect of water activity (osmotic pressure) on microbial growth. 2. Estimation of
efficacy of chemical antimicrobial agents - Well diffusion assay. 3. Isolation of lactic acid bacteria
from fermented milk products (yogurt) and study of biochemical properties (catalase and
fermentation tests of carbohydrates). 4. Microbiological examination of water by multi-fermentation
method in tubes (most probable number method). 5. ONPG and IMViC biochemical tests.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Lectures (Theory and Laboratory) are done using PowerPoint
presentations. All course notes are available to students at
the moodle asynchronous e-learning platform
(https://aegeanmoodle.aegean.gr/). Through this platform,
communication with students is also made
(announcements). Throughout the educational process,
students sometimes watch educational videos
(https://www.youtube.com/). The final exam is done online
(multiple choice, correct / error, matching) through the
moodle platform.
TEACHING METHODS The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload Lectures 55 Laboratory Exercises 45 Autonomous study 50 Course total (25 hours of workload per unit of credit)
150
143
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Student evaluation is done through final examinations (via
computer).
→ Questions are in the form of:
multiple choice (1 question with 4 possible answers, of which only one answer is correct),
correct / wrong (a suggestion where the student is asked to judge if its content is correct or incorrect)
matching (e.g. the organisms of a cell with their names). Laboratory is examined independently of the theory of the
course, while the final grade of the laboratory participates
by 30% in the final grade of the course. A graduate grade
(≥5) is required both in theory and in the laboratory so that
a student can be considered successful in the class. If one
student succeeds in one of the two (theory, laboratory) then
the next time (whenever) is examined only in what he/she
failed.
It is also possible for a student to be examined in the theory
in 2 separate examinations → A 'and B' progress. In order to
pass the theory through the 2 progressions it must have
received at each degree ≥ 5. In this case, the final degree of
the theory results from the average of the grades of 2
progressions.
If a student fails to progress (and/or if he/she wishes),
he/she still has the right to be examined in the theory in the
final exam.
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
- Related academic journals:
1. Modern Food Microbiology, Jay J.M., Loessner M.J., Golden D.A., Springer.
2. Fundamental Food Microbiology, Ray B., Bhunia A., CRC Press.
3. Food Microbiology, Adams M.R., Moss M.O., Royal Society of Chemistry.
4. Food Microbiology: Fundamentals and Frontiers, Doyle M.P., Beuchat L.R., ASM Press.
144
Pahthophysiology
(1) GENERAL
SCHOOL School of Environment
ACADEMIC UNIT Department of Food Science and Nutrition
LEVEL OF STUDIES Undergraduate
COURSE CODE 3550 SEMESTER 6th
COURSE TITLE Pathophysiology
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
3 5
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
General background
PREREQUISITE COURSES:
Human Physiology II
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
Yes
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27-undergraduates-
studies/program-spoudon-2014-15/88-syllabus-
pathofysiologia
145
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The aim of the course is to present the basic principles governing the etiology, pathogenesis
and pathophysiology of chronic human diseases. Students will acquire a fully integrated and
functional perception and not just mnemonic, fragmented knowledge of the
pathophysiology of chronic diseases related with human nutrition and which may be
prevented by the use of a healthy nutrition behavior. An integrated comprehension of the
pathophysiological mechanisms governing disease stated, such as cancer, cardiovascular
diseases, endocrinal disorders and malnutrition diseases, is considered as a prerequisite for
the students in order to understand the role of foods and nutrition in preventing and
promoting of human health.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary technology
Working independently
Team work
Working in an interdisciplinary environment
Production of free, creative and inductive thinking
146
(3) SYLLABUS
- Cancer pathophysiology: Epidemiology, cell proliferation and differentiation,
oncogenes, tumor suppressor genes, apoptosis, DNA repair systems, benign and
malignant neoplasms, tumor differentiation, histopathological stage, risk factors,
mutants, carcinogens, nutrition and cancer.
- Cardiovascular diseases pathophysiology: Atherosclerosis: development and
progression of atherosclerotic plaques, pathologicanatomic, molecular and cellular
approaches, oxidation, inflammation and thrombosis, risk factors, cerebrovascular
diseases, coronary disease, peripheral angiopathy.
- Malnutrition diseases pathophysiology: Basic definitions: malnutrition, physiology
and pathophysiology of adipose tissue, endocrinal functions of adipose tissue, obesity
etiology, pathogenesis and pathophysiology, obesity as risk factor for other diseases,
childhood obesity, παιδική παχυσαρκία, undernutrition due to the presence of disease,
regulation of nutritional behavior, control of satiety and appetite, orexigenic and
anorexigenic factors, anorexia nervosa, bulimia nervosa.
- Endocrinal disorders pathophysiology: Endocrinal disorders categories,
hypothalamus-pituitary-gland/target axis, hypo hypopituitarism, hyperthyroidism,
hypothyroidism, hyperparathyroidism, hypoparathyroidism, osteoporosis and estrogens
deficiency, adrenal glands disorders: Cushing syndrome, hyperaldosteronism,
androgenetic syndrome, diabetes mellitus type I and type II, insulin resistance metabolic
syndrome, gestational diabetes, diabetes insipidus.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching, laboratory education,
communication with students
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 75
Study and analysis of bibliography
25
Essay writing 25
Course total 125
147
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Language of evaluation: Greek
Methods of evaluation: Multiple choice
questionnaires, Short-answer questions, public
presentation.
(5) ATTACHED BIBLIOGRAPHY
1) Carol Mattson Porth (2011). Essentials of Pathophysiology. Lippincott Williams & Wilkins. ISBN: 978-158-255-724-3.
2) Buja LM, Krueger G (2008). Netter Atlas of Principle Medicine Sciences VI: Pathological Anatomy. Medicine Publisher
Paschalidis PC. ISBN: 9603997351.
3) Kitraki Ε., Trougos Κ (2006). Cancer Biology. Medicine Publisher Paschalidis PC.. ISBN: 978-960-399-404-6.
4) Robin Hesketh (2012). Introduction to Cancer Biology. Cambridge University Press. ISBN: 978-110-760-148-2.
148
Technology of Foods of Plant Origin (1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE & NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE 3050 SEMESTER 6th
COURSE TITLE TECHNOLOGY OF FOODS OF PLANT ORIGIN
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
6 6
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Specialized general knowledge
PREREQUISITE COURSES:
Food Chemistry I
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL)
(2) LEARNING OUTCOMES
149
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The aim of the course is the description and understanding of the technological applications relevant
to manufacturing of foods of plant origin. Particular emphasis is given on the composition of the raw
materials and processing technologies, as well as on their effect on organoleptic characteristics,
safety and nutritional value of plant foods. Laboratory course aims at familiarizing the students with
the description and critical analysis of the technological applications, particularly of those pertaining
to the nutritional value and functionality of plant foods.
Following successful attendance of the course, the students will be in position to:
Understand basic principles of the technology of major plant foods, including fruit,
vegetables, wines, seed oils and olive oil and bread
Comprehend the role of food microbiology, food chemistry and food biochemistry
βιοχημείας τροφίμων in plant food manufacturing and preservation
Perform representative analyses that pertain to plant food composition
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary technology
(3) SYLLABUS
LECTURE COURSE Part I: Fruit & vegetables
150
1. Fruit juices 2. Tomato processing 3. Minimally processed products Part II: Wine technology 1. Vine and grapes 2. Composition 3. Microbiology and bio-conversions 4. Post-fermentation processes and ageing 5. Vinification Part III: Oil technology 1. Seed oils 2. Olive fruit 3. Olive oil composition 4. Olive oil production Part IV: Cereal technology 1. Cereals 2. Production of bread and confectionary LABORATORY COURSE 1. Density measurement – Estimation of the potential alcoholic degree 2. Measurement of lipid oxidation 3. Determination of total polyphenols 4. Determination of total anthocyanins
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face. In laboratory courses, following a short
presentation of methodology, students perform exercises
using appropriate instruments/devices. Furthermore,
students practice scientific writing by composing assays, in
which they present and analyse experimental results.
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Lectures are supported by overhead projections and other
audio material.
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
Activity Semester workload
Lecture course 39
Laboratory course 39
Study 39
Course total 117
151
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
The language of evaluation is Greek. Overall course grade
comprises of lecture grade (50%) and laboratory grade
(50%). Lecture course exams include multiple choice
questions. Laboratory course exams include problem solving
(50%) and assays (50%).
(5) ATTACHED BIBLIOGRAPHY
Kioseoglou I., Blekas V., 2010. Principles of Food Technology, GARTAGANIS editions, GREECE.
152
Biostatistics (1) GENERAL
SCHOOL SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES Undergraduate
COURSE CODE 2300 SEMESTER 6
COURSE TITLE Biostatistics
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total
credits
WEEKLY
TEACHING
HOURS
CREDITS
Teaching 3
Tutorials 3
6 5
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Non Compulsory/ specialised general knowledge
PREREQUISITE COURSES:
Statistics – Quantitative methods
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL)
(2) LEARNING OUTCOMES
Learning outcomes
The course objectives are the following for students
Basic knowledge in advanced principles of statistics suitable for Food Science and Nutrition Understanding of statistics terms and methodology for use in experimental design
153
Expertise in the use of statistical software packages, and programming in statistical packages Knowledge in evaluating information critically to support research objectives
General Competences
Research and analysis of data using statistical methods
Independent work and as a team work
Decision making
(3) SYLLABUS
A) Biostatistics for Food and Nutrition Scientists Part 1Hypothesis tests Type I and II errors, significance level, power of statistical test, choosing
the right statistical method, one-sided and two-sided tests, tests for means, differ-ences of
means, proportions, differences of proportions, tests for the variances, analysis of variances.
Part2: Hypothesis testing for categorical variables, goodness of fit tests
Mantel-Haenszel tests for independence, contingency tables, goodness of fit test
in normal distribution, goodness of fit test in multinomial experiments.
Part 3: Correlation Correlation, measuring the variables, partial correlation coefficient, linear
correlation coefficient, Pearson’s correlation coefficient, Spearman’s rank coefficient, Kendall’s
rank correlation coefficient, properties of correlation coefficients.
Part 4: Simple linear regression Method of least squares, linear model, mean and variance of
estimators, estimation of the variance of error terms, distribution of the least square estimators,
confidence intervals and hypothesis tests for least square estimators, coefficient of
determination.
Part 5: Multiple regression The linear model, assumptions and extensions, ANalysis Of Variance
(ANOVA)
B) Biostatistics in personal computers Use of statistical methods for data analysis using the statistical software package R. Programming in R language. Descriptive statistics, t test of dependent and independent samples, one way anova, pearson correlation coefficient, linear fit, chi square test. The data are related to Food Science and Nutrition. Lab exercises
1. Data collection from and by students related to Food Science and Nutrition (e.g. height, weight, nutrition habits e.t.c.)
2. Commands for Descriptive statistics (reading and presenting data) 3. Statistical Inference: random samples, confidence intervals, sampling theory 4. Statistical Inference: t test, chi square test, Fisher’s test 5. One way ANOVA and simple linear regression
154
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to face:
Classroom (theory and exercises)
Lab work (practice with the statistical software
package R)
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Course handouts and transparencies in pdf format
Email communication between students and lecturer
(eclass)
TEACHING METHODS
Activity Semester workload
Lectures 51
Tutorials 51
Lab 8
Exercises 16
Self study 102
Course total 228
STUDENT PERFORMANCE
EVALUATION
.
Language of evaluation: Greek
Method of evaluation
Final exam paper (70% of total mark) Obligatory presence at labs (at least) 90% of labs Average of ten lab exercises (30% of total mark)
Evaluation criteria are presented and analysed to
students at start of semester
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
- Related academic journals:
155
Applied Informatics for Food Science and
Nutrition (1) GENERAL
SCHOOL Environment
ACADEMIC UNIT Department of Food Science and Nutrition
LEVEL OF STUDIES Undergraduate
COURSE CODE 2450 SEMESTER 6th
COURSE TITLE Applied Informatics for Food Science and Nutrition
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 3
Laboratory Exercises 2 2
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d). 5 5
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Skills Development
PREREQUISITE COURSES:
Informatics – Databases
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
-
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/35-general-
en/curriculum-cat/curriculum-14-15/356-application-
informatics
156
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Knowledge of basic informatics applications in food science and nutrition.
Understanding the role of informatics in research process functioning.
Comprehension of the importance of informatics to the scientific study of contemporary issues in food science and nutrition.
General Competences Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary technology.
Adapting to new situations.
Decision-making.
Working in an international environment.
Working in an interdisciplinary environment.
Production of new research ideas.
Production of free, creative and inductive thinking.
(3) SYLLABUS
During the course are given weekly lectures that include:
1) Basic characteristics of informatics (2 lectures). 2) Search of literature (scientific articles, books, encyclopedias and dictionaries) to specialized
databases on the internet (3 lectures). 3) Data analysis using computational tools and programming language R (mathematical and
statistical calculations, graphics, design of algorithms) (3 lectures). 4) Design and study of chemical compounds with the use of specialized design tools (3 lectures). 5) Search of biological characteristics of organisms in biological databases and use of
bioinformatics tools (1 lecture). 6) Search of nutritional characteristics of foods in nutritional databases and diets design (1 lecture).
(4) TEACHING and LEARNING METHODS - EVALUATION
157
DELIVERY Face-to-face, Distance learning, etc.
Face to face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Yes, using a projector, internet access and viewing of
audiovisual material (documentaries)
TEACHING METHODS The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 39
Laboratory Practice 26
Study and solving problems and exercises
33
Writing Assignment 24
Final written examination
3
Course total 125
STUDENT PERFORMANCE EVALUATION
Description of the evaluation procedure Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other Specifically-defined evaluation criteria are given, and if and where they are accessible to students.
- Final written examination (80% of the final grade), in Greek, with questions of: (a) Short-answer and (b) Solving problems and exercises. - Laboratory Practice (20% of the final grade). Detailed instructions for the teaching material and evaluation process are provided on the web-platform https://eclass.aegean.gr
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
1. Kossidas S. (2010) Bioinformatics. New Technologies Publications, Athens, ISBN: 978-960-93-09608, 250 pages (in Greek)
2. Baxevanis A.D., Ouellette B.F. (2004) Bioinformatics, 2nd Edition (editing: E.N. Moudrianakis, S.I. Chamodrakas). Parisianou Publications, Athens, ISBN: 978-960-394-2221, 574 pages (in Greek)
3. Jones N.C., Pavel A.P. (2010) Introduction to bioinformatics algorithms (editing: G. Stamou). Kleidarithmos Publications, Athens, 496 pages (in Greek)
- Related academic journals:
1. Pharmaceutical Medicine 2. Plos Computational Biology 3. Toxicology and Applied Pharmacology 4. International Journal of Medical Informatics 5. Nutritional Sciences Journal
158
Dairy Technology (1) GENERAL
SCHOOL SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE STUDIES
COURSE CODE 3750 SEMESTER 6 th
COURSE TITLE Milk technology
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Specialized
PREREQUISITE COURSES:
Food Chemistry I
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/course/view.php?id=410
159
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The students will:
1. acquire the basic knowledge in Milk Technology
2. have the ability to use the acquired knowledge during milk processing
3. have all the required knowledge and skills in order to continue their studies.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
This module aims so that the degree-holder will acquire the following cοmpetences:
1. critical thinking 2. decision making 3. problem handling
(3) SYLLABUS
Lectures: Milk nutritional value, milk componets: proteins, lipids, carbohydrates,
vitamins, minerals and their technological properties, milk quality, milk microbiology,
thermal processing of milk, mastitis, milk adulteration, dairy products of Protected
Designation of Origin (PDO) .
160
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Computer usage to conduct the lectures. Supporting
the learning process through asynchronous e-learning
(https://aegeanmoodle.aegean.gr/)
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
lectures 39 h
Students’ study hours for lectures
78h
Course total 117h
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Evaluation of students is performed by multiple
choice-questions in Greek language through a
written final exam.
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
1.Dairy Science and Technology, Second Edition, P. Walstra, Pieter Walstra, Jan T. M.
Wouters Tom J. Geurts, CRC press Taylor & Francis, 2010
- Related academic journals:
161
7th Semester
Food Safety and Quality (1) GENERAL
SCHOOL SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE STUDIES
COURSE CODE 3200 SEMESTER 7 th
COURSE TITLE Food Safety and Quality
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
LECTURES 3 5
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
Food Microbiology I
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/course/view.php?id=137
162
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The students will:
1. acquire the basic knowledge in Food Safety and Quality
2. have the ability to implement HACCP system during the food production process
3. have all the required knowledge and skills in order to continue their studies.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
This module aims so that the degree-holder will acquire the following cpmtetences:
1. critical thinking 2. decision -making 3. production of quality food products 4. problem handling
(3) SYLLABUS
Lectures: Food quality - food quality charactiristics, Absolute Safety, Relative Food
Safety, Quality Assurance, Total Quality Managment, Haccp System, Prerequisite
Programms (PRP), Food Hazards, Food Hazard Analysis, 7 Haccp Principles.
163
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Computer usage to conduct the lectures. Supporting
the learning process through asynchronous e learning
(https://aegeanmoodle.aegean.gr/)
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
lectures 39 h
Students’ study hours for lectures
78h
Course total 117h
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Evaluation of students is performed by multiple
choice-questions in Greek language through a
written final exam.
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
1. Haccp, a Systematic Approach to Food Safety, Virginia N. Scott, Kenneth E. Stevenson, Food Products Association, 2006
- Related academic journals:
164
Degree Dissertation (1) GENERAL
SCHOOL SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE STUDIES
COURSE CODE 3600 SEMESTER 7th
COURSE TITLE Degree Dissertation
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Study of bibliography, laboratory research, writing,
presentation
9 15
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Skills development
PREREQUISITE COURSES:
32 core courses and 7 elective courses
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL)
165
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Upon the successful completion of their Degree Dissertation Students will have acquired the
skills to:
• search for and find scientific information in scientific sources
• design and organize research
• conduct research
• process research data
• evaluate and compare research data and results
• write scientific texts
• organize and present research data and results
Students after having successfully completed their Degree Dissertation also acquire
specific knowledge in a particular scientific area.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
166
Production of new research ideas Others…
…….
1. Search for, analysis and synthesis of data and information, with the use of the necessary technology
2. Adapting to new situations 3. Decision-making 4. Working independently 5. Team work 6. Production of new research ideas 7. Project planning and management 8. Criticism and self-criticism 9. Production of free, creative and inductive thinking
(3) SYLLABUS
1. Searching Bibliography
2. Studying Bibliography
3. Design an Experiment
4. Performing Research
5. Processing and evaluating research data
6. Writing Degree Dissertation
7. Presenting Degree Dissertation
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to Face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Search Scientific Bibliography
(https://www.scopus.com/ ;
http://apps.webofknowledge.com )
Communicating with students via email
Multimedia presentation using presentation software
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
Activity Semester workload
Search for Bibliography 10
Study of bibliography 40
Research Design 10
Research 120
167
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Process and evaluate research data
30
Writting Degree Dissertation
70
Presentation of the Degree Dissertation
20
Course total 210
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
The students are evaluated in Greek by oral
presentation and written submission of their Degree
Dissertation by a three-member examination
committee
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Student's Guide: Final Year Project Thesis: BSc, MSc, MA, and MBA. by Dr Fadi Safieddine
(Author), Dr Koba Lomidze (Editor), CreateSpace Independent Publishing Platform; 2nd Edition
edition, 2015
- Related academic journals:
168
English III
(1) GENERAL
SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE 3800 SEMESTER FALL
COURSE TITLE ENGLISH III
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
lectures 3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
General background, skills development
PREREQUISITE COURSES:
none
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
English
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
COURSE WEBSITE (URL)
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
After the successful completion of the course the students will be able:
to read and comprehend texts of general and scientific interest in the English language, as
well as to apply reading strategies according to the purpose of reading
to comprehend presentations, speeches and lectures and to keep constructive notes
to make a presentation
to compose a text suitably, such as a description, a comparison, an analysis, a lab report, a
scientific article
169
to use the English language according to purpose and audience
to study texts containing terminology relevant to their field of studies
to compose academic papers
to communicate in an English speaking environment to write a curriculum vitae
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Use of Information Technology Autonomous work Team work Working in an international environment Respect for difference and multiculturalism
(3) SYLLABUS
Grammar/Syntax:
Tenses
Subordinate clauses
Special structures / expressions Writing:
Types of writing
Composing a Paragraph
Composing medium-length and long texts [article, paper etc]
Composing a Summary
Composing a Statistics Report
Composing a Lab Report
Writing a Curriculum Vitae Vocabulary:
Texts with terminology relevant to the field of studies
Texts of general interest relevant to the field of studies
Listening activities of various types Making a presentation
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face
170
Face-to-face, Distance learning, etc.
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching and for communication with
students (aegeanmoodle.aegean.gr)
Use of e-mail for communication with students
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 36
Autonomous study and
exam preparation
62
Final written exam 2
Course Total
(25 hours of workload
per credit point )
100
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Two-hour written exam in English, that consists of:
Taught text followed by comprehension and vocabulary activities
Vocabulary activities [closed type]
Grammar activities [closed and open type]
Short essay writing on a given topic
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Mary Spratt, Bob Obee. “Mission IELTS 2 ACADEMIC”. Express Publishing, 2014.
John Slaght, Anne Pallant. “English for Academic Study Source Book: Reading & Writing”.
University of Reading: Garnet Education, 2012.
V. Pagoulatou-Vlachou. “Intermediate Grammar and Exercises”. Express Publishing, 1991.
Bob Obee & Virginia Evans. “CPE Practice Tests 1”. Express Publishing, 2013.
Mark Skipper. “Advanced grammar & vocabulary”. Express Publishing, 2002.
- Related academic journals:
171
Management of Innovation and New Product
Development (1) GENERAL
SCHOOL School of the Environment
ACADEMIC UNIT Department of Food Science and Nutrition
LEVEL OF STUDIES Undergraduate
COURSE CODE 3150 SEMESTER 7th
COURSE TITLE Management of Innovation and New Product
Development
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total
credits
WEEKLY
TEACHING
HOURS
CREDITS
Weekly Lectures (12 Weeks) 3 4 (ECTS)
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
This course is designed to provide a comprehensive
coverage of innovation management and new product
development. Emphasis will be placed on both theory and
implementation of innovation management. The course
structure will support students to gain the knowledge
and skills they need for innovation management and new
product development. Within this context, each module
includes a case study suitable for class discussion. The
cases are short enough to serve as illustrations, but have
sufficient content to serve as the basis of the module.
Upon successful completion of the course, students will
be able to:
product development and innovation
and innovation processes for new product development
models and innovation plans
identifying critical issues in case studies and applying
course material to case studies
172
PREREQUISITE COURSES:
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Instruction Language: Greek
Examination Language: Greek
Case Studies Language: English
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
COURSE WEBSITE (URL)
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The course structure will support students to gain the knowledge and skills they need for
innovation management and new product development. Within this context, each module
includes a case study suitable for class discussion. The cases are short enough to serve as
illustrations, but have sufficient content to serve as the basis of the module. This course is
designed to provide a comprehensive coverage of innovation management and new
product development. Emphasis will be placed on both theory and implementation of
innovation management. To enhance students awareness and comprehension of Innovation
Management and New Product Development management challenges module themes and
lectures have been allocated as follows:
Part 1 Understanding Innovation and New Product Development
Lecture 1 - Definitions and evolution of new product development and innovation
Lecture 2 - Role of innovation in entrepreneurship and organizational development
Part 2 Innovation and Product Design
Lecture 3 - Innovation as a capability / core competence
Lecture 4 - Understanding entrepreneurial and innovative behavior
Lecture 5 - Role of innovation in new product development
173
Lecture 6 - Role of Technology, Culture and Champions in new product development
Part 3 Innovation Management
Lecture 7 - Implementing and Managing Innovation
Lecture 8 - Measuring Innovation Performance
Lecture 9 - The management of research & development
Lecture 10 - Capturing value from innovation and Learning from others
Upon successful completion of the course, students will be able to:
Critically discuss and analyze the concepts of new product development and innovation
Demonstrate an ability to engage in entrepreneurial and innovation processes for new
product development
Create, analyze and critically evaluate new business models and innovation plans
Develop case study analysis skills (specifically, identifying critical issues in case studies and
applying course material to case studies
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Creativity, new product development and innovation are integral to an organization’s ability
to survive and thrive in today’s competitive marketplace. The course structure provides
students with an understanding of how creativity and innovation can be facilitated and
managed in a work setting. Students will learn about theoretical conceptualizations of
creativity and innovation as well as practical applications involved in fostering creativity and
innovation for new product development. Students will be expected to play an active role in
learning through class exercises, class discussions, and presentations about real (or planned)
innovations in organizations.
(3) SYLLABUS
174
New Product Development refers to the process of developing new products, or improving
existing ones. Central to this activity are entrepreneurs: innovative and risk-taking
individuals who seek to bring about change and new opportunities, both for themselves and
for the business communities in which they operate. Such persons play a vital important
role in commerce, trade, and economic growth in many nations, through the practice of
innovation.
Innovation Management and New Product Development course provides students with the
knowledge and techniques required to improve product quality and process efficiency by
identifying and measuring production process variability which, if not successfully
addressed, leads to inconsistent product quality, costly wastage, non-standardization and
other reliability and productivity problems.
A significant focus of the course is the key element of entrepreneurship, innovation.
Innovation is an important prerequisite for gaining a competitive advantage and for building
a strong and sustainable business. Modern thriving enterprises demand constant levels of
innovation. The scope and richness of theoretical developments in the discipline of
innovation, offers potential for students to develop substantial skills in understanding the
discipline, its role in new product development and in the development of successful,
contemporary organizations. This will enable students to deal successfully with dynamic
demands from markets and customers that are becoming even more sophisticated and
knowledgeable.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face in-class lectures (12 Weekly lectures)
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of University’s e-Learning platform for providing
access to class material, lectures and case studies
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures (12 Weekly lectures)
60%
In-Class Case Study Analysis (12 Case Studies - part of the Weekly lecture)
40%
Course total 100%
STUDENT PERFORMANCE To master the theory of the course lectures; subject
175
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
logic and systematic relationship with real business
practice are conveyed. Practical skills of innovation
management are trained doing tasks related to
theory, and analyzing real case studies. Students’
presentation skills will be enhanced by doing short
presentations in class.
The perception of theory is examined through final
exam which includes the test with multiple choice
and open questions. Group assignments are used to
assess students’ abilities in analyzing case studies
and solving innovation management problems.
• Final Exam (test) comes to 60 % of final grade
• Group assignments that help to master theory of
the course come to 30 % of final grade
•Participation in class discussion comes to 10 % of
final grade
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
(Basic Textbook)
1. Innovation Management & New Product Development (5th Edition), Prentice Hall,
Pearson Trott, Paul. (2011), (ISBN : 0273736566
(Supplementary Textbooks)
1. Managing Innovation: Integrating Technological, Market, and Organizational Change,
2nd Edition, John Bessant, Joe Tidd, Keith Pavitt (2013) (ISBN: 0131497863)
2. Innovation and Entrepreneurship, 3rd Edition, John Bessant, Joe Tidd, 2015 (ISBN:
0307336697).
3. Meeting the Innovation Challenge: Leadership for Transformation and Growth, Scott
Isaksen, Joe Tidd, 2006, (ISBN: 978-0-470-02919-0).
4. Handbook of New Product Development Management, Christoph H. Loch, Stylianos
Kavadias., Taylor and Francis, 2011 (ISBN: 978-0-7506-8552-8).
5. Portfolio Management for New Products, 2nd Edition. Robert G. Cooper, Scott J.
Edgett, and Elko J. Kleinschmidt, Perseus Publishing, 2001, (ISBN: 0-7382-0514-1)
6. Winning at New Products: Creating Value Through Innovation, Robert G. Cooper.,
Basic Books, 2011 (ISBN: 9780465025848)
- Suggested Academic Journals
1. European Journal of Innovation Management, Emerald Insight
2. Creativity and Innovation Management, Wiley Online Library
3. Journal of Product Innovation Management, Wiley Online Library
4. Technovation, Elsevier, ScienceDirect
176
Organolepitc Evaluation (1) GENERAL
SCHOOL SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE STUDIES
COURSE CODE 3350 SEMESTER 7th
COURSE TITLE Organoleptic Evaluation
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
LECTURES AND LABORATORY EXERCISES 4 6
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
Food Chemistry II, Statistics - Quantitative Methods
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/course/view.php?id=148
(2) LEARNING OUTCOMES
177
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
With the successful completion of the course of organoleptic evaluation:
Students acquire knowledge on basic concepts of physiology and psychophysics regarding human senses, and on specific tests that apply to the food organoleptic evaluation through human senses.
Students understand the role of human physiology in sensory properties of food perception, and 0
the requirements as well as limitations concerning application of food organoleptic evaluation tests
Students have the skills to choose the appropriate test for food organoleptic evaluation through the human senses
Students get acquainted with the application of food organoleptic evaluation tests, the collection and statistical processing of data and the presentation of the results
General Competences Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Retrieve, analyze and synthesize data and information, with the use of necessary
technologies
Work autonomously
Work in teams
Design and management of experiments
Be critical and self-critical
Advance free, creative and causative thinking
178
(3) SYLLABUS
THEORY
• Introduction to food Organoleptic Evaluation
• Rules of good practice in sensory analysis
• Fundamentals of anatomy and physiology of taste
• Basic principles of anatomy and physiology of smell
• The somatosensory system and the senses of hearing and touch
• Basic concepts of psychophysics and identification of recognition thresholds
• Basic concepts of psychophysics and the use of scaling
• Differentiation tests
• Descriptive Analysis Testing: Taste and Sense
• Descriptive Analysis Tests: vision, touch, hearing
• Preference Tests
• Acceptance Tests
LABORATORY
• Recognizing tastes
• Sweet intensity of different sweeteners
• Temperature influence on sweet intensity
• Desensitization of taste and smell receptors
• Threshold determination for basic flavors
• Recognition of foods by taste
• Recognition of food by smell
• Recognition of food by flavor
• The effect of the sense of vision on the sense of taste
• Pair differentiation test
• Triangle differentiation test
• Duo trio differentiation test
• Differentiation test by ranking
• Quantitative Descriptive Analysis
(4) TEACHING and LEARNING METHODS - EVALUATION
179
DELIVERY Face-to-face, Distance learning, etc.
FACE TO FACE
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Multimedia presentations and presentation software
usage
Email communication with students
Support of Learning Process via the electronic moodle
platform (https://aegeanmoodle.aegean.gr/)
TEACHING METHODS The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload Lectures 60 Laboratory exercises 30
Course total 90
STUDENT PERFORMANCE
EVALUATION Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Students are evaluated in Greek language through a final
written examination with short-answer questions and
problem solving on both theory and laboratory practice.
The degree of this final examination counts for 80% of the
final grade of the course
Students are also evaluated by written laboratory reports
on the understanding of the principle of the methodology
used, the presentation and statistical processing of the
experiment data and the evaluation of the result. The
average of the grades of laboratory reports counts for
20% of the final grade of the course.
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Organoleptic Evaluation of Food, Tsaknis I., Papasotiriou Pub., 1st Edition, 2013 (in Greek)
Experimental Desing and Statistical Analysis, Komilis D., Markou I. G Pub., 1st Edition, 2012 (in Greek)
Statistical Analysis for Experimental Desing, Kitsos, C., New Tech Pub., 1st Edition, 1994 (in Greek)
Quality Control Production, Papargiris A., Papargiris D., Ziti Pub., 1st Edition, 2010 (in Greek)
Stracture aesthetic evaluation of food of animal origin, Georgakis S. (Cooperation: A. Manti, P. Vareltzi,
A.Georgaki), Kyriakidis Bros Pub, 1st Edition, 2012 (in Greek)
Research and Development of new Food and Beverage products, Sflomos K., Varzakas T., Sflomos K.
Pub, 1st Edition, 2015 (In Greek)
Wine and Spirits, Soufleros E. Ir., Soufleros E. Ir Pub., 2nd Edition, 2000.
- Related academic journals:
Journal of sensory studies
Food Quality and Preference
Trends in food sensory science
180
Food Packaging (1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE 3650 SEMESTER 7th
COURSE TITLE FOOD PACKAGING
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 2 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
SPECIAL BACKGROUND
PREREQUISITE COURSES:
------------------------
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) https://eclass.aegean.gr/
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
181
Guidelines for writing Learning Outcomes
The aim of the course is the students to understand the basic principles of packaging and to use it in
the processing, preservation, distribution and promotion of food products, to familiarize themselves
with the available packaging materials, to understand how to link materials to safety, quality and
shelf life of foods and to compare packaging materials to each other and understand their differences
and similarities. After finishing the lectures, students will be able to choose the appropriate
packaging materials and types in relation to the food that is to be packaged as well as to understand
any problems that may occur due to inappropriate packaging.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary
technology
Team work
Working in an international environment
Production of free, creative and inductive thinking
(3) SYLLABUS
Introductory concepts of food packaging, Factors affecting negatively food and packaging, Food
packaging types, Ideal packaging, Plastic packaging, Polymers, Thermoplastic-Thermosetting
polymers, Mechanical properties of polymers, Basic plastics for packaging, Manufacture of plastic
packaging, Flexible packaging, Metal packaging, Usual metals for packaging, Stainless steel, Tinplate,
Aluminum, Copper, Two and three-piece cans, Glass packaging, Types of glass containers,
Advantages, Disadvantages, Modern trends in glass containers’ production, Food processing in glass
containers, Ceramics, Paper packaging, Paper – Cardboard, Production, Advantages, Disadvantages,
Types of paper packaging, Recycling
182
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching
TEACHING METHODS The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Essay writing 50
Lectures + Study 50
Course total (25 hours of workload per credit unit)
100
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
40% (Growth topic rating) + 60% (Degree of final
examination) or 100% Degree of Final Examination
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
-I. G. Bloukas, Food Packaging, Stamoulis Editions, Athens, 2004
-S.E. Papadakis, Food Packaging, Tziolas Editions, Thessaloniki, 2010
-F. A. Paine, H.Y. Paine, A Handbook of food packaging, 2nd Ed., Blackie Academic & Professional, 1992
-S. J. Risch, Food packaging: Testing methods and applications, American Chemical Society, 2000
-K. Tzia, V. Oraiopoulou, Food preservation & packaging, N. T. U. A., 2003
-I. S. Arvanitiogiannis, L. Mposnea, Elements of food processing and packaging technology, University Studio Press, 2001
- Related academic journals:
-Food Packaging and Shelf Life (Elsevier)
-Journal of Food Science (Wiley)
-International Journal of Food Science (Hindawi)
183
Medicinal and Aromatc Plants (1) GENERAL
SCHOOL
ACADEMIC UNIT
LEVEL OF STUDIES
COURSE CODE 4100 SEMESTER 7th
COURSE TITLE MEDICINAL AND AROMATIC PLANTS
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
COURSE WEBSITE (URL)
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
184
Guidelines for writing Learning Outcomes
The aim of the course is the understanfing of the valu and properties of
medicinal/aromatic/dietary plants with respect to their chemical content, biological action
and isolation methods. Students will acquire knowledge and perception on the history of
pharmacognosy and the use of medicinal plants as therapeutic tools. They will also be
familiar with secondary metabolites and their isolation from medicinal plants. Moreover,
emphasis will be given to dietary plants of the Mediterranean diet and the development of
food supplements via international regulatory bodies
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
- Search for, analysis and synthesis of data and information, with the use of the necessary technology
- Working independently
-Team work
- Working in an interdisciplinary environment
185
(3) SYLLABUS
- History sources and folk medicine: Introduction to ancient tests and sources for the therapeutic
potential of herbs. Greek and Roman writers. Influence in Arab and Medieval texts. Transition
to modern pharmacognosy.
- Secondary metabolites and isolation: Natural product chemistry. Chemical categories –
secondary metabolites. Extraction methodologies. Isolation methodologies.
- Aromatic plants: Popular aromatic plants of Greece. Economic importance, biodiversity and
restrictions. Kozani saffron. Mountain tea. Dittany. Endemic plants. Phytochemical profile.
- Medicinal plants: Popular medicinal plants of Greece. Hypericum perforatum. Cistus creticus.
Greek paeonies. Alkanna. Aloe. Echinacea. Phytoestrogens and legumes. Mastic. Canabbis.
Pacific pine and taxol. Artemisia and artemisinin. Atropa and atropine.
- Mediterranean diet and dietary/edible plants: The value of Mediterranean diet. Cretan diet.
Epidemiology studies and the consumption of olive oil and wild greens. The olive tree, table
olives and olive oil. Chemistry and biology. Olive oil phenols and health. Olive leaves. Green
leafy vegetables. Bioactive molecules from chicory and other wild greens. Their antioxidant
potential. Traditional use.
- European regulatory bodies and development of food supplements/functional foods. ΡEuropean
Medicines Agency (EMA). European Food Safety Agency (EFSA). Health claims.
Monographs. Scientific support on health claims. Reviews. Panels of specialists. Safety of
phytotherapeutics. Herbs/plants possessing interest for Greece that are included in EMA
monographs.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 26
Essay writing 4
Course total 30
186
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Student performance evaluation is performed in Greek,
with written exams in June or September, with multiple
choice questionnaires or/and short answer questions
and/or open ended questions (80%), and written assay in
the course of the semester (20%).
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
1) Drugs of natural origin, Gunnar Samuelson, 2005, University of Crete Publishing, ISBN: 960-524-015-7
2) Pharmacognosy, Christos Souleles, 2000, Pegasus, ISBN: 960-317-052-6 3) Pharmacognosy, Phytochemistry, Medicinal Plants; Jean Bruneton, 1999, Lavoisier, ISBN:
1898298637 4) Natural product chemistry, Ignatiadou-Ragousi Valentini, 2009, Symmetry, ISBN: 978-960-266-
257-1 5) Natural product chemistry at a glance; Stephen P. Stanforth, 2006, Blackwell Publishing, ISBN:
1-4051-4562-5 6) Natural products extraction: principles and applications; 2013, RSC publishing, ISBN: 978-1-
84973-606-0 7) Olive and olive bioactive constituents; 2015, Elsevier, ISBN: 9781630670412
- Related academic journals:
1. Journal of Natural Products, ACS Publications, ISSN: 1520-6025 (Online)
2. Phytochemistry, Elsevier, ISSN: 0031-9422
3. Journal of Ethnopharmacology, Elsevier, ISSN: 0378-8741
187
8th Semester
Food Legislation (1) GENERAL
SCHOOL SCHOOL OF THE ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE STUDIES
COURSE CODE 3300 SEMESTER 8 th
COURSE TITLE Food Legislation
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
LECTURES 3 5
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
Food Microbiology I or Food Chemistry I
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/course/view.php?id=411
188
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The students will:
1. acquire the basic knowledge in Food Legislation
2. have the ability to use the acquired knowledge in order to produce quality food products according to food legislation
3. have all the required knowledge and skills in order to continue their studies.
General Competences Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
This module aims so that the degree-holder will acquire the following cοmpetences:
1. critical thinking 2. decision making 3. problem handling
(3) SYLLABUS
Lectures: EU Legislation: Regulation (EC) 178/2002, Regulations regarding food hygiene, Regulations regarding contaminants in foods, Regulations regarding food additives, Regulation (EC) 1924/2006, Regulations regarding GMOs, Regulations regarding biological food products, Greek legislation.
189
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Computer usage to conduct the lectures. Supporting
the learning process through asynchronous e learning
(https://aegeanmoodle.aegean.gr/)
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
lectures 39 h
Students’ study hours for lectures
78h
Course total 117h
STUDENT PERFORMANCE
EVALUATION Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Evaluation of students is performed by multiple
choice-questions in Greek language through a
written final exam.
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
1. EU Food Law: A Practical Guide, Kaarin Goodburn, 2001.
- Related academic journals:
Degree Dissertation (See page 164)
190
Food Biotechnology (1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES Undergraduate
COURSE CODE 3450 SEMESTER 8th
COURSE TITLE Food Biotechnology
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total
credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures and Laboratory Exercises 5 6
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
Molecular Biology
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27-undergraduates-
studies/program-spoudon-2014-15/99-syllabus-biotexnologia
191
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Biotechnology refers to the exploitation of biological processes for industrial purposes. Food
Biotechnology, more specifically, employs the genetic manipulation of microorganisms for food
production. It is an interdisciplinary subject that encompasses the sciences of Molecular Biology,
Biomedicine as well as the genomic, proteomic, transcriptomics and metagenomics applications.
Students who succeed in the Food Biotechnology course understand "classical Biotechnology",
describe the main foods resulting from fermentation and the action of microorganisms responsible
for food fermentations, analyze the "modern" Biotechnology, state the genetic processes that are
responsible for the biological functions but also how these processes lead to product development,
identify key genetically modified food and describe in a broad sense the modern national and
European legislation on food production, describe the concept of functional foods and their basic
categories, and mention the main bioethical problems that arise from Biotechnology applications in
the food industry.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary
technology
Decision-making
Working independently
Team work
Production of new research ideas
Showing social, professional and ethical responsibility and sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
192
(3) SYLLABUS
Theory: Introduction to Food Biotechnology (recombinant DNA and genetically modified organisms).
Classical / modern Biotechnology. DNA: The basis of Biotechnology. Basics about the structure and
function of DNA. Basic principles of transcription, DNA transcription. Translation of RNA into protein.
Post-translational modifications of proteins. Recombinant DNA technology. Restriction enzymes. DNA
cloning vectors and protein expression vectors – their features and properties. Insertion of DNA into
a host – cloning of genes. Cloning. Libraries (cDNA, genomic, random mutations). Main recombinant
DNA techniques (isolation, electrophoresis, DNA hybridization and Southern blotting). DNA
sequencing. Microbial Biotechnology. Plant and animal Biotechnology. Genetically modified plants in
food production. Modern applications of -omics technologies in Food Biotechnology. Modern
approaches to the detection of raw materials or food from genetically modified organisms. Legal
framework for the production of genetically modified organisms and foodstuff (national / European).
Ethical issues of Food Biotechnology.
Practical: Laboratory exercises aiming at familiarizing students with the detection of genetically
modified organisms (GMOs) and cloning of DNA sequences in Escherichia coli (DH5α strain):
1. DNA extraction from foo using spin columns.
2. PCR for the detection of genetically modified organisms (GMOs) in food.
3. Use of restriction enzymes used in Molecular Biology. Enzymatic Digestion of plasmid DNA.
4. Explanation of the main features of a cloning vector. Selection of a suitable cloning vector for a
particular technique.
5. TA cloning of a PCR product into a suitable plasmid vector.
6. Transformation of competent E. coli bacteria (DH5α strain) with a recombinant plasmid.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching, laboratory education, communication
with students
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload Lectures 55
Laboratory Exercises 45
Autonomous study 50
Course total 150
STUDENT PERFORMANCE Language of evaluation: Greek
Methods of evaluation: open-ended questions
193
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Written work (optional)
(5) ATTACHED BIBLIOGRAPHY
BOOK TITLE: Principles of Molecular Biology
ISBN: 978-618-5135-01-0
AUTHOR: Burton E. Tropp
PUBLISHER: Academic Publications J. Basdra & Co.
YEAR OF PUBLISHING: 2015
LOCATION OF PUBLISHING: Alexandroupolis
194
Genetics and Nutrition (1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES Undergraduate
COURSE CODE 3500 SEMESTER 8th
COURSE TITLE Genetics and Nutrition
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total
credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
Cell Biology
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27-undergraduates-
studies/program-spoudon-2014-15/100-syllabus-genetiki
195
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The course deals with the interactions between Nutrition and Genetics, Epigenetics, the proteome
and intestinal microbial flora, which is determined by digestive habits and affects the absorption and
use of nutritional elements. Students who succeed in this course are able to describe the basic
principles of Genetics used in Nutrition, understand the important role of genetic factors in health
and disease, and summarize the interactions between Nutrition and Genetics.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary
technology
Decision-making
Production of new research ideas
Showing social, professional and ethical responsibility and sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
(3) SYLLABUS
Theory: Introduction to Genetics and Nutrition. Principles of Human Genetics (human genome and
modern Genomics). Diet based on genotype. The interaction of diet with Genetics in health and
disease. The role of particular genes affecting the body's response to nutrition. Effect on the
molecular level of nutrition in the genetic diversity of humans. Nutrition and Epigenetics. Effect of
nutrients on epigenetic processes. Effect of nutrition on genomic DNA and histone modifications.
Nutritional Epigenetics and prevention of pediatric diseases. Diet and -omics technologies.
Nutrigenomics and its applications. The use of proteomics in the identification of bioactive molecules
in food. Diet and intestinal microbial flora. Bioethics issues related to Genetics and Nutrition.
(4) TEACHING and LEARNING METHODS - EVALUATION
196
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Use of ICT in teaching, laboratory education, communication
with students
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload Lectures 50
Autonomous study 50
Course total 100
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Language of evaluation: Greek
Methods of evaluation: open-ended questions
Written work (optional)
(5) ATTACHED BIBLIOGRAPHY
BOOK TITLE: Principles of Molecular Biology
ISBN: 978-618-5135-01-0
AUTHOR: Burton E. Tropp
PUBLISHER: Academic Publications J. Basdra & Co.
YEAR OF PUBLISHING: 2015
LOCATION OF PUBLISHING: Alexandroupolis
197
Management and Exploitation of Food By-
Products (1) GENERAL
SCHOOL ENVIRONMENT
ACADEMIC UNIT FOOD SCIENCE & NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE 3700 SEMESTER H
COURSE TITLE MANAGEMENT AND EXPLOITATION OF FOOD BY-
PRODUCTS
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
3 3
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Specialized general knowledge
PREREQUISITE COURSES:
Food Microbiology I
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL)
198
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The aim of the course is to provide basic knowledge related with the politics and the scientific
methodologies of management and valorization of food industry by-products and wastes. Particular
emphasis is given to avoiding dumping of by-products and wastes generated during processing and
consumption, in order to contain environmental aggravation. Furthermore, strategies and
methodologies for residue exploitation which aim at the production of high value-added products are
presented and analysed.
Following successful attendance of the course, the students will be in position to:
Understand basic principles of food industry waste management
Understand state-of-the-art trends in food industry waste management
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary technology
199
(3) SYLLABUS
Waste definition and categories; Quantitative characteristics of food industry liquid wastes;
Technologies for management and processing of liquid wastes; Food industry gas wastes; Food
industry solid wastes; Current situation – Introduction to environmental management systems; Case
studies; Waste management and minimization; Plant food wastes; Upgrading and value-added
products; Recovery of high value-added substances from food wastes; Organic acid production; Wine
industry wastes; Olive oil industry wastes; Whey utilisation.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face. In laboratory courses, following a short
presentation of methodology, students perform exercises
using appropriate instruments/devices. Furthermore,
students practice scientific writing by composing assays, in
which they present and analyse experimental results.
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Lectures are supported by overhead projections and other
audio material.
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lecture course 3
Study 1
Course total 39
STUDENT PERFORMANCE EVALUATION
Description of the evaluation procedure Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other Specifically-defined evaluation criteria are given, and if and where they are accessible to students.
The evaluation language is Greek. The final grade comprises of the written exam score, which includes assay questions and multiple choice questions.
(5) ATTACHED BIBLIOGRAPHY
Kioseoglou I., Blekas V., 2010. Principles of Food Technology, GARTAGANIS editions, GREECE.
200
Functional Foods (1) GENERAL
SCHOOL ENVIROMENT
ACADEMIC UNIT FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES UNDERGRADUATE
COURSE CODE SEMESTER 8th
COURSE TITLE FUNCTIONAL FOODS
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
special background
PREREQUISITE COURSES:
ΝΟ
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
NO
COURSE WEBSITE (URL) https://eclass.aegean.gr/courses/FNS149/
201
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
Learning outcomes
At the end of the course the students can:
• Have proven knowledge and understanding of functional foods, backed up by advanced science
textbooks, including views emerging from modern developments at the cutting edge of the cognitive
field of nutrition.
• They are able to use the knowledge they have acquired in a way appropriate to practicing the
profession of the Food and Nutrition Scientist and have the skills they typically demonstrate through
problem solving and functional foods production.
• They are able to communicate information, ideas, problems and solutions to both qualified and
non-specialized people about functional foods.
Knowledge and skills
At the end of the course the student may:
• Has advanced knowledge on functional foods, which implies a critical understanding of theories
and principles.
• Has advanced skills and has the ability to demonstrate the innovation required to solve complex
and unpredictable problems in the field of functional foods.
• Takes responsibility for professional of individuals and groups by providing nutrition advice,
suggesting functional foods.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
The course aims at:
Connecting ancient nutrition with food science
Search for, analysis and synthesis of data and information about nutrition science and functional foods, with the use of the necessary technology
Adapting to new situations about functional foods
202
Decision-making relative to nutrition issues and functional foods
Working independently
Team work about functional foods
Working in an international environment
Production of new research ideas
Project planning and management
Respect for the natural environment
Showing social, professional and ethical responsibility and sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
(3) SYLLABUS
Nutritional Value of Food. Nutrition and Health Correlation: A holistic approach to nutrition:
Nutritional value of food and nutritional standards. Nutrition and prevention of cardiovascular
diseases, metabolic syndrome, diabetes and cancer. Bioavailability and bioavailability of food
nutrients. Functional Foods, Bio-Functional Ingredients and Health Promotion: Introduction to
Functional Foods: Definition, categorization, role, development and dissemination. Procedures for
the development and entry of marketable functional foods: Safety, bioavailability and bioactivity
studies. The Legislative Framework of Functional Foods: Nutrition and Health Claims. Approval
procedures for functional foods. The antioxidant components of nutrition and their role in health.
Probiotic foods and prevention of degenerative diseases. Vegetable fiber: Effect on the prevention of
diabetes and cardiovascular disease. The effect of monounsaturated and polyunsaturated fatty acids
on health. The beneficial effects of olive oil and fish on health. The effect of phytosterols on reducing
the risk of developing cardiovascular diseases. The Importance of Bioactive Peptides for Health.
Functional foods and neurodegenerative diseases. Functional foods, phytochemicals and cancer.
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Computer, mail, e-class platform
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 13 lectures, 39 hours
Team work 30 hours
Course total 69 hours
203
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Assessment of the course is done through a final examination
and through a teamwork assessment. The aim of the work is
the pilot production of an innovative functional food and its
presentation in the course. The participation of the written
examination in the final mark is 65% and the evaluation of
the work 35%. Both grades (written examination and team
work) should be greater than or equal to 5.0.
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Biesalski H-K., Dragsted L., Elmadfa I., Grossklaus R., ller M., Schrenk D., Walter P. & Weber P.
(2009). Bioactive compounds: Safety and efficacy. Nutrition, 25, 1206–1211
Bigliardia Β. & Galatib F. (2013). Innovation trends in the food industry: The case of functional
foods.Trends in Food Science & Technology, 31, 118-129.
Coppens P., Da Silva M.F. & Pettman S. (2006). European regulations on nutraceuticals, dietary
supplements and functional foods:a framework based on safety Toxicology, 221:59-74
Duthie G.G., Duthie SJ., & Kyle, A.M. (2000). Plant polyphenols in cancer and heart disease:
implications as nutritional antioxidants. Nutrition Research Reviews, 13(1), 340-357.
Goetzke B., Nitzko S., Spiller A. (2014). Consumption of organic and functional food. A matter of
well-being and health? Appetite 77, 94–103.
- Related academic journals:
Journal of Functional Foods
Journal of Nutrition
International Journal of Nutrition
204
Nutrition and Disease (1) GENERAL
SCHOOL
ACADEMIC UNIT
LEVEL OF STUDIES
COURSE CODE 4200 SEMESTER 8
COURSE TITLE NUTRITION AND DISEASE
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
GREEK
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
COURSE WEBSITE (URL)
205
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The scope of the course is for the students to comprehend the role of the chemical
constituents that are ingested through nutrition and dietary plants, in the protection from
specific disease like cancer, neurodegenerative disease, cardiovascular disease and food
intolerance. Scientific facts will be discussed based on clinical trials of chemoprevention, the
mechanism of action of antioxidants and a critical view on their intake and value,
epidemiological data that relate nutrition and phytochemical intake. Aim of the course is
the understanding of the value of phytochemicals present in dietary patterns and dietary
plants, the meaning of clinical trials and function of antioxidants and their role in
prevention.
General Competences Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
- Search for, analysis and synthesis of data and information, with the use of the necessary technology
- Working independently
- Working in an interdisciplinary environment
(3) SYLLABUS
Definition of antioxidants. Chemical antioxidant. Mechanism of action. Reactive oxygen
species and neutralization. Oxidative stress. Basic categories of antioxidants that are
consumed through diet. Internal antioxidants. Critical view on antioxidants and
mitohormesis. Metabolism of xenobiotics and participating enzymes. Definition of
chemoprevention. Chemoprevention and cancer. Design of clinical trials dedicated to
chemoprevention. Examples of successful and unsuccessful chemoprevention clinical
trials. Neurodegenerative disease and nutrition. Parkinson’s disease and caffein, tea
phenols and soy isoflavones. Cardiovascular disease. Atherosclerosis and mechanism of
atheromatic plaque formation. The role of cholesterol and lipids. Phytochemicals and
cholesterol lowering. Phytosterols and phytostannols. Antioxidants and cardiovascular
disease. Dietary intolerance. Celiac disease and gluten sensitivity. The structure and
function of gluten. Epidemiology. Mechanism and the role of inflammation. Probiotics
and prebiotics. Supplements that facilitate digestion.
206
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face-to-face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 30
Course total 30
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Student performance evaluation is performed in
Greek, with written exams in June or September,
with multiple choice questionnaires or/and short
answer questions and/or open ended questions.
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
1. Nutritional phytochemicals with antioxidant and anticancer properties, Α. Valavanidis, ISBN: 978-
960-452-126-5
2. Phytochemicals in Nutrition and Health, Mark S. Meskin, Wayne R. Bidlack, Audra J. Davies,
Stanley T. Omaye, 2002, CRC Press, ISBN: 9781587160837
3. Nutrition in the Prevention and Treatment of Disease (Third Edition), Ann M. Coulston, Carol J.
Boushey and Mario Ferruzzi, Elsevier, ISBN: 978-0-12-391884-0
- Related academic journals:
1. British journal of Nutrition, Cambridge University Press, ISSN: 0007-1145 (Print), 1475-2662
(Online)
2. Nutrition, Elsevier, ISSN: 0899-9007
207
Bioprocesses for the development of sustainable
and innovative food products (1) GENERAL
SCHOOL Environment
ACADEMIC UNIT Food Science and Nutrition
LEVEL OF STUDIES Undergraduate
COURSE CODE 4150 SEMESTER 8th
COURSE TITLE Bioprocesses for the development of sustainable and
innovative food products
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g.
lectures, laboratory exercises, etc. If the credits are awarded for the
whole of the course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures 3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (d).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Special background
PREREQUISITE COURSES:
No
LANGUAGE OF INSTRUCTION
and EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/35-general-
en/curriculum-cat/curriculum-14-15/540-syllabus-
bioprocesses
208
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will
acquire with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of
the European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The aim of this course to train and educate students in producing food products by employing
bioprocesses while simultaneously meeting the principles of sustainable development. Within this
frame, students will expand their cognitive background in the field of bioprocess engineering,
meaning the application of engineering principles required for designing, operating and optimizing
laboratory and industrial bioprocesses. Also, they will become aware of novel production processes,
leading to the production of a wide range of innovative products. Finally, students will become
familiar with bioprocesses design and preliminary techno-economic analysis. Thus summarizing, after
finishing lectures-presentations, students will:
Have proven knowledge of food bioprocessing related issues, leading to the production of
traditional and innovative products with nutritional interest, supported by advanced level
scientific results, including modern developments at the cutting edge of the cognitive field
of food bioprocessing.
Be able to exercise the profession of Food and Nutrition Scientist
Be able to express ideas and their acquired knowledge, in designing, optimizing and costing
novel food bioprocessing production lines as well as solve problems and propose solutions
to both skilled and non-specialized interested parties to specific cases, relevant to the
production of innovative food products through bio-processes.
Thus summarizing at the end of the course- lectures students may:
Have advanced and up to date knowledge in the field of designing, producing, costing and
assessing environmental impacts of the whole process that leads to the production of
traditional and innovative food products through bio-processes. As logical, this will become
feasible since students through training will be encouraged to develop critical point of view
through practical application of theories and principles in the interdisciplinary field of food
bioprocessing.
Have advanced skills and the ability to demonstrate them by efficiently acting and solving
complex and unpredictable problems in the field of Food Bioprocessing and in general the
wide field of Food Science and Nutrition.
Have the ability to train professionally individuals and all interested parties in food
bioprocessing and technology that lead to the production of novel production lines in a
sustainable manner, ensuring the nutritional value and functionality of the end bioprocessed
foods.
209
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and
information, with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
At the end of the course students will have developed the following competences:
Understand current trends and state-of-the-art of scientific data and studies. Search, analysis and synthesis of data and information on cutting-edge issues in the field of
Food bioprocessing leading to the production of food products, with nutritional value in an efficient and sustainable manner
Making decisions on setting up and selecting the most appropriate bio-processing system (required each time) for the development of innovative food products
Teamwork Develop new research ideas Respect natural environment by promoting sustainable development principles and by
applying environmental impact analysis in novel food bioprocessing production lines. Exercise of criticism and self-criticism, aiming at continuous scientific, moral and self-
improvement. Promote free and creative thinking Working in an international environment Working in an interdisciplinary environment
(3) SYLLABUS
Introduction. Microorganisms and bioprocesses. Enzymes and bioprocesses. Fermentation processes and engineering technologies. Selection, scale up, operation and control of bioreactors. Recovery and purification strategies of products. Modified bioreactors. Bio-products: Types, bioprocesses, uses and applications in food technology and nutrition
field. Bioactive secondary metabolites. Natural and innovative functional foods. Industrial bioprocesses for product development (case studies). Integrated biorefineries. Sustainable development. Life cycle assessment of food products and bioprocesses. Case
studies. Introduction to industrial bioprocesses design and development of preliminary techno-
economic analyses. Estimation of total production bioprocess cost analysis (TCA). Factors and methodologies
determining total production cost. Techno-economic analysis of whole bioprocess design leading to the production of
innovative products with nutritional value (bioprocess simulation software). Profitability analysis. Specific case-study.
Presentation of assignments.
210
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Face to Face
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Computer, mail, e-class platform
TEACHING METHODS
The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of
the ECTS
Activity Semester workload
Lectures 13 lectures, 39 hours
Team work 30 hours
Course total 69 hours
STUDENT PERFORMANCE
EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of
evaluation, summative or conclusive, multiple
choice questionnaires, short-answer questions,
open-ended questions, problem solving,
written work, essay/report, oral examination,
public presentation, laboratory work, clinical
examination of patient, art interpretation,
other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Assessment of the course is done through a final
examination and through a teamwork assessment.
The aim of the work is the production of food
products through bioprocessing technology and its
presentation in the course. The participation of the
written examination in the final mark is 70% and
the evaluation of the work 25%. Both grades
(written examination and teamwork assignment)
should be greater than or equal to 5.0
Language of evaluation: Greek Written exam-70 % of the final mark: multiple
choice questionnaires, short answer questions, problem solving
Teamwork assignment – 25 % of the final grade Public presentation – 5% of the final grade
211
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Aberoumand A. 2011. A review article on edible pigments properties and sources as natural biocolorants in
foodstuff and food industries. World Journal Dairy Food Science. 6:71-78.
Babbar N, Oberoi S. 2014. Potential of agro-residues as sources of bioactive compounds. In Biotransformation of
waste biomass into high value biochemicals. Springer. 261-295.
Βali V, Panesar PS, Bera MB, Panesar R. 2015. Fructo-oligosaccharides: production, purification and potential
applications. Critical Reviews in Food Science and Nutrition.55(11): 1475-90.
Brienzo M, Carvalho W, Milagres AMF. 2010. Xylooligosaccharides production from alkali pretreated sugarcane
bagasse using xylanase from Thermoascus aurantiacus. Applied Biochemistry and Biotechnology. 162:1195-
1205.
Dimou C, Vlysidis A, Kopsahelis N, Papanikolaou S, Koutinas AA, Kookos IK. 2016. Techno-economic analysis of
wine lees valorisation for the production of high value added products. Biochemical Engineering Journal.
http://dx.doi.org/10.1016/j.bej.2016.09.004.
Kamm B, Gruber P, Kamm M. 2006. Biorefineries – Industrial Processes and Products. Status Quo and Future
Directions. Volume 2. Wiley VCH.
Kumar A, Sengupta B, Dasgupta D, Mandal T, Datta S. 2016. Recovery of value added products from rice husk ash
to explore an economic way for recycle and reuse of agricultural waste.Reviewsin Environmental Science and
Bio/Technology. 15:47-65.
Maroulis ZB, Saravacos GD. 2003. Food process design. Marcel Dekker, New York.
Nour V, Ionica ME, Trandafir I. 2015. Bread enriched in lycopene and other bioactive compounds by addition of
dry tomato paste. Journal of Food Science and Technology. 52 (12): 8260-8267.
Stabnikova O, Wang JW, Ivanov Volodymyr. 2014. Value added biotechnological products from organic wastes.
IN Handbook of environmental engineering. Volume 10. Humana Press. p 343-394.
- Related academic journals:
Food and Bioprocess Technology Journal
Food and Bioproducts Processing
Critical Reviews in Food Science and Nutrition
International Journal of Food Bioprocess Engineering
Biochemical Engineering Journal
Biotechnology & Bioprocess Engineering
Environmental Science and Bio/Technology
Mechanical Engineering Journal
212
Epidemiology of Foodborne Diseases (1) GENERAL
SCHOOL SCHOOL OF ENVIRONMENT
ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION
LEVEL OF STUDIES Undergraduate
COURSE CODE 4300 SEMESTER 8th
COURSE TITLE EPIDEMIOLOGY OF FOODBORNE DISEASES
INDEPENDENT TEACHING ACTIVITIES
if credits are awarded for separate components of the course, e.g. lectures,
laboratory exercises, etc. If the credits are awarded for the whole of the
course, give the weekly teaching hours and the total credits
WEEKLY
TEACHING
HOURS
CREDITS
Lectures, Workshops & Team Assignment 3 4
Add rows if necessary. The organisation of teaching and the teaching
methods used are described in detail at (4).
COURSE TYPE
general background,
special background, specialised general
knowledge, skills development
Specialized general knowledge
PREREQUISITE COURSES:
Statistics-Quantitative Methods, Food Microbiology I, Food
Toxicology, Food Microbiology II, Food Safety and Quality
LANGUAGE OF INSTRUCTION and
EXAMINATIONS:
Greek
IS THE COURSE OFFERED TO
ERASMUS STUDENTS
No
COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/login/index.php
213
(2) LEARNING OUTCOMES
Learning outcomes
The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire
with the successful completion of the course are described.
Consult Appendix A
Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the
European Higher Education Area
Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B
Guidelines for writing Learning Outcomes
The course’s main objective is the comprehension by the students of the key principles and
concepts of Epidemiology related to Public Health and the human diseases caused through
food consumption. The course also aims to familiarize the students with the measures of
occurrence for the foodborne diseases of microbial aetiology, as well as with the monitoring
and control of the microbial foodborne pathogens. In particular, this course is orientated to
the study of the frequency, distribution and evolution of diseases related to food
consumption, and the characteristics of these diseases.
General Competences
Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma
Supplement and appear below), at which of the following does the course aim?
Search for, analysis and synthesis of data and information,
with the use of the necessary technology
Adapting to new situations
Decision-making
Working independently
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of new research ideas
Project planning and management
Respect for difference and multiculturalism
Respect for the natural environment
Showing social, professional and ethical responsibility and
sensitivity to gender issues
Criticism and self-criticism
Production of free, creative and inductive thinking
……
Others…
…….
Search for, analysis and synthesis of data and information, with the use of the necessary technology
Decision-making
Team work
Working in an international environment
Working in an interdisciplinary environment
Production of free, creative and inductive thinking
214
(3) SYLLABUS
1. Introduction to Epidemiology with key principles and concepts related to Public Health and Food Hygiene – Terms and definitions.
2. Hazards (biological, chemical, physical) – Classification of foodborne diseases (foodborne infections, intoxinations, intoxications).
3. Characteristics of infectious agents (infectivity, pathogenicity, virulence, immunogenicity, resistance) – Measures of occurrence for the foodborne diseases: morbidity rates (prevalence, incidence), mortality rate and case fatality rate, attack rates.
4. Epidemiological data of foodborne diseases – Modern trends and emerging hazards, future challenges in Epidemiology.
5. Summary of foodborne diseases: Causative agent (hazard), pathogenesis, disease symptoms, pathogen reservoir, implicated foods, microbiological food control (laboratory diagnosis, prevention and treatment of disease). Major foodborne diseases of microbial aetiology – Bacterial infections (e.g. salmonellosis, listeriosis, campylobacteriosis) – Bacterial intoxinations (e.g. staphylococcal food poisoning, botulism) – Foodborne viral diseases (Norwalk virus, Rotavirus and epidemiologically related enteric viruses).
6. Standard methods for the detection of foodborne pathogenic microorganisms – Phenotypic and molecular identification methods (e.g. PFGE, RAPD, rep-PCR, MLST) of bacterial foodborne pathogens.
7. Other foodborne diseases of (micro)biological origin (mycotoxicosis, intoxinations caused from the consumption of biotoxins formed by marine organisms, Scrombrotoxic fish poisoning) – Zoonoses with potential foodborne transmission to humans (bovine spongiform encephalopathy; BSE, swine influenza virus, avian influenza).
8. Foodborne diseases caused by protozoan parasites (toxoplasmosis, giardiosis, cryptosporidiosis) and helminths (taeniosis, echinococcosis, anisakiosis, trichinelliosis).
9. Foodborne intoxications caused by chemical hazards of environmental origin (heavy metal food poisoning, pesticides, dioxins) – Foodborne intoxications caused by chemical hazards which are added by human or formed on the foods through their processing (antibiotics, hormones, food additives, acrylamide).
10. Presence of physical hazards on foods (e.g. glass, bone fragments) – Radiation.
11. Mental health disorders associated with foodborne pathogens (e.g. depression, autism spectrum disorders, bipolar disorder).
12. Risk analysis and risk assessment of a foodborne disease.
13. Design and implementation of procedures to investigate a foodborne disease outbreak.
215
(4) TEACHING and LEARNING METHODS - EVALUATION
DELIVERY Face-to-face, Distance learning, etc.
Lectures in the classroom
USE OF INFORMATION AND
COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory education,
communication with students
Moodle Asynchronous eLearning Network
ClassWeb Learning Assistantship System
Multiple choice expert software
TEACHING METHODS The manner and methods of teaching are
described in detail.
Lectures, seminars, laboratory practice,
fieldwork, study and analysis of bibliography,
tutorials, placements, clinical practice, art
workshop, interactive teaching, educational
visits, project, essay writing, artistic creativity,
etc.
The student's study hours for each learning
activity are given as well as the hours of non-
directed study according to the principles of the
ECTS
Activity Semester workload
Lectures 40
Team Assignment
(writing & presentation)
20
Workshop and case
study analysis in smaller
groups of students
20
Self-study 40
Course total (30 hours
workload per credit unit) 120
STUDENT PERFORMANCE EVALUATION
Description of the evaluation procedure
Language of evaluation, methods of evaluation,
summative or conclusive, multiple choice
questionnaires, short-answer questions, open-
ended questions, problem solving, written work,
essay/report, oral examination, public
presentation, laboratory work, clinical
examination of patient, art interpretation, other
Specifically-defined evaluation criteria are
given, and if and where they are accessible to
students.
Ι. Final written exam (70%) which includes:
- Multiple choice questionnaires (60% of total questions)
- Questions of True or False answer (20% of total questions)
- Short-answer questions (20% of total questions)
ΙΙ. Team Assignment (30%)
- Word text - PowerPoint presentation
Unless a minimum grade of 3.5 out of 10.0 is achieved,
the assignment cannot be calculated to the final course
grade. If the student fails to the written exam, he/she
can keep the grade of the assignment, after properly
and timely declaring this, which is always before the
next examination takes place. In any case, the passing
grade is ≥ 5.0 out of 10.0.
216
(5) ATTACHED BIBLIOGRAPHY
- Suggested bibliography:
Balatsouras, G. (2006). Food Microbiology (2nd edn.). Embryo Publications, ISBN: 960-8002-25-7 (in Greek).
Brimer, L. (2011). Chemical food safety. CABI Publishing, UK, ISBN-13: 978 1 84593 676 1.
Cliver, D.O., & Riemann, H.P. (2002). Foodborne diseases (2nd edn.). Academic Press, UK, ISBN 0-12-176559-8.
D'Mello, J.P.F. (2003). Food safety: contaminants and toxins. CABI Publishing, UK, ISBN: 0851996078.
Drosinos, E.H., Paramithiotis S., & Andritsos N. (2011). Microbial foodborne pathogens. In L.M.L. Nollet & F. Toldrà (Eds.),
Handbook of analysis of edible animal by-products (Chapter 13, pp. 219-237). Boca Ratton, FL: CRC Press.
IAFP (International Association for Food Protection). (2011). Procedures to investigate foodborne illness (6th edn.). New York, NY:
Springer.
Jay, J.M., Loessner, M.J., & Golden D.A. (2005). Modern food microbiology (7th edn.). New York, NY: Springer.
Lasky, T. (2007). Epidemiologic principles and food safety. New York, NY: Oxford University Press, Inc.
Mossel, D.A.A., Corry, J.E.L., Struijk, C.B., & Baird, R.M. (1995). Essentials of the microbiology of foods: A textbook for advanced
studies. Chichester, England: John Wiley & Sons.
Papadopouloy, C. (2014). Food Microbiology & Hygiene (Methods of microbiological examination of foods). Kostarakis
Publications, ISBN: 978-960-7530-48-6 (in Greek).
Schmidt, R., & Rodrick, G.E. (2003). Food safety handbook. Hoboken, NJ: John Wiley & Sons, Inc.
Simjee, S. (2007). Foodborne diseases. Totowa, NJ: Humana Press Inc.
Trichopoulos, D. (2004). Epidemiology: Principles, methods, applications. Parisianos Scientific Publications, ISBN: 960-394-147-6
(in Greek).
Vassos, D. V. (2004). Food and consumer health (Foodborne disorders). Papasotiriou Publications, ISBN: 978-960-7530-48-6 (in
Greek).
- Related academic journals:
Bolton, D.J., & Robertson, L.J. (2016). Mental health disorders associated with foodborne pathogens. Journal of Food Protectio
Mead, P.S., Slutsker, L., Dietz, V., McCaig, L.F., Bresee, J.S., Shapiro, C., Griffin, P.M., & Tauxe, R.V. (1999). Food-related
illness and death in the United States. Emerging Infectious Diseases, 5, 607-625.
Galanis, P. & Sparos, L. (2005). Measures of disease occurrence. Archives of Hellenic Medicine, 22, 178-191.
Mead, P.S., Slutsker, L., Dietz, V., McCaig, L.F., Bresee, J.S., Shapiro, C., Griffin, P.M., & Tauxe, R.V. (1999). Food-related illness and
death in the United States. Emerging Infectious Diseases, 5, 607-625.
Scallan, E., Hoekstra, R.M., Angulo, F.J., Tauxe, R.V., Widdowson, M.-A., Roy, S.L., Jones, J.L. & Griffin, P.M. (2011). Foodborne
illness acquired in the United States– Major pathogens. Emerging Infectious Diseases, 17, 7-15.
Scallan, E., Griffin, P.M., Angulo, F.J., Tauxe, R.V., & Hoekstra, R.M. (2011). Foodborne Illness acquired in the United States—
Unspecified agents. Emerging Infectious Diseases, 17, 16-22.