Study Guide - Πανεπιστήμιο Αιγαίου · 5 Organoleptic Evaluation EC (T&L) 4 / 6 5...

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


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


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



(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:

6

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:

7

Inorganic Chemistry (1) GENERAL

SCHOOL ENVIRONMENT

ACADEMIC UNIT FOOD SCIENCE & NUTRITION


COURSE CODE 1100 SEMESTER A

COURSE TITLE INORGANIC CHEMISTRY


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



COURSE TYPE

general background,



General background


None

LANGUAGE OF INSTRUCTION

and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No



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


8


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



Search for, analysis and synthesis of data and

information, with the use of the necessary technology


Decision-making


Team work











……

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;

9

Applications of aqueous equilibrium.



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.




Lectures are supported by overhead projections and other

audio material.








etc.



directed study according to the principles of

the ECTS


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



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%).


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





WEEKLY

TEACHING

HOURS

CREDITS

Lectures and Laboratory Exercises 4 6



COURSE TYPE

general background,



General background


None


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

Non

COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/35-general-

en/curriculum-cat/curriculum-14-15/342-cell-biology


Learning outcomes



Consult Appendix A





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

http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/342-cell-biology

http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/342-cell-biology

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






Decision-making


Team work











……

Others…

…….

Decision-making


Team work


Showing social, professional and ethical responsibility and sensitivity to gender issues



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.



Face-to-face




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







etc.




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


Student evaluation is done through final examinations (via

computer).

→ Questions are in the form of:

multiple choice (1 question with 4 possible answers, of

https://aegeanmoodle.aegean.gr/

https://www.youtube.com/

13








other



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.




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)





WEEKLY

TEACHING

HOURS

CREDITS

Seminars 3 2

Visits to local food industries 3 2

TOTAL 6 4



COURSE TYPE

general background,



GENERAL BACKGROUND


NONE


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO


15


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….

Working independently Decision-making Team work Criticism and self criticism


(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

http://www.fns.aegean.gr/

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



FACE TO FACE




Use of ICT in searching for market information

regarding the sectors of activity of the food business

under study

TEACHING METHODS








etc.




the ECTS


Seminars 39

Visits to the companies 78

Writing of the reports 78

Examination 39

Course total 234

STUDENT PERFORMANCE

EVALUATION









other



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



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



COURSE CODE 1050 SEMESTER 1

COURSE TITLE Mathematics




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,



Compulsory/ general background



and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No



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.



Face to face:

Classroom (theory and exercises)




Course handouts and transparencies in pdf format

Email communication between students and lecturer

(eclass)

TEACHING METHODS


Lectures 51

Tutorials 51

Self study 102

Course total 204

STUDENT PERFORMANCE

EVALUATION

.

Language of evaluation: Greek

Method of evaluation

Final exam paper




23

Physics (1) GENERAL





COURSE TITLE Physics





credits

WEEKLY

TEACHING

HOURS

CREDITS

Teaching 3

3 5

COURSE TYPE

general background,






and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No



Learning outcomes


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.



Face to face:







(Moodle)

TEACHING METHODS


Lectures 39

Self study 78

Course total 117

STUDENT PERFORMANCE

EVALUATION

.



Final exam paper




25

2nd Semester

English II (1) GENERAL




COURSE CODE 2900 SEMESTER SPRING

COURSE TITLE ENGLISH II





WEEKLY

TEACHING

HOURS

CREDITS

lectures 3 4



COURSE TYPE

general background,





None


and EXAMINATIONS:

English


ERASMUS STUDENTS


26


Learning outcomes



Consult Appendix A









to make a presentation


scientific article




to communicate in an English speaking environment

General Competences






Decision-making


Team work











……

Others…

…….

Use of Information Technology

Autonomous work

Team work



(3) SYLLABUS

27

Grammar/Syntax:

Tenses

Reported Speech

Passive Voice

Subordinate clauses Writing:

Types of writing



Composing a Summary


Composing a Lab Report Vocabulary:



Listening activities of various types Making a presentation



Face-to-face




Use of ICT in teaching and for communication with

students (aegeanmoodle.aegean.gr)


TEACHING METHODS








etc.




the ECTS


Lectures 36


exam preparation

62


Course Total


per credit point )

100

STUDENT PERFORMANCE

EVALUATION




Taught text followed by comprehension and vocabulary activities


28







other



students.





Vassilia Kazamia-Christou & Ioanna Ziaka. "English for Agricultural Sciences". University Studio Press, Thessaloniki, 2006.


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.


29

General Microbiology (1) GENERAL

SCHOOL ENVIRONMENT



COURSE CODE 1450 SEMESTER 2nd

COURSE TITLE GENERAL MICROBIOLOGY





WEEKLY

TEACHING

HOURS

CREDITS




COURSE TYPE

general background,



General background


None


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

Non

COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27-undergraduates-

studies/program-spoudon-2014-15/60-syllabus-gen-mikrob


http://www.fns.aegean.gr/index.php/27-undergraduates-studies/program-spoudon-2014-15/60-syllabus-gen-mikrob

http://www.fns.aegean.gr/index.php/27-undergraduates-studies/program-spoudon-2014-15/60-syllabus-gen-mikrob

30

Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….

Decision-making


31

Team work





(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.



Face-to-face













moodle platform.

TEACHING METHODS








etc.



150



32



the ECTS

STUDENT PERFORMANCE

EVALUATION Description of the evaluation procedure








other



students.


computer).


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







failed.






progressions.



final exam.




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


ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE & NUTRITION



COURSE TITLE INTRODUCTION TO THE FOOD INDUSTRY II (seminars –

visits to industries)





WEEKLY

TEACHING

HOURS

CREDITS

Seminars 3 2

Visits to local food industries 3 2

TOTAL 6 4



COURSE TYPE

general background,



GENERAL BACKGROUND


NONE


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO


34


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….

Working independently Decision-making Team work Criticism and self criticism


(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



FACE TO FACE




Use of ICT in searching for market information

regarding the sectors of activity of the food business

under study

TEACHING METHODS








etc.




the ECTS


Seminars 39

Visits to the companies 78

Writing of the reports 78

Examination 39

Course total 234

STUDENT PERFORMANCE

EVALUATION









other



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



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



LEVEL OF STUDIES UNDERGRADUATE STUDIES


COURSE TITLE ORGANIC CHEMISTRY





WEEKLY

TEACHING

HOURS

CREDITS

LECTURES AND LABORATORY EXERCISES 6 6



COURSE TYPE

general background,



General background


-


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO

COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/course/view.php?id=403

https://aegeanmoodle.aegean.gr/course/view.php?id=403

41


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

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)



FACE TO FACE




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








etc.




Activity Semester workload Lectures 80

Laboratory exercises 45

Course total 125

43

the ECTS

STUDENT PERFORMANCE

EVALUATION









other



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



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)


European Journal of Organic Chemistry

The journal of Organic Chemistry

44

Statistics – Quantitative Methods

(1) GENERAL





COURSE TITLE Statistics – Quantitative Methods





credits

WEEKLY

TEACHING

HOURS

CREDITS

Teaching 3

Tutorials 3

6 5

COURSE TYPE

general background,






and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No



Learning outcomes


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.



Face to face:


Lab work (practice with the statistical software

package SPSS)






(eclass)

TEACHING METHODS


Lectures 51

Tutorials 51

Lab 20

Exercises 40

Self study 102

Course total 264

STUDENT PERFORMANCE

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




47

Informatics-Databases

(1) GENERAL

SCHOOL ENVIRONMENT



COURSE CODE 1500 SEMESTER 2th

COURSE TITLE INFORMATICS-DATABASES





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 h 5

Laboratory exercises 3 h



COURSE TYPE

general background,



Course of general background


--------


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No

COURSE WEBSITE (URL) https://eclass.aegean.gr/


Learning outcomes



Consult Appendix A




48


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






Decision-making


Team work











……

Others…

…….

Search for, analysis and synthesis of data and information, with the use of the necessary

technology

Team work



(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



Face-to-face




Use of ICT in teaching, laboratory education,









etc.




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









other



students.

20% (Growth topic rating) + 80% (Degree of final

examination, 40% Laboratory+40% Theory) or 100% Degree

of final examination (50% Laboratory+50% Theory)



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


50

Biodiversity – Biotic Resourses (1) GENERAL

SCHOOL Environment

ACADEMIC UNIT Department of Food Science and Nutrition



COURSE TITLE Biodiversity – Biotic Resources





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 4


methods used are described in detail at (d). 3 4

COURSE TYPE

general background,



Special Background


-


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

-


en/curriculum-cat/curriculum-14-15/348-biodiversity


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

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).



Face to face




Yes, using a projector, internet access and viewing of

audiovisual material (documentaries)

TEACHING METHODS








etc.




the ECTS


Lectures 39

Study and analysis of bibliography and lectures

38

Writing Assignment 20

Final written examination

3

Course total 100

STUDENT PERFORMANCE

EVALUATION









other



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

https://eclass.aegean.gr/

53



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


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



COURSE CODE 1750 SEMESTER 3rd

COURSE TITLE Biochemistry I





WEEKLY

TEACHING

HOURS

CREDITS

5 6



COURSE TYPE

general background,



General background


Organic Chemistry


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

Yes


studies/program-spoudon-2014-15/66-syllabus-bioximiai


55

Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….



Team work



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.



Face-to-face






57

TEACHING METHODS








etc.




the ECTS


Lectures 75

Laboratory practice 25

Study and analysis of bibliography

25

Essay writing 25

Course total 150

STUDENT PERFORMANCE

EVALUATION









other



students.


Methods of evaluation: Open-ended questions,

laboratory exercises, public presentation.


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



COURSE CODE SEMESTER 3

COURSE TITLE INTRODUCTION TO NUTRITION SCIENCE





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 5



COURSE TYPE

general background,



special background


ΝΟ


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO


en/curriculum-cat/curriculum-14-15/355-introduction-

nutrition

https://eclass.aegean.gr/courses/FNS127/

http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/355-introduction-nutrition




59


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

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


Team work about nutrition









(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.



Face to face




Computer, mail, e-class platform

TEACHING METHODS








etc.




the ECTS


Lectures 13 lectures, 39 hours

Team work 30 hours

Course total 69 hours

61

STUDENT PERFORMANCE

EVALUATION









other



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).



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).


European Journal of Nutrition

Journal of Nutrition

International Journal of Nutrition

62

Food Microbiology I

(1) GENERAL

SCHOOL ENVIRONMENT




COURSE TITLE FOOD MICROBIOLOGY I





WEEKLY

TEACHING

HOURS

CREDITS




COURSE TYPE

general background,



Special background


General Microbiology


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

Non


en/curriculum-cat/curriculum-14-15/363-food-microbiologyi

http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/363-food-microbiologyi

http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/363-food-microbiologyi

63


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….

64

Decision-making


Team work





(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.



Face-to-face













moodle platform.

TEACHING METHODS



Activity Semester workload Lectures 55 Laboratory Exercises 45 Autonomous study 50



65






etc.




the ECTS

Course total (25 hours of workload per unit of credit)

150

STUDENT PERFORMANCE

EVALUATION









other



students.


computer).











failed.






progressions.



final exam.




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





COURSE TITLE Human Physiology I





WEEKLY

TEACHING

HOURS

CREDITS

3 5



COURSE TYPE

general background,



General background


Cellular Biology


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

Yes


studies/program-spoudon-2014-15/69-syllabus-

fysiologiai

67


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….



Team work



(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.



Face-to-face






TEACHING METHODS








etc.




the ECTS


Lectures 75


25

Essay writing 25

Course total 125

STUDENT PERFORMANCE

EVALUATION





Methods of evaluation: Multiple choice

questionnaires, Short-answer questions, public

presentation.

69






other



students.


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





COURSE TITLE FOOD CHEMISTRY I





WEEKLY

TEACHING

HOURS

CREDITS




COURSE TYPE

general background,



Special background


Organic Chemistry


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO




71

Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….



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.



FACE TO FACE





usage




TEACHING METHODS








etc.




the ECTS

Activity Semester workload Lectures 80 Laboratory exercises 60

Course total 140

73

STUDENT PERFORMANCE

EVALUATION









other



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



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)


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




COURSE TITLE HISTORY AND ANTHROPOLOGY OF NUTRITION





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 4



COURSE TYPE

general background,



special background


ΝΟ


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO


en/curriculum-cat/curriculum-14-15/362-history-

nutrition


http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/362-history-nutrition




75


Learning outcomes



Consult Appendix A





Learning outcomes


• 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.


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






Decision-making


Team work











……

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












(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.



Face to face




Computer,e- mail, e-class platform

TEACHING METHODS







Team work 30 hours

77




etc.




the ECTS


STUDENT PERFORMANCE

EVALUATION









other



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).



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).





78

4th Semester

Biochemistry II (1) GENERAL





COURSE TITLE Biochemistry II





WEEKLY

TEACHING

HOURS

CREDITS

5 6



COURSE TYPE

general background,



General background


Organic Chemistry


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

Yes



bioximeiaii


79

Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….



Team work



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



Face-to-face






TEACHING METHODS








etc.




the ECTS


Lectures 75

Laboratory practice 25


25

Essay writing 25

Course total 150

STUDENT PERFORMANCE

EVALUATION









other



students.


Methods of evaluation: Open-ended questions,

laboratory exercises, public presentation.


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




COURSE TITLE NUTRITION EDUCATION





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 6




COURSE TYPE

general background,



special background


ΝΟ


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO


en/curriculum-cat/curriculum-14-15/361-community-

nutrition



http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/361-community-nutrition




83

Learning outcomes



Consult Appendix A





Learning outcomes


• 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.



• 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.


General Competences






Decision-making


Team work











……

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












(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.



Face to face




Computer, e-mail, e-class platform

TEACHING METHODS








etc.




the ECTS



Laboratory exercises 13 hours (1 per week)

Team work 30 hours


STUDENT PERFORMANCE Assessment of the course is done through a final

examination in theory and laboratory and through

85

EVALUATION









other



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).



Community Nutrition in Action. An Enterpreneurial Approach, M.A. Boyle, D.H. Holben, Brooks Cole,

2009, (ISBN-10: 0495559016).





86

Food Business Management

(6) GENERAL





COURSE TITLE FOOD BUSINESS MANAGEMENT





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 4



COURSE TYPE

general background,



GENERAL BACKGROUND


INTRODUCTION TO FOOD INDUSTRY I


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO

COURSE WEBSITE (URL) http://aegeamoodle.aegean.gr

http://aegeamoodle.gr/

87


Learning outcomes



Consult Appendix A





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





Decision-making


Team work











……

Others…

…….

Decision making Working in an international environment Project planning management


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



FACE – to - FACE

TEACHING METHODS








etc.




the ECTS


Participation at the lectures

70

Preparation for the exams

47

Course total 117

STUDENT PERFORMANCE

EVALUATION









other



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


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





COURSE TITLE Human Physiology II





WEEKLY

TEACHING

HOURS

CREDITS

3 5



COURSE TYPE

general background,



General background


Cellular Biology


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

Yes



fysiologiaii

91


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….


technology


Team work



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



Face-to-face






TEACHING METHODS








etc.




the ECTS


Lectures 75


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.




presentation.


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





COURSE TITLE FOOD CHEMISTRY II





WEEKLY

TEACHING

HOURS

CREDITS

LECTURES LABORATORY EXERCISES 5 7



COURSE TYPE

general background,



Special background


Organic Chemistry


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO



95


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….



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).



FACE TO FACE





usage




TEACHING METHODS








etc.




the ECTS


Course total 140

97

STUDENT PERFORMANCE

EVALUATION









other



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



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



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)


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





COURSE TITLE INTERSHIP





WEEKLY

TEACHING

HOURS

CREDITS

40 5



COURSE TYPE

general background,



GENERAL BACKGROUND


BASIC MICROBIOLOGY / ORGANIC CHEMISTRY


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO

COURSE WEBSITE (URL) http://aegeamoodle.aegean.gr / www.fns.aegean.gr

http://aegeamoodle.gr/


99


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

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!!))



Two months face to face employment in the

organization or company











etc.




the ECTS


Two months employment (July – August)

Preparation of the report

320

10

101

Course total 330

STUDENT PERFORMANCE

EVALUATION









other



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



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




COURSE TITLE FOOD BIOCHEMISTRY





WEEKLY

TEACHING

HOURS

CREDITS

5 6



COURSE TYPE

general background,



Specialized general knowledge


Food Chemistry I


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No


103


Learning outcomes



Consult Appendix A





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.


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






Decision-making


Team work











……

Others…

…….


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






students practice scientific writing by composing assays,

in which they present and analyse experimental results.




Lectures are supported by overhead projections and

other audio material.

TEACHING METHODS








etc.




the ECTS


Lecture course 39

Laboratory course 26

Study 30

Course total 104

STUDENT PERFORMANCE

EVALUATION









other



students.





(50%) and assays (50%).


Klonis I., 2010. Enzyme Biotechnology. Crete University Press.

106

Nutrition Through the Life Cycle (1) GENERAL

SCHOOL ENVIROMENT



COURSE CODE SEMESTER 5th

COURSE TITLE NUTRITION THROUGH THE LIFE CYCLE





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 6




COURSE TYPE

general background,



special background


INTRODUCTION TO NUTRITION


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO


en/curriculum-cat/curriculum-14-15/367-nutrition-cycle



http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/367-nutrition-cycle

http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/367-nutrition-cycle



107


Learning outcomes



Consult Appendix A





Learning outcomes


• 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.



• 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.


General Competences






Decision-making


Team work







108





……

Others…

…….

The course aims at:

Search for, analysis and synthesis of data and information about nutrition in each life stage


Adapting to new situations about nutrition in each stage












(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



Face to face





TEACHING METHODS








etc.




the ECTS




Laboratory team work 30 hours

Theory team work 30 hours


STUDENT PERFORMANCE

EVALUATION









other



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).



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




COURSE TITLE FOOD ENGINEERING – PHYSICAL PROCESSES





WEEKLY

TEACHING

HOURS

CREDITS

3h T + 3h L 6



COURSE TYPE

general background,



Course of special background


Mathematics, Physics


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No

COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/


Learning outcomes



Consult Appendix A




111


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






Decision-making


Team work











……

Others…

…….


technology


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



Face-to-face




Use of ICT in teaching, laboratory education, communication with

students

TEACHING METHODS








etc.




the ECTS

Activity Semester workload Lectures + Study 60

Tutorials + Study 60

Laboratory practice + Study 30


150

STUDENT PERFORMANCE

EVALUATION









other



50% Theory and laboratory examination (1h) + 50% Final

tutorial exercises (2h)

113

students.



- 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


-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




COURSE CODE 3400 SEMESTER 5 th

COURSE TITLE Technology of Foods of animal origin





WEEKLY

TEACHING

HOURS

CREDITS

Lectures and Laboratory exercises 4 6



COURSE TYPE

general background,



Special background


Food Microbiology I or Food Chemistry I


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO




115

Learning outcomes



Consult Appendix A





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


Decision-making


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 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



Face-to-face




Computer usage to conduct the lectures Supporting

the learning process through asynchronous e learning

(https://aegeanmoodle.aegean.gr/)

TEACHING METHODS








etc.




the ECTS


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









other



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



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.


https://aegeanmoodle.aegean.gr/#path=/_blank

117

Strategic Marketing (1) GENERAL


ACADEMIC UNIT DEPARTMENT OF FODD SCIENCE AND NUTRITION



COURSE TITLE STRATEGIC MARKETING





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 4



COURSE TYPE

general background,



GENERAL BACKGROUND


FOOD BUSINESS MANAGEMENT


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO

COURSE WEBSITE (URL) http://aegeamoodle.aegean.gr

http://aegeamoodle.aegean.gr/

118


Learning outcomes



Consult Appendix A





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!






Decision-making


Team work











……

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



FACE – to - FACE




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








etc.




the ECTS


Participation at the lectures

70

Preparation for the exams

47

Course total 117

http://aegeanmoodle.aegean.gr/

120

STUDENT PERFORMANCE

EVALUATION









other



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


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

http://www.un.org/millenniumgoals

http://www.sric-bi.com/VALS

http://www.project10tothe100.com/

http://www.gsb.stanford.edu/exed/smm

http://www.managementhelp.org/marketing

121

Molecular Biology

(1) GENERAL

SCHOOL ENVIRONMENT




COURSE TITLE Molecular Biology





credits

WEEKLY

TEACHING

HOURS

CREDITS




COURSE TYPE

general background,



Special background


Cell Biology


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No


studies/program-spoudon-2014-15/83-syllabus-moriaki

http://www.fns.aegean.gr/index.php/27-undergraduates-studies/program-spoudon-2014-15/83-syllabus-moriaki

http://www.fns.aegean.gr/index.php/27-undergraduates-studies/program-spoudon-2014-15/83-syllabus-moriaki

122


Learning outcomes



Consult Appendix A





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.






Decision-making


Team work











……

Others…

…….


Decision-making


Team work





(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



Face-to-face




Use of ICT in teaching, laboratory education, communication

with students








etc.




the ECTS


Laboratory Exercises 45

Autonomous study 50

Course total 150

STUDENT PERFORMANCE









other



students.


Methods of evaluation: open-ended questions

Written work (optional)


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




COURSE TITLE Global Agrifood System and Food Chains





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 4



COURSE TYPE

general background,



Specialised General Knowledge


Biodiversity – Biotic Resources


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

-


en/curriculum-cat/curriculum-14-15/452-syllabus-pagk-

diatr


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….



Decision-making.



126


Respect for difference and multiculturalism.

Respect for the natural environment.


(3) SYLLABUS


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



Face to face






TEACHING METHODS








etc.




the ECTS


Lectures 39

Study and analysis of bibliography and lectures

38



3

Course total 100

STUDENT PERFORMANCE

EVALUATION









other



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



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)


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





COURSE TITLE Food Toxicology





WEEKLY

TEACHING

HOURS

CREDITS

3 4



COURSE TYPE

general background,



General background


Human Physiology I or Food Chemistry I


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

Yes



toxikologia

130


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….



Team work



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



Face-to-face






TEACHING METHODS








etc.




the ECTS


Lectures 75


25

Essay writing 25

Course total 125

132

STUDENT PERFORMANCE

EVALUATION









other



students.




presentation.


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




COURSE TITLE NUTRITION & METABOLISM





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 6




COURSE TYPE

general background,



special background


Human Physiology or Biochemistry


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO


en/curriculum-cat/curriculum-14-15/373-nutrition-

metabolism


http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/373-nutrition-metabolism




134


Learning outcomes



Consult Appendix A





Learning outcomes


• 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.



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.



• Has advanced knowledge on nutrition metabolism issues, which implies a critical understanding of

theories and principles.


and unpredictable problems in the field of human metabolism.


General Competences






Decision-making


Team work











……

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












(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.



Face to face





TEACHING METHODS








etc.




the ECTS




Team work 30 hours


136

STUDENT PERFORMANCE

EVALUATION









other



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).



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).



Nutrition and Metabolism


137

Food Processing and Preservation (1) GENERAL

SCHOOL ENVIRONMENT


LEVEL OF STUDIES UNDERGRATUATE


COURSE TITLE FOOD PROCESSING AND PRESERVATION





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3h 4



COURSE TYPE

general background,



Course of special background


Food microbiology I


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No



Learning outcomes



Consult Appendix A



138



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






Decision-making


Team work











……

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



Face-to-face

139





with students








etc.




the ECTS

Activity Semester workload Essay writing 40

Lectures + Study 40

Laboratory exercises + Study

20


100

STUDENT PERFORMANCE









other



students.

20 % (Growth topic rating) + 80 % (Final

Examination) or 100 % Final Examination



-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


-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




COURSE TITLE FOOD MICROBIOLOGY IΙ





WEEKLY

TEACHING

HOURS

CREDITS




COURSE TYPE

general background,



Special background


Food Microbiology I


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

Non


en/curriculum-cat/curriculum-14-15/375-food-microbiologyii

http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/375-food-microbiologyii

http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/375-food-microbiologyii

141


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

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.



Face-to-face













moodle platform.








etc.




the ECTS


150



143

STUDENT PERFORMANCE

EVALUATION









other



students.


computer).











failed.






progressions.



final exam.




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





COURSE TITLE Pathophysiology





WEEKLY

TEACHING

HOURS

CREDITS

3 5



COURSE TYPE

general background,



General background


Human Physiology II


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

Yes



pathofysiologia

145


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….



Team work



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.



Face-to-face






TEACHING METHODS








etc.




the ECTS


Lectures 75


25

Essay writing 25

Course total 125

147

STUDENT PERFORMANCE

EVALUATION









other



students.




presentation.


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




COURSE TITLE TECHNOLOGY OF FOODS OF PLANT ORIGIN





WEEKLY

TEACHING

HOURS

CREDITS

6 6



COURSE TYPE

general background,





Food Chemistry I


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No



149

Learning outcomes



Consult Appendix A





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.


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






Decision-making


Team work











……

Others…

…….


(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












audio material.

TEACHING METHODS








etc.


Lecture course 39

Laboratory course 39

Study 39

Course total 117

151




the ECTS

STUDENT PERFORMANCE

EVALUATION









other



students.





(50%) and assays (50%).


Kioseoglou I., Blekas V., 2010. Principles of Food Technology, GARTAGANIS editions, GREECE.

152

Biostatistics (1) GENERAL





COURSE TITLE Biostatistics





credits

WEEKLY

TEACHING

HOURS

CREDITS

Teaching 3

Tutorials 3

6 5

COURSE TYPE

general background,



Non Compulsory/ specialised general knowledge


Statistics – Quantitative methods


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No



Learning outcomes


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



Face to face:


Lab work (practice with the statistical software

package R)






(eclass)

TEACHING METHODS


Lectures 51

Tutorials 51

Lab 8

Exercises 16

Self study 102

Course total 228

STUDENT PERFORMANCE

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




155

Applied Informatics for Food Science and

Nutrition (1) GENERAL

SCHOOL Environment




COURSE TITLE Applied Informatics for Food Science and Nutrition





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 3

Laboratory Exercises 2 2



COURSE TYPE

general background,



Skills Development


Informatics – Databases


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

-


en/curriculum-cat/curriculum-14-15/356-application-

informatics

http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/356-application-informatics



156


Learning outcomes



Consult Appendix A





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.






Decision-making


Team work











……

Others…

…….



Decision-making.





(3) SYLLABUS


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).


157


Face to face













etc.




the ECTS


Lectures 39

Laboratory Practice 26

Study and solving problems and exercises

33



3

Course total 125

STUDENT PERFORMANCE EVALUATION


- 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



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)


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





COURSE TITLE Milk technology





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 4



COURSE TYPE

general background,



Specialized


Food Chemistry I


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO



159


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

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



Face-to-face




Computer usage to conduct the lectures. Supporting

the learning process through asynchronous e-learning


TEACHING METHODS








etc.




the ECTS


lectures 39 h


78h

Course total 117h

STUDENT PERFORMANCE

EVALUATION









other



students.



written final exam.



1.Dairy Science and Technology, Second Edition, P. Walstra, Pieter Walstra, Jan T. M.

Wouters Tom J. Geurts, CRC press Taylor & Francis, 2010



161

7th Semester

Food Safety and Quality (1) GENERAL





COURSE TITLE Food Safety and Quality





WEEKLY

TEACHING

HOURS

CREDITS

LECTURES 3 5



COURSE TYPE

general background,



Special background


Food Microbiology I


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO



162


Learning outcomes



Consult Appendix A





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


General Competences






Decision-making


Team work











……

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



Face-to-face







TEACHING METHODS








etc.




the ECTS


lectures 39 h


78h

Course total 117h

STUDENT PERFORMANCE

EVALUATION









other



students.



written final exam.



1. Haccp, a Systematic Approach to Food Safety, Virginia N. Scott, Kenneth E. Stevenson, Food Products Association, 2006



164

Degree Dissertation (1) GENERAL





COURSE TITLE Degree Dissertation





WEEKLY

TEACHING

HOURS

CREDITS

Study of bibliography, laboratory research, writing,

presentation

9 15



COURSE TYPE

general background,



Skills development


32 core courses and 7 elective courses


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO


165


Learning outcomes



Consult Appendix A





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






Decision-making


Team work










……

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



Face to Face




Search Scientific Bibliography

(https://www.scopus.com/ ;

http://apps.webofknowledge.com )

Communicating with students via email

Multimedia presentation using presentation software

TEACHING METHODS





Search for Bibliography 10

Study of bibliography 40

Research Design 10

Research 120

https://www.scopus.com/

http://apps.webofknowledge.com/

167





etc.




the ECTS

Process and evaluate research data

30

Writting Degree Dissertation

70

Presentation of the Degree Dissertation

20

Course total 210

STUDENT PERFORMANCE

EVALUATION









other



students.

The students are evaluated in Greek by oral

presentation and written submission of their Degree

Dissertation by a three-member examination

committee



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


168

English III

(1) GENERAL




COURSE CODE 3800 SEMESTER FALL

COURSE TITLE ENGLISH III





WEEKLY

TEACHING

HOURS

CREDITS

lectures 3 4



COURSE TYPE

general background,





none


and EXAMINATIONS:

English


ERASMUS STUDENTS



Learning outcomes



Consult Appendix A









to make a presentation


scientific article

169




to communicate in an English speaking environment to write a curriculum vitae

General Competences






Decision-making


Team work











……

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 Summary


Composing a Lab Report

Writing a Curriculum Vitae Vocabulary:



Listening activities of various types Making a presentation


DELIVERY Face-to-face

170

Face-to-face, Distance learning, etc.




Use of ICT in teaching and for communication with

students (aegeanmoodle.aegean.gr)


TEACHING METHODS








etc.




the ECTS


Lectures 36


exam preparation

62


Course Total


per credit point )

100

STUDENT PERFORMANCE

EVALUATION









other



students.


Taught text followed by comprehension and vocabulary activities






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.


Bob Obee & Virginia Evans. “CPE Practice Tests 1”. Express Publishing, 2013.

Mark Skipper. “Advanced grammar & vocabulary”. Express Publishing, 2002.


171

Management of Innovation and New Product

Development (1) GENERAL

SCHOOL School of the Environment




COURSE TITLE Management of Innovation and New Product

Development





credits

WEEKLY

TEACHING

HOURS

CREDITS

Weekly Lectures (12 Weeks) 3 4 (ECTS)



COURSE TYPE

general background,



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



and EXAMINATIONS:

Instruction Language: Greek

Examination Language: Greek

Case Studies Language: English


ERASMUS STUDENTS



Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

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.



Face-to-face in-class lectures (12 Weekly lectures)




Use of University’s e-Learning platform for providing

access to class material, lectures and case studies

TEACHING METHODS








etc.




the ECTS


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









other



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



(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





COURSE TITLE Organoleptic Evaluation





WEEKLY

TEACHING

HOURS

CREDITS




COURSE TYPE

general background,



Special background


Food Chemistry II, Statistics - Quantitative Methods


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO




177

Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

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


179


FACE TO FACE





usage











etc.




the ECTS


Course total 90

STUDENT PERFORMANCE









other



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





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.


Journal of sensory studies

Food Quality and Preference

Trends in food sensory science

180

Food Packaging (1) GENERAL

SCHOOL ENVIRONMENT




COURSE TITLE FOOD PACKAGING





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 2 4



COURSE TYPE

general background,



SPECIAL BACKGROUND


------------------------


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO



Learning outcomes



Consult Appendix A




181


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






Decision-making


Team work











……

Others…

…….


technology

Team work



(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



Face-to-face




Use of ICT in teaching








etc.




the ECTS


Essay writing 50

Lectures + Study 50


100

STUDENT PERFORMANCE

EVALUATION









other



students.

40% (Growth topic rating) + 60% (Degree of final

examination) or 100% Degree of Final Examination



-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


-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 TITLE MEDICINAL AND AROMATIC PLANTS





WEEKLY

TEACHING

HOURS

CREDITS

3 4



COURSE TYPE

general background,



Special background



and EXAMINATIONS:

GREEK


ERASMUS STUDENTS



Learning outcomes



Consult Appendix A




184


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






Decision-making


Team work











……

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.



Face-to-face




TEACHING METHODS








etc.




the ECTS


Lectures 26

Essay writing 4

Course total 30

186

STUDENT PERFORMANCE

EVALUATION









other



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%).



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


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





COURSE TITLE Food Legislation





WEEKLY

TEACHING

HOURS

CREDITS

LECTURES 3 5



COURSE TYPE

general background,



Special background


Food Microbiology I or Food Chemistry I


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO


188


Learning outcomes



Consult Appendix A





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







Decision-making


Team work











……

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



Face-to-face







TEACHING METHODS








etc.




the ECTS


lectures 39 h


78h

Course total 117h

STUDENT PERFORMANCE









other



students.



written final exam.



1. EU Food Law: A Practical Guide, Kaarin Goodburn, 2001.


Degree Dissertation (See page 164)


190

Food Biotechnology (1) GENERAL

SCHOOL ENVIRONMENT




COURSE TITLE Food Biotechnology





credits

WEEKLY

TEACHING

HOURS

CREDITS




COURSE TYPE

general background,



Special background


Molecular Biology


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No


studies/program-spoudon-2014-15/99-syllabus-biotexnologia

http://www.fns.aegean.gr/index.php/27-undergraduates-studies/program-spoudon-2014-15/99-syllabus-biotexnologia

http://www.fns.aegean.gr/index.php/27-undergraduates-studies/program-spoudon-2014-15/99-syllabus-biotexnologia

191


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….


technology

Decision-making


Team work





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.



Face-to-face





with students

TEACHING METHODS








etc.




the ECTS


Laboratory Exercises 45

Autonomous study 50

Course total 150

STUDENT PERFORMANCE Language of evaluation: Greek


193

EVALUATION









other



students.




ISBN: 978-618-5135-01-0





194

Genetics and Nutrition (1) GENERAL

SCHOOL ENVIRONMENT




COURSE TITLE Genetics and Nutrition





credits

WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 4



COURSE TYPE

general background,



Special background


Cell Biology


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No


studies/program-spoudon-2014-15/100-syllabus-genetiki

http://www.fns.aegean.gr/index.php/27-undergraduates-studies/program-spoudon-2014-15/100-syllabus-genetiki

http://www.fns.aegean.gr/index.php/27-undergraduates-studies/program-spoudon-2014-15/100-syllabus-genetiki

195


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

Others…

…….


technology

Decision-making





(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.


196


Face-to-face





with students

TEACHING METHODS








etc.




the ECTS


Autonomous study 50

Course total 100

STUDENT PERFORMANCE

EVALUATION









other



students.






ISBN: 978-618-5135-01-0





197

Management and Exploitation of Food By-

Products (1) GENERAL

SCHOOL ENVIRONMENT



COURSE CODE 3700 SEMESTER H

COURSE TITLE MANAGEMENT AND EXPLOITATION OF FOOD BY-

PRODUCTS





WEEKLY

TEACHING

HOURS

CREDITS

3 3



COURSE TYPE

general background,





Food Microbiology I


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No


198


Learning outcomes



Consult Appendix A





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.


Understand basic principles of food industry waste management

Understand state-of-the-art trends in food industry waste management

General Competences






Decision-making


Team work











……

Others…

…….


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.












audio material.

TEACHING METHODS








etc.




the ECTS


Lecture course 3

Study 1

Course total 39



The evaluation language is Greek. The final grade comprises of the written exam score, which includes assay questions and multiple choice questions.


Kioseoglou I., Blekas V., 2010. Principles of Food Technology, GARTAGANIS editions, GREECE.

200

Functional Foods (1) GENERAL

SCHOOL ENVIROMENT



COURSE CODE SEMESTER 8th

COURSE TITLE FUNCTIONAL FOODS





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 4



COURSE TYPE

general background,



special background


ΝΟ


and EXAMINATIONS:

GREEK


ERASMUS STUDENTS

NO

COURSE WEBSITE (URL) https://eclass.aegean.gr/courses/FNS149/


201


Learning outcomes



Consult Appendix A





Learning outcomes


• 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.



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.



• Has advanced knowledge on functional foods, which implies a critical understanding of theories

and principles.


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






Decision-making


Team work











……

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


Team work about functional foods








(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.



Face to face





TEACHING METHODS








etc.




the ECTS



Team work 30 hours


203

STUDENT PERFORMANCE

EVALUATION









other



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.



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.


Journal of Functional Foods



204

Nutrition and Disease (1) GENERAL

SCHOOL

ACADEMIC UNIT

LEVEL OF STUDIES


COURSE TITLE NUTRITION AND DISEASE





WEEKLY

TEACHING

HOURS

CREDITS

3 4



COURSE TYPE

general background,



Special background



and EXAMINATIONS:

GREEK


ERASMUS STUDENTS


205


Learning outcomes



Consult Appendix A





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.






Decision-making


Team work











……

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



Face-to-face




TEACHING METHODS








etc.




the ECTS


Lectures 30

Course total 30

STUDENT PERFORMANCE

EVALUATION









other



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.



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


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



COURSE TITLE Bioprocesses for the development of sustainable and

innovative food products





WEEKLY

TEACHING

HOURS

CREDITS

Lectures 3 4



COURSE TYPE

general background,



Special background


No


and EXAMINATIONS:

Greek


ERASMUS STUDENTS

No


en/curriculum-cat/curriculum-14-15/540-syllabus-

bioprocesses

http://www.fns.aegean.gr/index.php/35-general-en/curriculum-cat/curriculum-14-15/540-syllabus-bioprocesses



208


Learning outcomes



Consult Appendix A





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






Decision-making


Team work











……

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



Face to Face





TEACHING METHODS








etc.




the ECTS



Team work 30 hours


STUDENT PERFORMANCE

EVALUATION









other



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



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.


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

http://dx.doi.org/10.1016/j.bej.2016.09.004

212

Epidemiology of Foodborne Diseases (1) GENERAL





COURSE TITLE EPIDEMIOLOGY OF FOODBORNE DISEASES


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


methods used are described in detail at (4).

COURSE TYPE

general background,





Statistics-Quantitative Methods, Food Microbiology I, Food

Toxicology, Food Microbiology II, Food Safety and Quality

LANGUAGE OF INSTRUCTION and

EXAMINATIONS:

Greek


ERASMUS STUDENTS

No

COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/login/index.php

https://aegeanmoodle.aegean.gr/login/index.php

213


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



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



Search for, analysis and synthesis of data and information,



Decision-making


Team work











……

Others…

…….


Decision-making

Team work




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



Lectures in the classroom




Moodle Asynchronous eLearning Network

ClassWeb Learning Assistantship System

Multiple choice expert software








etc.



directed study according to the principles of the

ECTS


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



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



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



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).


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.

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