NAVIGATION MAP OF COURSES OUTLINE

NAVIGATION MAP OF COURSES OUTLINE

Semester 1st Semester 2nd Semester 3rd Semester 4th

ENGLISH I ENGLISH IΙ BIOCHEMISTRY I BIOCHEMISTRY II

ΙNORGANIC CHEMISTRY

GENERAL MICROBIOLOGY

INTRODUCTION TO NUTRITION

SCIENCE

NUTRITION EDUCATION

CELL BIOLOGY INTRODUCTION TO FOOD INDUSTRY II

FOOD MICROBIOLOGY I

FOOD BUSINESS MANAGEMENT

INTRODUCTION TO FOOD INDUSTRY I

ORGANIC CHEMISTRY

HUMAN PHYSIOLOGY I

HUMAN PHYSIOLOGYII

MATHEMATICS STATISTICS -

QUANTITATIVE METHODS

FOOD CHEMISTRY I

FOOD CHEMISTRY II

PHYSICS INFORMATICS-

DATABASES

HISTORY AND ANTHROPOLOGY OF NUTRITION

INTERSHIP

BIODIVERSITY - BIOTIC RESOURCES

Semester 5th Semester 6th Semester 7th Semester 8th FOOD

BIOCHEMISTRY NUTRITION AND

METABOLISM FOODSAFETYAND

QUALITY FOOD LEGISLATION

NUTRITION THROUGH THE LIFE

CYCLE

FOOD PROCESSING AND

PRESERVATION

DEGREE DISSERTATION

DEGREE DISSERTATION

FOOD ENGINEERING -

PHYSICAL PROCESSES

FOOD MICROBIOLOGY II

ENGLISH III

FOOD BIOTECHNOLOGY

TECHNOLOGY OF FOODS OF ANIMAL

ORIGIN

PATHOPHYSIOLOGY

MANAGEMENT OF INNOVATION & NEW PRODUCT DEVELOPMENT

MANAGEMENT AND EXPLOITATION

OF FOOD BY PRODUCTS

STRATEGIC MARKETING

TECHNOLOGY OF FOODS OF PLANT

ORIGIN

ORGANOLEPTIC EVALUATION

FUNCTIONAL FOODS

MOLECULAR BIOLOGY

BIOSTATISTICS FOOD PACKAGING MEDICINAL AND

AROMATIC PLANTS

GLOBAL AGRIFOOD SYSTEM AND FOOD

CHAINS

APPLIED INFORMATICS FOR

FOOD SCIENCE AND NUTRITION

NUTRITION IN EXERCISE AND

PHYSICAL ACTIVITY

NUTRIOTION POLICIES AND

PUBLIC ACTIVITY

FOOD TOXICOLOGY

DAIRY TECHNOLOGY

FOOD HYGIENE AND CONSUMER

BEHAVIOR

APPICULTURE AND RELATED

PRODUCTS

NANOTECHNOLOGY IN FOOD SCIENCE

BUSINESS PLANING FOR START UP

AGRI-FOOD SMEs

GENETICS AND NUTRITION

EPIDEMIOLOGY OF FOOD BORNE

DISEASES

BIOPROCESSES FOR THE DEVELOPMENT

OF SUSTAINABLE AND INNOVATIVE FOOD PRODUCTS

(1) GENERAL

ENGLISH I

SCHOOL SCHOOL OF THE ENVIRONMENT ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION

LEVEL OF STUDIES UNDERGRADUATE COURSE CODE 2850 SEMESTER 1st

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

THEORY 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, s

pecial 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

NO

COURSE WEBSITE (URL)

(2) LEARNING OUTCOMES

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

Learning and Appendix B

Guidelines for writing Learning Outcomes

After the successful completion of the course the students will be able:

to read and comprehend texts of general and scientific interest in the Englishlanguage, 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/ academic writing theory

• 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 Project planning and management and information, with the use of the Respect for difference and multiculturalism necessary technology Respect for the natural environment Adapting to new situations Showing social, professional and ethical Decision‐making responsibility and sensitivity to gender issues Working independently Criticism and self‐criticism Team work Production of free, creative and inductive Working in an international environment thinking Working in an interdisciplinary …… environment Others… Production of new research ideas …….

Use of Information Technology Autonomous work Team work Working in an international environment Respect for difference and multiculturalism

(3) SYLLABUS

Grammar/Syntax:

• Tenses

• Definite and Indefinite Article

• Countable and Uncountable Nouns

• Conditionals

• Passive voice

• Indirect Speech Writing:

• Types of writing

• Composing a Paragraph

• Composing medium‐length and long texts [article, papers, articles, discursive essays etc]

Vocabulary development:

(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 e

ducation, 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

Lecture attendance 39

Autonomous study 78

Final written exam 3

Course Total (30h/ECTS)

120 hours

STUDENT PERFORMANCE EVALUATION

Description of the evaluation procedure

Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short‐answer questions, open‐ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other

Specifically‐defined evaluation criteria are given, and if and where they are accessible to students.

Three‐hour written exam in English, that consists of:

• Vocabulary activities [closed type]

• Grammar activities [closed and open type]

• Essay writing on a given topic /academic writing theory

• Reading comprehension with topic relevant to the studied subject

• Texts with terminology relevant to the field of studies

• Texts of general interest relevant to the field of studies

• (Listening activities of various types)

(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.

• Laurie, G. Kirszner & Stephen, R. Mandell. “The Holt Handbook”. Harcourt Brace College Publishers, 1995.

‐ Related academic journals:

INORGANIC CHEMISTRY

(1) GENERAL

SCHOOL SCHOOL OF ENVIRONMENT ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION

LEVEL OF STUDIES UNDERGRADUATE

COURSE CODE 1100 SEMESTER 1st

COURSE TITLE INORGANIC CHEMISTRY

INDEPENDENT TEACHING ACTIVITIES if credits are awarded for separate components of the

course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly

teaching hours and the total credits

WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 6

LABORATORIES 3


COURSE TYPE general background,

special background, specialised general knowledge, skills

development

GENERAL BACKGROUND



GREEK


NO



Learning outcomes The course learning outcomes, specific knowledge, skills and competences of an appropriatelevel, which the students will acquire with the successful completion of the course aredescribed.

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



The scope of the course is the comprehension of basic concepts pertaining to chemicaltheories of matter structure, basic matter properties and how these properties affect thephysical‐chemical behavior of matter. The laboratory courses aim at familiarizing studentswith 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



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



etc.

FACE‐TO‐FACE. In laboratory courses, following a short

presentation of methodology, students perform

exercises using appropriate instruments/devices.

Furthermore, students practice scientific writing by

composing assays, in which they present and analyse

experimental results.

USE OF INFORMATION AND COMMUNICATIONS

TECHNOLOGY Use of ICT in teaching, laboratory

education, communication with students

Lectures are supported by overhead projections and other audio material.





Laboratory Exercises 39

Laboratory Reports 10

Autonomous Study 92


180 hours



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

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%).

equations, moles, stoichiometry; Reactions in aqueous solutions; Aqueous equilibrium – Acids & bases; Applications of aqueous equilibrium.


patient, art interpretation, other

Specifically‐defined evaluationcriteria are given, and if and where they are accessible to students.

Brown, Lemay, Bursten, Murphy, Woodward, Stoltzfus. Chemistry – Central Science (13th

edition), 2015,

(1) GENERAL

CELL BIOLOGY

SCHOOL SCHOOL OF THE ENVIRONMENT

ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION


COURSE CODE 1150 SEMESTER 1st

COURSE TITLE CELL BIOLOGY

INDEPENDENT TEACHING ACTIVITIES if credits are awarded for separate components of the course, e.g.

lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total

credits

WEEKLY TEACHING HOURS

CREDITS

THEORY LECTURES 3 6

LABORATORY EXERCICES 2.5


COURSE TYPE

general background, special background, specialised general

knowledge, skills development

GENERAL BACKGROUND

PREREQUISITE COURSES:

NO


GREEK


NO

COURSE WEBSITE (URL) http://www.fns.aegean.gr/images/files/COURSES_OUTLINES.pdf


Learning outcomes

The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students will acquire with the successful completion of the course are described.

Consult Appendix A

• Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of the

European Higher Education Area

• Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong Learning and Appendix B

• Guidelines for writing Learning Outcomes

After attending the course, students can know:

• the differences between prokaryotic and eukaryotic cells at the molecular level

• the different organelles and intracellular compartments of a eukaryotic cell (nucleus, endoplasmic reticulum, Golgi apparatus, mitochondria etc.) and the function of each one

• 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 (selective permeability)

• the basic principles of cellular metabolism

• the structure and function of mitochondria and the production of energy through oxidative phosphorylation

• the structure and function of chloroplasts and the production of energy through photosynthesis

http://www.fns.aegean.gr/images/files/COURSES_OUTLINES.pdf

At the same time, through laboratory exercises, students become familiar with some important practical topics in cell biology, and are thus able to observe cells under the light microscope, to fractionate cells with aim to extract the macromolecules and organelles contained inside them (homogenization, lysis and centrifugation), to isolate the protein myosin from skeletal muscle tissue, to determine protein concentration by using the spectrophotometric Bradford method, as well as to isolate DNA from plant tissues.

General Competences Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

Search for, analysis and synthesis of data and information, with the use of the necessary technology Adapting to new situations Decision-making Working independently Team work Working in an international environment Working in an interdisciplinary environment Production of new research ideas

Project planning and management Respect for difference and multiculturalism Respect for the natural environment Showing social, professional and ethical responsibility and sensitivity to gender issues Criticism and self-criticism Production of free, creative and inductive thinking …… Others… …….

• Decision‐making

• Working independently

• Teamwork

• Production of new research ideas

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

• Criticism and self‐criticism

• Production of free, creative, and inductive thinking

(3) SYLLABUS

Theory. 1. Introduction to 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.


DELIVERY Face-to-face, Distance learning, etc.

Face‐to‐Face

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY

Use of ICT in teaching, laboratory education, communication with students

Lectures (Theory and Laboratory) are done using PowerPoint presentations. All course notes are available to students at the moodle asynchronous e-learning platform (https://aegeanmoodle.aegean.gr/). Through this platform, communication with students is also made (announcements). Throughout the educational process, students sometimes watch educational videos. The final exam is done online (multiple choice, correct / error, matching questions) through the moodle platform.

TEACHING METHODS The manner and methods of teaching are described in detail. Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc. The student's study hours for each learning activity are given as well as the hours of non-directed study according to the principles of the ECTS


Lectures attendance 39

Laboratory exercises 32.5

Autonomous study 108.5

Course total (30h/ECTS)

180 hours


Description of the evaluation procedure Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short-answer questions, open-ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other Specifically-defined evaluation criteria are given, and if and where they are accessible to students.

Student evaluation is done through final examinations (via computer). → Questions are in the form of: ✓ multiple choice (1 question with 4 possible answers, of

which only one answer is correct), ✓ correct / wrong (a suggestion where the student is asked

to judge whether 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 to improve degree), he/she still has the right to be examined in the theory in the final exam.


- Suggested bibliography:

1. 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. 2. Biology, Chemistry of Life, The Cell-Genetics, Campbell N.A., Reece J.B., Pearson Education, Inc.

3. The Cell: A Molecular Approach, Cooper G.M., Hausman R.E., ASM Press, Sinauer Associates Inc

4. Laboratory exercises of Cell Biology, Giaouris E., moodle (https://aegeanmoodle.aegean.gr/).


1. Frontiers in Cell and Developmental Biology (https://www.frontiersin.org/journals/cell‐and‐

developmental‐biology)

2. PLoS Biology (http://journals.plos.org/plosbiology/)

3. Journal of Structural Biology (https://www.journals.elsevier.com/journal‐of‐structural‐biology/)

4. Cell (http://www.cell.com/) 5. Trends in Cell Biology (http://www.cell.com/trends/cell‐biology/home) 6. BMC Biology (https://bmcbiol.biomedcentral.com/)

Specifically‐defined evaluationcriteria are given, and if and wherethey are accessible to students.

successful in the class. If one student succeeds in one ofthe 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 thetheory in 2 separate examinations → A 'and B' progress.In order to pass the theory through the 2 progressionsit must have received at each degree ≥ 5. In this case,the final degree of the theory results from the averageof the grades of 2 progressions. If a student fails to progress (and/or if he/she wishes toimprove degree), he/she still has the right to beexamined in the theory in the final exam.

http://journals.plos.org/plosbiology/

(1) GENERAL

INTRODUCTION TO THE FOOD INDUSTRY I

SCHOOL SCHOOL OF ΤΗΕ ENVIRONMENT ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE & NUTRITION


COURSE TITLE INTRODUCTION TO THE FOOD INDUSTRY I

(seminars – visits to industries)

INDEPENDENT TEACHING ACTIVITIES if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours

and the total credits

SEMESTER TEACHING

HOURS

CREDITS

LECTURES THEORY 2 4

LABORATORIES 4


COURSE TYPE general background, s

pecial background, specialised general knowledge, skills

development

GENERAL BACKGROUND



GREEK


NO



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

•



PART I: SEMINARS: The Food & Nutrition seminars organized in both semesters of each academic year (I & IIrespectively), are a series of 2 hour lectures presented by invited speakers mainly from theprivate 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 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 contact, practical knowledge, and discussion with the entrepreneur and his staff gives the chance to the student to have a first understanding on how the business world operates, profits, and develops. How someone is becoming a successful entrepreneur, materializes his dreams and objectives, and operates a business. Thus the alternative for an

entrepreneurship career is introduced to the student at this early academic stage. General Competences Taking into consideration the general competences that the degree‐holder must acquire (as these appear in the Diploma Supplement and appear below), at whic

h of the following does the course aim?

Search for, analysis and synthesis of data Project planning and management and information, with the use of the Respect for difference and multiculturalism necessary technology Respect for the natural environment Adapting to new situations Showing social, professional and ethical Decision‐making responsibility and sensitivity to gender issues Working independently Criticism and self‐criticism Team work Production of free, creative and inductive Working in an international environment thinking Working in an interdisciplinary …… environment Others… Production of new research ideas ……. Working independently Decision‐

making Team work Criticism and self criticism Production of free, creative and ind

uctive thinking

(3) SYLLABUS

1. SEMINARS: The exact program of each semesters’ seminar (10 lectures total) is organized and publicized at the beginning of each semester, so that the students, and the local entrepreneurs are aware of the weekly lecture, the speaker and the topic. All seminars are first announced at the announcement link of the department’s web site (www.fns.aegean.gr) and all past seminar programs are stored at a separate link named “seminars of food and nutrition” of the department/s website.

2. VISITS TO COMPANIES: Every weekly “laboratory” type of lesson (visit to a company) is compromised by two

phases: A’ PHASE: VISIT TO FOOD FACTORY OF 4‐5 HOUR DURATION: Each visit lasts approximately 4‐5 hours and includes the following stages:

1st stage: Introduction to the specific company, its history, its products, distribution networks etc.:

The entrepreneur, or someone from his staff implements an hour presentation to the students regarding data and other information related to the specific company

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



etc.

Face‐to‐face

USE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY Use of ICT in teaching, laboratory e

ducation, communication with students

Use of ICT in searching for market information regarding the sectors of activity of the food business under study

TEACHING METHODS The manner and methods of

teaching are described in detail. Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art



Visits to the companies 52

Autonomous study 42

workshop, interactive teaching,

educational visits, project, essay writing, artistic creativity, etc.

The student's study hours for each Course total (30h/ECTS)

120 hours

learning activity are given as well as the hours of non‐directed study according to the principles of the ECTS



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 interpr

etation, other Specifically‐defined evaluation criteria are given, and if and where they are accessible to students.

The students’ evaluation is based both on the evaluation of the seminars and the evaluation of the visits

1. SEMINARS: The students’ evaluation is based on their attendance of the seminars and their active participation during lecture time, and the exams at the end of the semester based on the contents of the 10 seminars

2. VISITS: The grading from the visits is based on the average of the grades that the student gets on the three reports which he submits at the end of the semester (1 for each visit). The reports are formulated by each group of maximum 3 students each. The overall grading is calculated based on: exam’s grade X 30% + grade from the reports X 70%



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).

(1) GENERAL

MATHEMATICS



COURSE TITLE MATHEMATICS


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

THEORY LECTURES 3 5

TUTORIALS 3

COURSE TYPE



GENERAL BACKGROUND



GREEK


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

• 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

(3) SYLLABUS



etc.

Face to face:

Classroom (theory and exercises)




Course handouts and transparencies in pdf format Email communication between students and lecturer (e class)

TEACHING METHODS Activity Semester workload

Lectures attendance 39 Tutorials 39

Autonomous Study 72


150 hours

.


Language of evaluation: Greek Method of evaluation Final exam paper


Decision making

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.



(1) GENERAL

PHYSICS



COURSE TITLE PHYSICS



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 5



development

GENERAL BACKGROUND



GREEK


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

Synthesis, analysis and mathematical interpretation of experimental data Research and analysis of information using basic principles of Physics Independent work Decision making

(3) SYLLABUS



etc.

Face to face:





Course handouts and transparencies in pdf format Email communication between students and lecturer (Moodle)



Autonomous Study 111


150 hours

.


Language of evaluation: Greek Method of evaluation Final exam paper


Kinematics, Dynamics, work, power, energy, momentum, angular momentum, analytical dynamics, material properties, Thermodynamics, optics, electricity, magnetism, quantum physics, atomic physics.



(1) GENERAL

ENGLISH II


LEVEL OF STUDIES UNDERGRADUATE COURSE CODE 2900 SEMESTER 2nd

COURSE TITLE ENGLISH II



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4



special background, specialised general knowledge, skills development




ENGLISH


NO



Learning outcomes The course learning outcomes, specific knowledge, skills and competences of an appropriate level, which the students willacquire 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




to comprehend presentations, speeches and lectures and to keep constructivenotes

to compose a text suitably, such as a description, a comparison, an analysis, a labreport, 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

(3) SYLLABUS


DELIVERY Face‐to‐face, Distance learning, etc.

Face‐to‐face




TEACHING METHODS The manner and methods of teaching are described in detail. Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art



Autonomous study 78


General Competences Taking into consideration the general competences that the degree‐holder must acquire (as these appear in the DiplomaSupplement and appear below), at which of the following does the course aim?

Search for, analysis and synthesis of data and Project planning and managementinformation, with the use of the necessary technology Respect for difference and multiculturalismAdapting to new situations Respect for the natural environment

Showing social, professional and ethical responsibility and Working independently sensitivity to gender issues Team work Criticism and self‐criticism Working in an international environment Production of free, creative and inductive thinkingWorking in an interdisciplinary environment …… Production of new research ideas Others…

…….

Use of Information TechnologyAutonomous work Team work Working in an international environmentRespect for difference and multiculturalism

Grammar/Syntax: • Tenses

• Indirect Speech

• Passive voice

• Types of subordinate clauses Writing:



• Composing medium‐length and long texts [article, paper etc]

• Composing a Summary

• Composing a Lab Report Vocabulary:



• (Listening activities of various types)

• Presentation

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


120 hours





Three‐hour written exam in English, that consists of:

• Reading Comprehension text

• Vocabulary activities [closed type]

• Grammar activities [closed type]

• Short essay writing on a given topic/Academic writing theory



• 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.


(1) GENERAL





COURSE CODE 1450 SEMESTER 2nd

COURSE TITLE GENERAL MICROBIOLOGY



credits


CREDITS

THEORY LECTURES 3 6

LABORATORY EXERCICES 2,5


COURSE TYPE



GENERAL BACKROUND, SKILLS DEVELOPMENT


NO


GREEK


NO



Learning outcomes


Consult Appendix A





After attending this course students can know:

• the basic biology of microorganisms, that is the fundamental characteristics governing their structure and function

• the primary characteristics of different types of microbial cells, the morphology and composition of their cell envelope

• the nutrients (macronutrients, micronutrients, and growth factors) which are essential for the nutrition of microorganisms

• the basic principles of cellular microbial metabolism and the main catabolic reactions (aerobic, anaerobic respiration, fermentation) which produce energy

• the growth mode of microorganisms and the main environmental parameters (temperature, pH, water activity, oxygen) affecting it

• the physical (e.g. heating, refrigeration, decrease of water activity) and the chemical (e.g. antibiotics, antiseptics, disinfectants) methods which are used to control microbial growth

• the essential characteristics of viruses and the viral growth cycle

• the eukaryotic microorganisms (fungi, algae, protozoa, and helminths)

• the human-microbe interactions and the mechanisms of pathogenesis of microorganisms. At the same time, through the laboratory exercises, students become familiar with some important


practical topics of general microbiology and are thus able to observe microorganisms under the microscope (fixation and staining procedures), prepare microbiological growth media, safely manipulate microbial cultures (following the rules of aseptic technique), isolate microorganisms in pure cultures and subsequently use them to inoculate fresh sterile media, estimate the microbial load of a sample by different ways (e.g. enumeration using petri plates, turbidimetry), as well as to make a first estimation of the species of an unknown microorganism, based on simple biochemical tests.




• Decision-making


• Teamwork



• Criticism and self-criticism


(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.


DELIVERY

Face-to-face, Distance learning, etc. Face-to-face








Autonomous study 108.5

Course total (30 h/ECTS)

180 hours






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.

https://aegeanmoodle.aegean.gr/

If a student fails to progress (and/or if he/she wishes to improve degree), he/she still has the right to be examined in the theory in the 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. - Related academic journals:

1. FEMS Microbiology Reviews (http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1574-6976)

2. Annual Review of Microbiology (https://www.annualreviews.org/journal/micro)

3. The ISME Journal (https://www.nature.com/ismej/)

4. PLoS Microbiology (http://journals.plos.org/plosone/browse/microbiology)

5. Trends in Microbiology (http://www.cell.com/trends/microbiology/home)

6. Current Opinion in Microbiology (https://www.journals.elsevier.com/current-opinion-in-microbiology)

7. mBio (http://mbio.asm.org/)

8. Frontiers in Microbiology (https://www.frontiersin.org/journals/microbiology)

9. Cellular Microbiology (http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1462-5822)

10. Critical Reviews in Microbiology (http://www.tandfonline.com/loi/imby20)

11. BMC Microbiology (https://bmcmicrobiol.biomedcentral.com/)

12. Applied and Environmental Microbiology (http://aem.asm.org/)

13. Journal of Bacteriology (http://jb.asm.org/)

14. Microbiome (https://microbiomejournal.biomedcentral.com/)

http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1574-6976

https://www.annualreviews.org/journal/micro

https://www.nature.com/ismej/

http://journals.plos.org/plosone/browse/microbiology

http://www.cell.com/trends/microbiology/home

https://www.journals.elsevier.com/current-opinion-in-microbiology

http://mbio.asm.org/

https://www.frontiersin.org/journals/microbiology


http://www.tandfonline.com/loi/imby20

https://bmcmicrobiol.biomedcentral.com/

http://aem.asm.org/

http://jb.asm.org/

https://microbiomejournal.biomedcentral.com/

(1) GENERAL

INTRODUCTION TO THE FOOD INDUSTRY II


ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE & NUTRITION



COURSE TITLE INTRODUCTION TO THE FOOD INDUSTRY II

(seminars – visits to industries)

INDEPENDENT TEACHING ACTIVITIES if credits are awarded for separate components of the course, e.g. lectures, laboratory exercises, etc. If the credits are awarded for the whole of the course, give

the weekly teaching hours and the total credits

SEMESTER TEACHING

HOURS

CREDITS

LECTURES 2 4

VISITS TO LOCAL FOOD INDUSTRIES 4


COURSE TYPE general background, special background, specialised general


GENERAL BACKGROUND



GREEK


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

• Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for

Lifelong Learning and Appendix B


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 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 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.


Search for, analysis and synthesis of Project planning and management data and information, with the use of Respect for difference and multiculturalism the necessary technology Respect for the natural environment Adapting to new situations Showing social, professional and ethical Decision‐making responsibility and sensitivity to gender Working independently issues Team work Criticism and self‐criticism Working in an international Production of free, creative and inductive environment thinking Working in an interdisciplinary …… environment Others… Production of new research ideas …….

Working independently Decision‐making Team work Criticism and self

(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

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

criticism

Production of free, creative and inductive thinking



etc.

Face‐to‐face


TECHNOLOGY Use of ICT in teaching, laboratory education,

communication with students

Use of ICT in searching for market information regarding the sectors of activity of the food business under study





Visits to the companies

52

Autonomous Study 42


120 hours



Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short‐answer questions, open‐ ended questions, problem solving, written work,

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

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



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).

essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other


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%

(1) GENERAL

ORGANIC CHEMISTRY





COURSE TITLE ORGANIC CHEMISTRY

INDEPENDENT TEACHING ACTIVITIES if credits are awarded for separate

components of the course, e.g. lectures, laboratory exercises, etc. If the credits are

awarded for the whole of the course, give the weekly teaching hours and the total credits


CREDITS

THEORY LECTURES 3 6

LABORATORY 3






NO

LANGUAGE OF INSTRUCTION and

EXAMINATIONS:

GREEK

IS THE COURSE OFFERED TO

ERASMUS STUDENTS

NO


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



Consult Appendix A



Area




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.



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

(3) SYLLABUS



etc.

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 The manner and methods of teaching are described in



Laboratory exercises 39

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)

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.


Laboratory reports 20

Autonomous Study 82


180 hours



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 are evaluated in Greek language through final written examination with short‐answer and/or open ended and/or problem solving and/or multiple‐choice 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 and/or problem solving and/or multiple‐choice 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

(1) GENERAL

INFORMATICS-DATABASES





COURSE TITLE INFORMATICS‐DATABASES



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 2 5

LABORATORIES 2




GENERAL BACKGROUND

PREREQUISITE COURSES: NO


GREEK


NO

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



Consult Appendix A



Area




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.


Search for, analysis and synthesis of Project planning and management data and information, with the use of Respect for difference and multiculturalism the necessary technology Respect for the natural environment Adapting to new situations Showing social, professional and ethical Decision‐making responsibility and sensitivity to gender Working independently issues Team work Criticism and self‐criticism Working in an international Production of free, creative and inductive environment thinking Working in an interdisciplinary …… environment Others… Production of new research ideas ……. Search for, analysis and synthesis of data and information, with the use of the necessary technology Team work Working in an international environment Working in an interdisciplinary environment

(3) SYLLABUS

The aim of the lesson is the acquisition of basic meanings of Informatics which help students to comprehend better the subject of their studies. This lesson provides all the necessary knowledge for the understanding of basic terms of word processor and spreadsheets emphasizing to databases subjects Course Syllabus: Basic principles of Word Processor and Spreadsheets, data definition and characteristics, database, database management system (DMS), database models, principles of Entity‐Relationship diagram (ERD), case studies, principles of relational model, relational databases diagram, operations and limitations of relational model, relational algebra, transformation of ERD into relational database, algorithm and application, SQL programming, definition, importing, deleting, modifying, searching data with SQL, normalization, Introduction to Access, creation of tables, connection of tables, importing, deleting, modifying data, queries of selection, deletion, and information, forms, reports Laboratory Syllabus: Laboratory exercises (databases) which include database creation, searching data, data management, forms, reports, laboratory exercises (Word Processor) which include opening, processing, saving, formatting, printing,



etc.

Face‐to‐Face










Autonomous Study 98


150 hours



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

20% (Growth topic rating) + 80% (Degree of final examination, 40% Laboratory+40% Theory) or 100% Degree of final examination (50% Laboratory+50% Theory)

previewing documents, tables, symbols, equations, diagrams, laboratory exercises (Spreadsheets) which include opening, processing, saving, formatting, printing, previewing spreadsheets, formulas, charts


work, clinical examination of patient, art interpretation, other Specifically‐defined evaluation criteria are given, and if and where they are accessible to students.

‐ Suggested bibliography: E. Kexris, Relational databases, theory and laboratory exercises, Kritiki Publications, 2005 M. Xenos, D. Christodoulakis, Introduction to databases, Papasotiriou Publications, 2002 D. Dervos, Introduction to database systems, Tziolas Publications, 1995 A . Silberschatz, H. Korth, S. Sudarshan, Database system concepts, Giourdas Publications, 2003 C. D. Frye, Step by step, Microsoft Excel 2007, Klidarithmos Publications, 2007


(1) GENERAL

STATISTICS – QUANTITATIVE METHODS





COURSE TITLE STATISTICS – QUANTITATIVE METHODS




WEEKLY TEACHING

HOURS

CREDITS

LECTURES COURSE 3 5

LABORATORIES 2



development

GENERAL BACKGROUND



GREEK


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

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 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, Distance learning,

Face‐to‐face


• Lab work (practice with the statistical software

package SPSS)




Course handouts and transparencies in pdf format Email communication between students and lecturer (eclass)



Laboratory εxercises 26

Essays 20

Autonomous Study 65


150 hours

.


Language of evaluation: Greek Method of evaluation

• Final exam paper (70% of total mark)

• Obligatory presence at labs (at least) 90% of labs

• Average of ten lab exercises (30% of total mark)

Evaluation criteria are presented and analysed to students at start of semester




(1) GENERAL

BIODIVERSITY – BIOTIC RESOURCES





COURSE TITLE BIODIVERSITY – BIOTIC RESOURCES



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4




SPECIAL BACKGROUND



GREEK


NO

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

en/curriculum‐cat/curriculum‐14‐15/348‐

biodiversity



Consult Appendix A



Area


http://www.fns.aegean.gr/index.php/35



• Knowledge of biodiversity’s main characteristics.

• 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.



• 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.



etc.

Face‐to‐face




Yes, using a projector, internet access and viewing of audiovisual material (documentaries)





Essays 24

Autonomous Study 54

Final written examination

3


120 hours



‐ Final written examination (80% of the final grade), in Greek, with questions of: (a) Short‐answer and

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. 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).


‐ Suggested bibliography: 1. Gaston K.J., Spicer J.I. (2008) Biodiversity: an introduction (2nd edition, Editing

in Greek: C. Chintiroglou and D. Vafeidis). University Studio Press, ISBN: 9601216871, 242 pages

2. Primack R., Diamantopoulos G., Arianoutsou M., Danielidis D., Valakos S., Pafilis P., Pantis I.D. (2009) Conservation and protection of biodiversity. Odysseus Publications, ISBN: 9789608771451, 470 pages (in Greek)

3. Whittaker R.J., Fernandez‐Palacios J.M. (translation: Vakalis V., editing: Sfenthourakis S.) (2009) Island Biogeography: Ecology, Evolution and Conservation. Crete University Press, ISBN: 978960524283Χ, 416 pages (in Greek)

4. Wilson E.O. (1992) The diversity of life. Penquin, 406 pages 5. Loreau M., Naeem S., Inchausti P. (eds) (2002) Biodiversity and ecosystem

functioning: synthesis and perspectives. Oxford University Press, Oxford, 294 pages

6. Blondel J., Aronson J. (1999) Biology and Wildlife of the Mediterranean region. Oxford University press, Oxford

7. Leveque J., Mounolou J‐C. (2003) Biodiversity. John Wiley & Sons, 284 pages

‐ Related academic journals: 1. Environmental Management 2. Ecology 3. Environmental Monitoring and Assessment 4. Conservation Biology 5. Ecological Applications 6. Plos One



(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

7. Ecology Letters

(1) GENERAL

BIOCHEMISTRY I


LEVEL OF STUDIES UNDERGRADUATE COURSE CODE 1750 SEMESTER 3rd

COURSE TITLE BIOCHEMISTRY I



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 6

LABORATORIES 2




SPECIAL BACKGROUND

PREREQUISITE COURSES: ORGANIC CHEMISTRY


GREEK


NO

COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27‐ undergraduates‐studies/program‐spoudon‐2014‐

15/66‐syllabus‐bioximiai



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 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 Project planning and management information, with the use of the necessary technology Respect for difference and multiculturalism Adapting to new situations Respect for the natural environment Decision‐making Showing social, professional and ethical responsibility and Working independently sensitivity to gender issues Team work Criticism and self‐criticism Working in an international environment Production of free, creative and inductive thinking Working in an interdisciplinary environment ……

Production of new research ideas Others… …….

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


• Team work

• Working in an interdisciplinary environment

• Production of free, creative and inductive thinking

(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


Use of ICT in teaching, laboratory education,







Laboratory εxercises 26


Autonomous Study 95


180 hours





Language of evaluation: Greek 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.

(1) GENERAL

INTRODUCTION TO NUTRITION SCIENCE

SCHOOL ENVIROMENT ACADEMIC UNIT FOOD SCIENCE AND NUTRITION

LEVEL OF STUDIES UNDERGRADUATE COURSE CODE SEMESTER 3

COURSE TITLE INTRODUCTION TO NUTRITION SCIENCE



WEEKLY TEACHING

HOURS CREDITS

Lectures 3 5




special background


ΝΟ


GREEK


NO

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

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

nutrition

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



Consult Appendix A • Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of




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

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




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.




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

• Working in an international environment


• Project planning and management

• Respect for difference and multiculturalism

• Respect for the natural environment

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



(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



Lectures 13 lectures, 39 hours

Team work 30 hours

Course total 69 hours



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). - Related academic journals:

European Journal of Nutrition Journal of Nutrition International Journal of Nutrition

(1) GENERAL

FOOD MICROBIOLOGY I




COURSE CODE 1800 SEMESTER 3rd

COURSE TITLE FOOD MICROBIOLOGY I

INDEPENDENT TEACHING ACTIVITIES if credits are awarded for separate components of the course, e.g. lectures,

laboratory exercises, etc. If the credits are awarded for the whole of the course, give the weekly teaching hours and the total credits


CREDITS

THEORY LECTURES 3 7

LABORATORY EXERCICES 3


COURSE TYPE



SPECIAL BACKGROUND, SKILLS DEVELOPMENT




GREEK


NO


(2) learning outcomes

Learning outcomes


Consult Appendix A





After attending this course students can know:

• the outstanding importance of microorganisms for foods (mainly regarding their negative impact: spoilage and cause of foodborne diseases)

• the predominant types of microorganisms in foods (bacteria, molds, yeasts, protozoa, and viruses), their sources, and the normal microflora of various food types

• 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)

• the intrinsic (e.g. nutrients, water activity) and extrinsic (e.g. temperature, relative humidity of the environment) parameters affecting microbial growth in foods

• the metabolism (aerobic, anaerobic respiration and fermentation) of principal food components (carbohydrates, proteins, and lipids) by microorganisms, the by-products produced and their effects on food quality

• the important factors of microbial food spoilage, the indicators (sensory, microbiological, and chemical) of microbial food spoilage and the main microorganisms associated with the spoilage of various food types


• the significance of foodborne diseases for the public health and economy of a country, the types of microbial foodborne diseases (foodborne intoxications, infections and toxicoinfections), the pathogenic microorganisms associated with each type and the main microbial indicators used to assess the safety of various foods (e.g. coliforms, enterococci).

At the same time, through laboratory exercises, students become familiar with some important practical topics in food microbiology and are thus able to calculate the decimal reduction time of a bacterial culture (exposed to a temperature higher than the maximum growth temperature), indirectly quantify a microbial population through turbidity/absorbance measurements, determine the sanitary quality of a food through the quantification of some important hygiene indicators, perceive and use the method of enrichment to be able to detect the presence of important pathogens in a food, perform biochemical tests and interpret their results to identify an unknown microorganism, as well as to calculate the minimum inhibitory concentration of a chemical antimicrobial compound.




• Decision-making


• Teamwork





(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








Tutorials 20

Autonomous study 112


210 hours










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. - Related academic journals:

1. International Journal of Food Microbiology (https://www.journals.elsevier.com/international-journal-of-food-

microbiology)

2. Food Microbiology (https://www.journals.elsevier.com/food-microbiology/most-downloaded-articles)

3. Journal of Food Protection (http://jfoodprotection.org/)

4. Frontiers in Microbiology, Section Food Microbiology (https://www.frontiersin.org/journals/microbiology/sections/food-microbiology)

5. Foodborne Pathogens and Disease (http://www.liebertpub.com/fpd)

6. Journal of Food Safety (http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1745-4565)

https://www.journals.elsevier.com/international-journal-of-food-microbiology


https://www.journals.elsevier.com/food-microbiology/most-downloaded-articles

http://jfoodprotection.org/

https://www.frontiersin.org/journals/microbiology/sections/food-microbiology

http://www.liebertpub.com/fpd


(1) GENERAL

HUMAN PHYSIOLOGY I



COURSE TITLE HUMAN PHYSIOLOGY I



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 5




GENERAL BACKGROUND

PREREQUISITE COURSES: CELL BIOLOGY


GREEK


NO

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

undergraduates‐studies/program‐spoudon‐2014‐

15/69‐syllabus‐fysiologiai



Consult Appendix A

• Description of the level of learning outcomes for each qualifications cycle, according to the Qualifications Framework of




The aim of the course is to present the basic principles governing the mechanisms of human body function at a cellular, tissue, organ and organ systems level. Students will acquire a fully integrated and functional perception and not just mnemonic, fragmented knowledge of the human body functions. An integrated comprehension of the physiological mechanisms of the human body function is considered as a prerequisite for the students in order to understand the role of foods and nutrition in human health. General Competences Taking into consideration the general competences that the degree‐holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

Search for, analysis and synthesis of data and Project planning and management information, with the use of the necessary technology Respect for difference and multiculturalism Adapting to new situations Respect for the natural environment

Decision‐making Showing social, professional and ethical responsibility and


(3) SYLLABUS



Face‐to‐face




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

Working independently

Team work

Working in an interdisciplinary environment

Production of free, creative and inductive thinking

Working independently Team work Working in an international environmentWorking in an interdisciplinary environmentProduction of new research ideas

sensitivity to gender issues Criticism and self‐criticism Production of free, creative and inductive thinking ……

…….

‐ 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 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.

TEACHING METHODS

The manner and methods of teaching are described in detail. Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.


Activity Semester workload Lectures attendance 39



150 hours





Language of evaluation: Greek Methods of evaluation: Multiple choice questionnaires, Short‐answer questions, public presentation.


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

(1) GENERAL

FOOD CHEMISTRY I



COURSE TITLE FOOD CHEMISTRY I



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 7 LABORATORIES 3




SPECIAL BACKGROUND



GREEK


NO

COURSE WEBSITE (URL) https://aegeanmoodle.aegean.gr/course/view.php?id=154



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 offoods such as water, carbohydrates, proteins and lipids.

• Students understand the reactions of the main ingredients of food and how theycan affect food quality.

• Students have the skills to predict interactions of the main ingredients of food andtheir impact on food quality

• Students get acquainted with the methods for determining moisture, total solids,total carbohydrates, total proteins and total lipids in foods.


Search for, analysis and synthesis of data and Project planning and management information, with the use of the necessary technology Respect for difference and multiculturalism Adapting to new situations Respect for the natural environment Decision‐making Showing social, professional and ethical responsibility and

Working independently sensitivity to gender issues Team work Criticism and self‐criticism Working in an international environment Production of free, creative and inductive thinking Working in an interdisciplinary environment …… Production of new research ideas Others…

…….


(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.



Face‐to‐face












210 hours





Students are evaluated in Greek Language through a final written examination with short‐answer and/or open‐ended and/or multiple‐choice 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/or problem solving and/or multiple‐choice questions. The grade of this final examination counts for 20% of the final grade of the course

• 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.



• 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

(1) GENERAL

HISTORY AND ANTHROPOLOGY OF NUTRITION



COURSE TITLE HISTORY AND ANTHROPOLOGY OF NUTRITION



WEEKLY TEACHING

HOURS CREDITS

Lectures 3 4




special background


ΝΟ


GREEK


NO


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

nutrition








Learning outcomes At the end of the course the students can: • Have proven knowledge and understanding of human nutrition issues with emphasis on history and anthropology of nutrition, backed up by advanced science textbooks, including views emerging from modern developments at the cutting edge of the cognitive field of nutrition. • They are able to use the knowledge they have acquired in a way appropriate to practicing the profession of the Food and Nutrition Scientist and have the skills they typically demonstrate through problem solving and nutrition advice. • They are able to communicate information, ideas, problems and solutions to both qualified and non-specialized people about human nutrition. • They have developed those general knowledge acquisition skills that they need to continue in further studies with a high degree of autonomy, by studying the specific aspects of nutrition science. Knowledge and skills At the end of the course the student may: • Has advanced knowledge on nutrition science issues, which implies a critical understanding of

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




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.




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



Face to face



Computer,e- mail, e-class platform




Team work 30 hours




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).

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.

1. 8. Anthropological approach to the prevalence of non-communicable diseases in modern societies, with special reference to obesity epidemic.


Specifically‐defined evaluation criteria aregiven, and if and where they are accessible tostudents.

- Suggested bibliography: ulture, People, Nature: an introduction to general anthropology, Harris, M., Allyn & Bacon, 7th edition, 1997, (ISBN-10: 0673990931). Food Politics, Nestle, M., University of California Press, 2nd Edition, 2007, (ISBN-10: 0520254031). The sociology of food: eating, diet and culture, Mennel, S.J., Murcott, A., van Otterllo, A.H., SAGE publications, 2nd Edition, 1993, (ISBN-10: 0803988389). - Related academic journals: European Journal of Nutrition Journal of Nutrition International Journal of Nutrition

(1) GENERAL

BIOCHEMISTRY II


LEVEL OF STUDIES UNDERGRADUATE COURSE CODE 2100 SEMESTER 4th

COURSE TITLE BIOCHEMISTRY II



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 6

LABORATORY 2




SPECIAL BACKGROUND



GREEK


NO



15/72‐syllabus‐bioximeiaii



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 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 Project planning and management information, with the use of the necessary technology Respect for difference and multiculturalism Adapting to new situations Respect for the natural environment Decision‐making Showing social, professional and ethical responsibility and Working independently sensitivity to gender issues

Team work Criticism and self‐criticism Working in an international environment Production of free, creative and inductive thinking Working in an interdisciplinary environment …… Production of new research ideas Others…

…….



• Team work



(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



Face‐to‐face










Essays 20

Autonomous Study 95


180 hours





Language of evaluation: Greek Methods of evaluation: Open‐ended questions, laboratory exercises, public presentation.


‐ DNA extraction from plant and animal tissues

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.

GENERAL

NUTRITION EDUCATION

SCHOOL SCHOOL OF THE ENVIROMENT ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND NUTRITION


COURSE TITLE NUTRITION EDUCATION



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 6

LABORATORY 2




SPECIAL BACKGROUND

PREREQUISITE COURSES: ΝΟ


GREEK


NO


en/curriculum‐cat/curriculum‐14‐15/361‐

community‐nutrition

https://eclass.aegean.gr/courses/fns135/







Learning outcomes At the end of the course the students can: • Have proven knowledge and understanding of human nutrition issues, backed up by advanced science textbooks, including views emerging from modern developments at the cutting edge of the cognitive field of nutrition into community. • They are able to use the knowledge they have acquired in a way appropriate to practicing the profession of the Food and Nutrition Scientist and have the skills they typically demonstrate through problem solving and nutrition advice. • They are able to communicate information, ideas, problems and solutions to both qualified and non-specialized people about human nutrition education. • They have developed those general knowledge acquisition skills that they need to continue in further studies with a high degree of autonomy, by studying the specific aspects of nutrition science. Knowledge and skills At the end of the course the student may:


• Has advanced knowledge on nutrition education issues, which implies a critical understanding of theories and principles. • Has advanced skills and has the ability to demonstrate the innovation required to solve complex and unpredictable problems in the field of human nutrition into the community. • Takes responsibility for professional of individuals and groups by providing nutrition advice.




The course aims at:

• 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












(2) 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




Laboratory exercises 13 hours (1 per week)

Team work 30 hours




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).


- Suggested bibliography: Community Nutrition in Action. An Enterpreneurial Approach, M.A. Boyle, D.H. Holben, Brooks Cole, 2009, (ISBN-10: 0495559016). - Related academic journals: European Journal of Nutrition Journal of Nutrition International Journal of Nutrition

(1) GENERAL

FOOD BUSINESS MANAGEMENT



COURSE TITLE FOOD BUSINESS MANAGEMENT



SEMESTER TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4




SPECIAL BACKGROUND

PREREQUISITE COURSES: INTRODUCTION TO FOOD INDUSTRY I


GREEK


NO

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



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 ofhuman needs can’t be materialized without the effective organization and the managementof the referred companies: The objective of this course is to introduce to the students the basics, and the main ruleswhich are directing the external and the internal environment in which the companies areoperating daily. The food companies constitute a specific sector, subdivision of the overallbusiness environment and therefore are directed by the same rules, and regulations whichare 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 theeffects the environment is introducing to the companies’ operation. Furthermore the students are introduced to the terms of effective management withemphasis to the programming, organization, direction, auditing, and decision processing.

http://aegeamoodle.aegean.gr/

Without covering each one of the above subjects related to business management in depth, the students in the current course are assisted to gain an overall, and comprehensive view at the introductory level, and to understand terminology and subjects which they will need later on in the following years of education, and the rest of their professional career, especially since there is good chance they will be occupied in the Greek food business sector (25% of the Greek overall business sector). General Competences Taking into consideration the general competences that the degree‐holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

Search for, analysis and synthesis of data and Project planning and management information, with the use of the necessary technology Respect for difference and multiculturalism Adapting to new situations Respect for the natural environment Decision‐making Showing social, professional and ethical responsibility and Working independently sensitivity to gender issues Team work Criticism and self‐criticism Working in an international environment Production of free, creative and inductive thinking Working in an interdisciplinary environment …… Production of new research ideas Others…

…….

Decision making Working in an international environment Project planning management Criticism and self‐criticism

(3) SYLLABUS



Face‐to‐face





Autonomous study 81


120 hours



Language of evaluation, methods of evaluation, summative or conclusive, multiple

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

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


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.

choice questionnaires, short‐answer questions,open‐ended questions, problem solving, writtenwork, essay/report, oral examination, publicpresentation, laboratory work, clinicalexamination of patient, art interpretation,other


GENERAL

HUMAN PHYSIOLOGY II



COURSE TITLE HUMAN PHYSIOLOGY II



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 5




GENERAL BACKGROUND



GREEK


NO



15/75‐syllabus‐fysiologiaii



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 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 Project planning and management information, with the use of the necessary technology Respect for difference and multiculturalism


(2) 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.



• Team work



Adapting to new situations Decision‐makingWorking independentlyTeam work Working in an international environmentWorking in an interdisciplinary environmentProduction of new research ideas

Respect for the natural environment Showing social, professional and ethical responsibility andsensitivity to gender issues Criticism and self‐criticism Production of free, creative and inductive thinking ……

…….



Face‐to‐face










150 hours







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.

(1) GENERAL

FOOD CHEMISTRY II


LEVEL OF STUDIES UNDERGRADUATE STUDIES COURSE CODE 2200 SEMESTER 4th

COURSE TITLE FOOD CHEMISTRY II



credits

WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 7

LABORATORY 3




development

SPECIAL BACKGROUND



EXAMINATIONS:

GREEK


NO




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.





(3) SYLLABUS

THEORY

• FOOD MICROSCYSTATICS ‐ Vitamins ‐ Inorganic ingredients ‐ Phenolic ingredients ‐ Food additives • SPECIAL BASIC FOODS OF ANIMAL AND PLANT ORIGIN ‐ Milk ‐ Egg ‐Meat ‐ Fish ‐ Edible fats and oils. ‐ Cereals ‐ Pulses ‐Fruit and vegetables ‐ Herbs and pcicies

LABORATORIES



FACE TO FACE












210 hours





Students are evaluated in Greek language through a final written examination with short‐answer and/or multiple‐choice questions on the theory of the course. The degree of this final examination count for 50% of the final grade of the course

Students are evaluated by written laboratory reports on the understanding of the principle of the methodology they use, the presentation and processing of the experimental data and the evaluation of the result. The average of the grades

• 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).


of laboratory reports counts for 25% of the final grade of the course. Students are also evaluated on the laboratory through a final written examination with open‐ ended and/or problem solving and/or multiple‐ choice 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

GENERAL

PRACTICAL TRAINING



COURSE TITLE PRACTICAL TRAINING



SEMESTER TEACHING

HOURS

CREDITS

WORK AT HOST CARRIER 140 5




SPECIAL BACKGROUND

PREREQUISITE COURSES: BASIC MICROBIOLOGY / ORGANIC CHEMISTRY


GREEK


NO

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



Consult Appendix A





Food businesses are 26% of Greek industry, and contribute 23% of national GDP. Thatmeans that a sufficient number of companies exist for effective integration ofdepartment’s graduates into the labour market. In this context, the design andimplementation of an institutional practical training placement is a key part of thecurriculum of the Department This is a pioneering and innovative practical training course, which seeks the followingobjectives:

To create suitable conditions for communication and knowledge of the students with thecounterparts companies, to facilitate their professional orientation, and to support thefinding a job after graduation.

To familiarize students with the widest possible range of food businesses and with thebasic principles of organization, operation and development.

To enrich the students with experience in practical application of modern developments infood and nutrition, and adaptation of manufacturing processes and certification of theseproducts as they are implemented on an industrial scale.


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

The institution's practical training purpose is to familiarize the students with the market reality, and its existing conditions food entrepreneurship and selected public organizations at the national level. The institution of practice aims to bring the student into direct contact with business and labour reality and to combine, as far as possible, the theoretical training with experiential training and familiarization with the production process. General Competences Taking into consideration the general competences that the degree‐holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?

Search for, analysis and synthesis of data and Project planning and management information, with the use of the necessary technology Respect for difference and multiculturalism Adapting to new situations Respect for the natural environment

Decision‐making Showing social, professional and ethical responsibility and Working independently sensitivity to gender issues Team work Criticism and self‐criticism Working in an international environment Production of free, creative and inductive thinking Working in an interdisciplinary environment …… Production of new research ideas Others…

…….

Adapting to new situations Decision‐making Production of new research ideas Project planning and management Criticism and self criticism

(2) SYLLABUS



Two months face to face employment in the

organization or company




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!!))

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.



Work at host carrier 140

Writing of activities report

10


150





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)

(1) GENERAL

FOOD BIOCHEMISTRY

SCHOOL SCHOOL OF THE ENVIRONMENT ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE & NUTRITION


COURSE TITLE FOOD BIOCHEMISTRY



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 6

LABORATORY 2




SPECIAL BACKROUND

PREREQUISITE COURSES: FOOD CHEMISTRY I


GREEK


NO




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

• Understand the application of biochemical technologies to food production

and preservation

• Understand methodologies for improvement and development of foods

• Suggest preservation methods



…….


(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.



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.










Essays 20

Autonomous study 95


180 hours



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

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%).

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


examination of patient, art interpretation,other


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

(1) GENERAL

NUTRITION THROUGH THE LIFE CYCLE



COURSE TITLE NUTRITION THROUGH THE LIFE CYCLE



WEEKLY TEACHING

HOURS CREDITS

Lectures 3 6 Laboratory exercises 1




special background


INTRODUCTION TO NUTRITION


GREEK


NO


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









Learning outcomes At the end of the course the students can: • Have proven knowledge and understanding of human nutrition issues, backed up by advanced science textbooks, including views emerging from modern developments at the cutting edge of the cognitive field of nutrition though life cycle. • They are able to use the knowledge they have acquired in a way appropriate to practicing the profession of the Food and Nutrition Scientist and have the skills they typically demonstrate through problem solving and nutrition advice in each life stage. • They are able to communicate information, ideas, problems and solutions to both qualified and non-specialized people about human nutrition in each stage. • They have developed those general knowledge acquisition skills that they need to continue in further studies with a high degree of autonomy, by studying the specific aspects of nutrition science. Knowledge and skills At the end of the course the student may: • Has advanced knowledge on nutrition life cycle issues, which implies a critical understanding of

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



theories and principles. • Has advanced skills and has the ability to demonstrate the innovation required to solve complex and unpredictable problems in the field of human nutrition into the community. • Takes responsibility for professional of individuals and groups by providing nutrition advice.




The course aims at:

• Search for, analysis and synthesis of data and information about nutrition in each life stage with the use of the necessary technology

• Adapting to new situations about nutrition in each stage












(3) SYLLABUS



Face to face








Laboratory team work 30 hours

Theory team work 30 hours




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).

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


- Suggested bibliography: .Nutrition through the Life Cycle, J.E. Brown, Thomson Wadsworth Publishing, 2008, (ISBN-10: 0495116378). Nutrition throughout the Life Cycle, B.S. Worthington-Roberts, S. Rodwell-Williams. McGraw-Hill CompanyBrown, 1996, (ISBN: 0815194277). - Related academic journals: European Journal of Nutrition Journal of Nutrition International Journal of Nutrition

(1) GENERAL

FOOD ENGINEERING – PHYSICAL PROCESSES



COURSE TITLE FOOD ENGINEERING – PHYSICAL PROCESSES



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 6

LABORATORY 2




SPECIAL BACKGROUND

PREREQUISITE COURSES: MATHEMATICS OR PHYSICS


GREEK


NO

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



Consult Appendix A





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.



…….

Search for, analysis and synthesis of data and information, with the use of the necessary technology Production of free, creative and inductive thinking Project planning

(3) SYLLABUS

The acquisition of knowledge about subjects related to the physical food processes and the basic technologies during the design of food industries. Also, the students will get familiar with these issues through tutorial topics so as to achieve the production of high quality foods with the lowest cost. The subject matter of the lesson includes the following: Basic mathematical and mechanical principles, thermophysical properties of foods, specific heat, thermal conductivity, thermal diffusivity, types of heat, vapor properties, mass and energy balances, reology, types of fluids, viscocity, types of viscometers, frictional energy losses, pump selection, fluid agitation‐mixing, selection of agitators, modes of heat transfer, conductive heat transfer, convective heat transfer, 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






Essays 20

Autonomous study 95

Course Total (30/ECTS)

180 hours







50% Theory and laboratory examination (1h) + 50% Final tutorial exercises (2h)


‐ Suggested bibliography: ‐ H. N. Lazarides, Food Engineering, 2nd Edition, Giahoudis Publications, Thessaloniki, 2007. ‐R. P. Singh, D. R. Heldman, Introduction to Food Engineering, Academic Press, 2003 ‐ K. J. Valentas, E. Rotstein, R. P. Singh, Handbook of Food Engineering Practice, CRC Press, 1997 ‐ P.G.Smith, Introduction to Food Process Engineering, Kluwer Academic/Plenum Publishers, 2003 ‐ W. L. McCabe, J. C. Smith, P. Harriot, Basic Physical Mechanical Processes (Translation S. Polimati‐dou) 6η Edition, Tziolas Publications, 2001

‐ Related academic journals: ‐Journal of Food Engineering (Elsevier) ‐Journal of Food Process Engineering (Wiley) ‐Food Engineering Reviews (Springer) ‐International Journal of Food Engineering and Technology (Science PG)

d ,EK>K'z K& &KK ^ K& E/D > KZ/'/E

(1) GENERAL



COURSE TITLE TECHNOLOGY OF FOODS OF ANIMAL ORIGIN



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 6

LABORATORIES 3




SPECIAL BACKGROUND

PREREQUISITE COURSES: FOOD MICROBIOLOGY I OR FOOD CHEMISTRY I


GREEK


NO

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

?id=151



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.


(3) SYLLABUS



Face‐to‐face



Computer usage to conduct the lectures Supporting the learning process through asynchronous e learning (https://aegeanmoodle.aegean.gr/)






Essays 20

Autonomous study 82


180 hours



Evaluation of students is performed by multiple choice‐questions in Greek language through a

4. This module aims so that the degree‐holder will acquire the following competences:

5. critical thinking

6. decision ‐making

7. formulation and production of animal origin food products

8. 4. problem handling

Search for, analysis and synthesis of data and information, with the use of the necessary technologyAdapting to new situations Decision‐makingWorking independentlyTeam work Working in an international environmentWorking in an interdisciplinary environmentProduction of new research ideas

Project planning and management Respect for difference and multiculturalismRespect for the natural environment Showing social, professional and ethical responsibility andsensitivity to gender issues

Criticism and self‐criticism Production of free, creative and inductive thinking ……

…….

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.


Language of evaluation, methods ofevaluation, summative or conclusive, multiplechoice questionnaires, short‐answer questions,open‐ended questions, problem solving, writtenwork, essay/report, oral examination, publicpresentation, laboratory work, clinicalexamination of patient, art interpretation,other


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.


(1) GENERAL

STRATEGIC MARKETING

SCHOOL SCHOOL OF THE ENVIRONMENT ACADEMIC UNIT DEPARTMENT OF FODD SCIENCE AND NUTRITION


COURSE TITLE STRATEGIC MARKETING



SEMESTER TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4




SPECIAL BACKGROUND

PREREQUISITE COURSES: FOOD BUSINESS MANAGEMENT


GREEK


NO

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



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! 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 Project planning and management information, with the use of the necessary technology Respect for difference and multiculturalism Adapting to new situations Respect for the natural environment Decision‐making Showing social, professional and ethical responsibility and

Working independently sensitivity to gender issues Team work Criticism and self‐criticism Working in an international environment Production of free, creative and inductive thinking Working in an interdisciplinary environment …… Production of new research ideas Others…

…….

Decision‐making Adapting to new structures Working in an international environment Criticism and self ‐criticism

(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:



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.



ACTIVITY SEMESTER WORKLOAD


Autonomous study 81


120 hours





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


Putting together the pieces of the puzzle

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.project10tothe100.com/

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

http://www.managementhelp.org/marketing

http://www.managementhelp.org/marketing

(1) GENERAL

MOLECULAR BIOLOGY


DEPARTMENT DEPARTMENT OF FOOD SCIENCE AND NUTRITION


COURSE CODE 3250 SEMESTER 5th

COURSE TITLE MOLECULAR BIOLOGY



WEEKLY

TEACHING

HOURS

CREDITS

THEORY LECTURES 3 6

LABORATORY 3 Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).



development

SPECIALISED KNOWLEDGE, SKILLS DEVELOPMENT



GREEK


NO

COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27‐undergraduatesstudies/program‐spoudon‐2014‐15/83‐syllabus‐moriaki



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



Students will become familiar with the terms but also with the basic methods and techniques used in Molecular Biology. They will be able to recognize, interpret and evaluate the experimental and research results of the object but to proceed to their critical and objective interpretation. They will be able to understand the practical applications of techniques in existing Fields of Science and Society. They will develop skills in experimental design, formulation and control of scientific hypotheses.

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


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…

…….

http://www.fns.aegean.gr/index.php/27‐undergraduatesstudies/program‐spoudon‐2014‐15/83‐syllabus‐moriaki

http://www.fns.aegean.gr/index.php/27‐undergraduatesstudies/program‐spoudon‐2014‐15/83‐syllabus‐moriaki




• Team work





(3) SYLLABUS



etc.

Face‐to‐face

USE OF INFORMATION

AND COMMUNICATIONS



-Communication with students (announcements, lectures, test-yourself

questions) via Moodle platform

TEACHING METHODS The manner and methods of teaching are described in detail.

Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art




Essays 20

Autonomous Study 82

The aim of the course is to understand the molecular mechanisms that govern cell function

(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 in

detail classic Molecular Biology topics, such as DNA replication, gene transcription, and RNA

translation into proteins. The basic elements of DNA technology and modern Genomics are analyzed.

Lectures:

• DNA and replication – Expresion and regulation of genetic information

DNA as heredity material, Central dogma – DNA replication

• Transcription, translation and variations

Central dogma – Transcription and translation

Central dogma variations

The tale of two genes : β-galactosidase and β-globulin

• Gene expression and regulation – DNA transfer

• Recombinant DNA – Gene cloning and analysis

Cloning– Purifing a gene

Finding a specific gene in the library

Analyzing the gene

• Mutations

Practical:

1. Isolation of genomic DNA.

2. Polymerase Chain Reaction (PCR).

3. Electrophoresis in agar gel.

4. Group projects presentations.

workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.


Course total

(30h/ECTS) 180


Description of the evaluation procedure Language of evaluation, methods of evaluation, summative or conclusive, multiple choice questionnaires, short‐answer questions, open‐ended questions, problem solving, written work, essay/report, oral examination, public presentation, laboratory work, clinical examination of patient, art interpretation, other Specifically‐defined evaluation criteria are given, and if and where they are accessible to students.

• Language of evaluation: Greek

• Methods of evaluation:

-Exams with multiple choice questions and case study

- Laboratory Group Project presentation (optional)

• Self-evaluation of students through a “test-yourself” project per unit in. The results of these tests (coming from the correction of the students themselves) indicate their progress. In case of low performance, contact with the teacher is recommended to solve comprehension problems.


1. 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: Alexandroupoli

2. BOOK TITLE: Microbiology and Microbial Technology ISBN: 978-618-5304-12-6 AUTHOR: George Aggelis PUBLISHER: UNIBOOKS IKE. YEAR OF PUBLISHING: 2017 / 1st Edition LOCATION OF PUBLISHING: Athens

(1) GENERAL

GLOBAL AGRIFOOD SYSTEM AND FOOD CHAINS



COURSE TITLE GLOBAL AGRIFOOD SYSTEM AND FOOD CHAINS



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4

LABORATORY 2




SPECIALISED GENERAL KNOWLEDGE

PREREQUISITE COURSES: BIODIVERSITY – BIOTIC RESOURCES


GREEK


‐


en/curriculum‐cat/curriculum‐14‐15/452‐syllabus‐

pagk‐diatr



Consult Appendix A





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).



…….







• Respect for difference and multiculturalism.

• Respect for the natural environment.


(3) SYLLABUS

During the course are given weekly lectures that include: 1) Description of course structure. Introductory concepts and definitions.

Assignments, instructions and timetable for their completion. 2) The concept of agroecosystem. Classification, sources and ecological functions

of agroecosystems. Comparison with natural ecosystems. Food chains and bioaccumulation.

3) System analysis of inputs/outputs. Methods and tools of system analysis (introduction to Stella software). Analysis of the nutrients cycles (water, carbon, nitrogen, phosphorus and sulfur).

4) The evolution of agricultural systems and the agricultural revolutions. The characteristics of the 3rd Agricultural Revolution (mechanization, fertilizing and

specialization) and its importance in economic development (complementary activity: projection of the 1st documentary).

5) The differentiation of agricultural production and the multifunctional role of agriculture. Creation and management of rural areas in the Mediterranean and deserted areas.

6) Creation and management of agricultural fields in tropical and cold areas (farming systems and agricultural production systems).

7) Ecosystem services of rural areas and their role in the quality of human life (well‐being). The agricultural sector in the European Union and Greece and the contribution of the agricultural policy and agro‐environmental measures of the CAP in the management of rural areas.

8) Integrated management of agricultural systems. Analysis of the socio‐economic and ecological context of rural areas.

9) Environmental impact from the application of conventional farming practices and the use of agrochemicals.

10) Forms of sustainable agriculture (organic and biodynamic agriculture, integrated management and natural cultivation) (complementary activity: projection of 2nd documentary).

11) Global agrifood system (multinational companies, World Trade Organization, alternative trends and movements).

12) Global food crisis and modern trends in management of agroecosystems to address it (genetically modified foods, functional foods and ecological farming management).

13) Presentation of papers and submission of a report in the form of a scientific article.



Face‐to‐face









Essays 24

Autonomous study 31


120 hours



‐ Final written examination (80% of the final grade), in Greek, with questions of:



1. Polyrakis G.T. (2003) Environmental Agriculture. Psichalou Publications, Athens, ISBN: 9608336112, 464 pages (Eudoxus ID: 12593, in Greek)

2. Nikolaidis E. (2010) Agriculture, Environment, Nutrition: Greek Agriculture in Global Agrifood System. Papazisis Publications, Athens, ISBN: 9789600224238, 243 pages (Eudoxus ID: 29492, in Greek)

3. Mazoyer M., Roudart L. (2005) A History of World Agriculture. Exandas Publications, Athens, ISBN: 9602566248, 610 pages (Eudoxus ID: 5724, in Greek)

4. Millennium Ecosystem Assessment (2005) Ecosystems and human well‐being: synthesis. Island Press, Washingtion. DC, ISBN: 1597260401, 155 p.

5. Collins W.W., Qualset C.O. (1998) Biodiversity in agroecosystems. CRC Press ‐ Taylor & Francis, ISBN: 9781420049244, 352 p.

6. Giampietro M. (2003) Multi‐scale integrated analysis of agroecosystems. CRC Press ‐ Taylor & Francis, ISBN: 9780849310676, 472 p.

7. 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.

8. Braudel F., Coarelli F., Aymard M. (1990) The Mediterranean: the space and the history. Alexandria Publications, Athens, ISBN: 9789602210154, 205 pages (in Greek)

9. 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)


1. Agriculture and Human Values 2. Food Policy 3. Supply Chain Management 4. Sustainability Science 5. Trends in Food Science and Technology 6. Journal of Rural Studies 7. Development Studies Research

Language of evaluation, methods ofevaluation, summative or conclusive, multiplechoice questionnaires, short‐answer questions,open‐ended questions, problem solving, writtenwork, essay/report, oral examination, publicpresentation, laboratory work, clinicalexamination of patient, art interpretation,other


(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

(1) GENERAL

FOOD TOXICOLOGY



COURSE TITLE FOOD TOXICOLOGY



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4




SPECIAL BACKGROUND

PREREQUISITE COURSES: HUMAN PHYSIOLOGY I OR FOOD CHEMISTRY I


GREEK


NO



15/84‐syllabus‐toxikologia



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 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?





• Team work



(3) SYLLABUS



Face‐to‐face








Autonomous study 81

‐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



120 hours







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.

(1) GENERAL

NUTRITION & METABOLISM



COURSE TITLE NUTRITION & METABOLISM



WEEKLY TEACHING

HOURS CREDITS

Lectures 3 6 Laboratory exercises 1




special background


Human Physiology or Biochemistry


GREEK


NO


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

metabolism








Learning outcomes At the end of the course the students can: • Have proven knowledge and understanding of human nutrition issues, backed up by advanced science textbooks, including views emerging from modern developments at the cutting edge of the cognitive field of nutrition and metabolism. • They are able to use the knowledge they have acquired in a way appropriate to practicing the profession of the Food and Nutrition Scientist and have the skills they typically demonstrate through problem solving and nutrition metabolism. • They have developed those general knowledge acquisition skills that they need to continue in further studies with a high degree of autonomy, by studying the specific aspects of nutrition science. Knowledge and skills At the end of the course the student may: • Has advanced knowledge on nutrition metabolism issues, which implies a critical understanding of theories and principles. • Has advanced skills and has the ability to demonstrate the innovation required to solve complex and

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




unpredictable problems in the field of human metabolism. • Takes responsibility for professional of individuals and groups by providing nutrition advice.




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



Face to face








Team work 30 hours




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).

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.


Language of evaluation, methodsof evaluation, summative orconclusive, multiple choice

questions, open‐ended questions,problem solving, written work,essay/report, oral examination,public presentation, laboratorywork, clinical examination ofpatient, art interpretation, other


examination in the final score is 70% and thelaboratory performance is 30%. Both grades (writtenexamination and laboratory grade) should greater thanor equal to 5.0 / 10.0).


Introduction to Nutrition and Metabolism, David A. Bender, 5th edition Nutrition and Metabolism, S.A. Lanham-New, I.A. Macdonald, H.M. Roche, The Nutrition Society Textboks, Wiley-Blackwell, 2011, (ISBN: 978-1-4051-6808-3). Nutrition and Metabolism: underlying mechanisms and clinical consequences, C.S. Mantzoros. Humana Press, 2009, (ISBN: 978-1-60327-452-4). - Related academic journals:

European Journal of Nutrition Nutrition and Metabolism

International Journal of Nutrition

(1) GENERAL

FOOD PROCESSING AND PRESERVATION


LEVEL OF STUDIES UNDERGRATUATE COURSE CODE 3100 SEMESTER 6th

COURSE TITLE FOOD PROCESSING AND PRESERVATION




WEEKLY TEACHING

HOURS

CREDITS

Theory Lectures 3 5




development

SPECIAL BACKGROUND

PREREQUISITE COURSES: FOOD MICROBIOLOGY I


GREEK


NO




Consult Appendix A

• Description of the level of learning outcomes for each qualifications cycle, according to


• Descriptors for Levels 6, 7 & 8 of the European Qualifications Framework for Lifelong



The aim of the course is the students to understand the basic principles of the mainmethods of food processing and preservation. Students will get familiar with methods suchas blanching, pasteurization, sterilization, canning, aseptic processing, extrusion, cooking,cold storage, freezing, irradiation, high hydrostatic pressure, new non‐thermal processingmethods and hurdle technology. After completing the lectures, students will be able todesign corresponding methods of food processing and preservation, choose the right

equipment and solve relevant application problems.



‐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



etc.

Face‐to‐face





TEACHING METHODS The manner and methods of teaching are described in detail. Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay

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





150

writing, artistic creativity, etc.






20 % (Growth topic rating) + 80 % (Final Examination) or 100 % Final Examination


‐ Suggested bibliography: ‐I. G. Bloukas, Food Processing & Preservation, Stamoulis Publications, Athens, 2004 ‐B. Kioseoglou, G. Blekas, Principles of Food Technology, Agis‐Savvas Gartaganis Publications, 2010 ‐P. S. Rodi, Food Preservation Methods, Stamoulis Publications, Athens, 1995 ‐C. Tzia, B. Oraiopoulou, Food Preservation & Packaging, N.T.U.A., 2003

‐ Related academic journals: ‐Journal of Food Processing and Preservation (Wiley) ‐Annals of Food Processing and Preservation (JSciMed Central) ‐Journal of Food Processing & Technology (OMICS International) ‐Journal of Food Science and Technology (Springer)

(1) GENERAL

FOOD MICROBIOLOGY IΙ





COURSE TITLE FOOD MICROBIOLOGY IΙ




CREDITS

THEORY LECTURES 3 7

LABORATORY EXERCICES 3


COURSE TYPE



SPECIAL BACKGROUND, SKILLS DEVELOPMENT


FOOD MICROBIOLOGY I


GREEK


NO



Learning outcomes


Consult Appendix A





After attending this course students can know: • the main physical and chemical ways which someone can use to inhibit microbial growth and/or kill microorganisms in a food, how each way brings the desired antimicrobial effect (mechanism of action) and what factors affect this effect (in relation to the nature of the food, the nature of the microorganisms and the nature of the antimicrobial treatment) • the cleaning and disinfection processes (sanitization) applied in a food industry, the main categories of detergents and disinfectants and how they work • the ways and mechanisms of killing microorganisms through heat treatment • the microbiostatic effects of low temperature (cooling, freezing) and low water activity (aw) • the process and mechanisms of action of lowering the pH of a food by adding various weak organic acids to limit microbial growth • the ways and mechanisms of preserving food through its packaging under a modified atmosphere • the reasons for adding to the food various chemical antimicrobials (preservatives) and the ways of antimicrobial action of the main ones • the mechanism of microbicidal action of (ionizing) irradiation of food and how it is achieved • the main species of microorganisms used in food fermentation (lactic acid bacteria), the


microbiology and basic biochemistry of important fermented foods (yogurt, cheese, fermented meats, and vegetables) • the probiotic microorganisms (e.g. Bifidobacterium, Lactobacillus) and their possible positive effects on human health (reduction of intestinal disorders, prevention of colon cancer, immunoregulation, etc.). At the same time, through the laboratory exercises, students become familiar with some important practical topics of food microbiology and are thus able to understand the microbiostatic effects of reducing the water activity of a food to increase its shelf life and improve its safety, know and perform well diffusion assay to evaluate the effectiveness of a chemical antimicrobial compound, isolate and enumerate lactic acid bacteria present in fermented foods and to study their critical biochemical characteristics, know and perform the most probable number (MPN) method to determine the population of coliforms present in a water sample (as hygiene indicators), as well as to know and perform the biochemical tests ONPG and IMViC (identification of Enterobacteriaceae).




• Decision-making


• Teamwork





(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.


DELIVERY









Tutorials 20



210 hours










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. - Related academic journals:

7. International Journal of Food Microbiology (https://www.journals.elsevier.com/international-journal-of-food-

microbiology)

8. Food Microbiology (https://www.journals.elsevier.com/food-microbiology/most-downloaded-articles)

9. Journal of Food Protection (http://jfoodprotection.org/)

10. Frontiers in Microbiology, Section Food Microbiology (https://www.frontiersin.org/journals/microbiology/sections/food-microbiology)

11. Foodborne Pathogens and Disease (http://www.liebertpub.com/fpd)

12. Journal of Food Safety (http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1745-4565)



https://www.journals.elsevier.com/food-microbiology/most-downloaded-articles

http://jfoodprotection.org/

https://www.frontiersin.org/journals/microbiology/sections/food-microbiology

http://www.liebertpub.com/fpd


(1) GENERAL

PATHOPHYSIOLOGY



COURSE TITLE PATHOPHYSIOLOGY




WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 5




development

SPECIAL BACKGROUND

PREREQUISITE COURSES: HUMAN PHYSIOLOGY II


GREEK


NO

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

studies/program‐spoudon‐2014‐15/88‐syllabus‐

pathofysiologia



Consult Appendix A






The aim of the course is to present the basic principles governing the etiology, pathogenesisand pathophysiology of chronic human diseases. Students will acquire a fully integrated andfunctional perception and not just mnemonic, fragmented knowledge of the pathophysiologyof 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.





• Team work



(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.



etc.

Face ‐to‐face











150 hours







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.

(1) GENERAL

TECHNOLOGY OF FOODS OF PLANT ORIGIN



COURSE TITLE TECHNOLOGY OF FOODS OF PLANT ORIGIN




WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 6

LABORATORY 3




development

SPECIAL BACKROUND



GREEK


NO




Consult Appendix A






The aim of the course is the description and understanding of the technological applicationsrelevant to manufacturing of foods of plant origin. Particular emphasis is given on thecomposition of the raw materials and processing technologies, as well as on their effect onorganoleptic 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

in plant food manufacturing, preservation and new food development

• Perform representative analyses that pertain to plant food composition




(3) SYLLABUS

LECTURE COURSE

Part I: Fruit & vegetables

1. Fruit juices 2. Tomato processing 3. Minimally processed products



etc.

Face‐to‐face. In laboratory courses, following a short



Furthermore, students are pursuing research problems

/ working hypotheses, within the lab, based on their

experimental data.





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,

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




Essays 20

Autonomous study 82


educational visits, project, essay writing, artistic creativity, etc.


(30h/ECTS)





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 and short answer and / or multiple‐ choice questions.


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

(1) GENERAL

BIOSTATISTICS



COURSE TITLE BIOSTATISTICS




WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 5

LABORATORY 2



development

SPECIALISED GENERAL KNOWLEDGE

PREREQUISITE COURSES: STATISTICS – QUANTITATIVE METHODS


GREEK


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

• 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

(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



etc.

Face‐to‐face:

• Classroom (theory and exercises)

• Lab work (practice with the statistical software

package R)



Course handouts and transparencies in pdf format Email communication between students and lecturer (e class)

Decision making

education, communication with

students




Essays 20

Autonomous study 65


150 hours


.

Language of evaluation: Greek Method of evaluation

• Final exam paper (70% of total mark)

• Obligatory presence at labs (at least) 90% of labs

• Average of ten lab exercises (30% of total mark)

Evaluation criteria are presented and analysed to students at start of semester




(1) GENERAL

APPLIED INFORMATICS FOR FOOD SCIENCE AND NUTRITION



COURSE TITLE APPLIED INFORMATICS FOR FOOD SCIENCE AND

NUTRITION




WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4

LABORATORY 2




development

SKILLS DEVELOPMENT

PREREQUISITE COURSES: INFORMATICS – DATABASES


GREEK


‐


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

informatics



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.










(3) SYLLABUS

During the course are given weekly lectures that include:

1) Basic characteristics of informatics (2 lectures).

2) Search of literature (scientific articles, books, encyclopedias and dictionaries) to specialized databases on the internet (3 lectures).

3) Data analysis using computational tools and programming language R (mathematical and statistical calculations, graphics, design of algorithms) (3 lectures).

4) Design and study of chemical compounds with the use of specialized design tools (3 lectures).

5) Search of biological characteristics of organisms in biological databases and use of bioinformatics tools (1 lecture).

6) Search of nutritional characteristics of foods in nutritional databases and diets design (1 lecture).



etc.

Face‐to‐face










Autonomous study 52

Written Exam 3


120 hours





‐ 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

(1) GENERAL

DAIRY TECHNOLOGY



COURSE TITLE DAIRY TECHNOLOGY




WEEKLY TEACHING

HOURS

CREDITS

LECTURES COURSE 3 4




development

SPECIAL BACKROUND



GREEK


NO

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

410



Consult Appendix A






The students will: acquire the basic knowledge in Milk Technology

have the ability to use the acquired knowledge during milk processing

have all the required knowledge and skills in order to continue their studies.



This module aims so that the degree‐holder will acquire the following cοmpetences: 1. critical thinking 2. decision making 3. problem handling

(3) SYLLABUS



etc.

Face‐to‐face




Computer usage to conduct the lectures. Supporting the learning process through asynchronous e‐learning (https://aegeanmoodle.aegean.gr/)




Autonomous study 81


120 hours

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) .






Evaluation of students is performed by multiple choice‐ questions in Greek language through a written final exam.


‐ Suggested bibliography: 1.Dairy Science and Technology, Second Edition, P. Walstra, Pieter Walstra, Jan T. M.

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


(1) GENERAL

FOOD SAFETY AND QUALITY

SCHOOL SCHOOL OF ENVIRONMENT


LEVEL OF STUDIES Undergraduate


COURSE TITLE FOOD SAFETY AND QUALITY



WEEKLY TEACHING

HOURS CREDITS

Lectures & Case Study 3 5

Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (4).

COURSE TYPE



Special background


Food Microbiology I


Greek


No

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


Learning outcomes


Consult Appendix A





The course deals with the distinction but also the relationship between food safety and quality, as well as the systematic approach of the two concepts through the study of the respective Food Safety Management Systems (HACCP) and Quality Management Systems (QMS). The aim of the course is to provide students with an understanding of the basic concepts of Food Safety and Food Quality and their interrelationships. It also seeks a systematic approach towards the production of safe and ‘quality’ foods (i.e. foods of the highest quality possible). In this context, the basic principles of quality management, the stages of HACCP plan development and the principles of HACCP are studied. The course provides students with the knowledge to assess the need for a HACCP plan or QMS and to implement it in accordance with well-known international standards, such as the ISO 22000 and ISO 9000 series of standards.

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

Upon completion of lectures and successful completion of the course, the student will be able to:

• Distinguish the differences and understand the relationship between food safety and quality.

• Interpret the legal framework governing food safety and quality (microbiological criteria).

• Apply the principles of HACCP to the food production processes.

• Appreciate the usefulness of Food Safety Management Systems (HACCP) and QMS in producing safe and high quality foods, respectively.




• Critical thinking

• Decision-making

• Management systems planning and development

• Problem solving skills

(3) SYLLABUS

1. Basic concepts – Terms and definitions: Food Quality, Food Quality Characteristics/Determinants, Quality Control (QC), Quality Assurance (QA), Total Quality Management (TQM).

2. Relationship between Food Safety and Quality, food safety criteria, quality specifications and standards – Food Quality Control: aims, stages, forms and QC methods – Relationship between QC, QA and TQM.

3. Quality Management Systems (QMS) – Basic principles of quality management – QMS according to ISO 9001 – Standardization, Certification, Accreditation.

4. Introduction to HACCP – Food hazards: biological, chemical, physical – History and overview of HACCP – HACCP prerequisite programs: Good Manufacturing and Hygiene Practice (GMP/GHP) – Cost of implementing HACCP.

5. HACCP plan development: assembling the HACCP team, describing the product and its intended use, developing a process flow diagram, verifying the accuracy of the process flow diagram.

6. Principles of HACCP: conduct hazard analysis, determine Critical Control Points (CCPs), establish critical limits for CCPs, establish monitoring procedures, establish corrective action procedures, establish verification procedures, establish record keeping – Verification and validation of HACCP.

7. Food Safety Management Systems (FSMS) – Elements of a FSMS according to ISO 22000.

8. Examples of HACCP implementation in the food industry and food production processes.


DELIVERY


(Lectures in the classroom)



Lectures are given as PowerPoint presentations, which are available together with supplementary educational material (i.e. course notes, bibliography – scientific papers) through moodle asynchronous e-learning platform (https://aegeanmoodle.aegean.gr/). Through this platform also, communication with the students is established via relevant announcements.



Lectures 39

Case Study 3

Self-study 108

Course total (25 hours workload per credit unit)

150



Students’ performance is evaluated through final written exam which includes:


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.

- Multiple choice questionnaires (60% of total questions)

- Questions of True or False answer (35% of total questions)

- Short-answer questions (5% of total questions)

The passing grade is ≥ 5.0 out of 10.0 in the final exam.



Amvrosiadis, I. (2005). Implementation and control of HACCP system (1st ed.). Thessaloniki: Modern Education (in Greek).

Amvrosiadis, I. (2005). Application and control of the HACCP system. Thessaloniki: Kordali Pubications (in Greek)

Arvanitogiannis, I. S., Sandrou D., & Kourtis, L. (2001). Food safety: Implementation of hazard analysis and critical control point (HACCP) in food and beverage industry (1st ed.). Thessaloniki: University Studio Press (in Greek).

Evmorfopoulos, E. (2020). HACCP – The quality approach. Athens: Embryo Publications (in Greek).

Surak, J. G., & Wilson, S. (2014). The certified HACCP auditor handbook. (3rd edn.) Milwaukee, Wisconsin: ASQ Quality Press.

Tzia, K. & Tsiapouris, A. (1996). Hazard analysis and critical control point (HACCP) in food industry. Athens: Papasotiriou Publications (in Greek).

Tsaknis,G. (2018). Food and beverage quality and safety. Thessaloniki: Tziola Publications (in Greek).

Zabetakis,G., & Gdontelis,N. (2006). HACCP from H to P. Athens: P.I. Publishing (in Greek).

(1) GENERAL

DEGREE DISSERTATION





COURSE TITLE DEGREE DISSERTATION




SEMESTER

HOURS

CREDITS

STUDY OF BIBLIOGRAPHY, LABORATORY RESEARCH, WRITING, PRESENTATION

450 15




development

SKILLS DEVELOPMENT

PREREQUISITE COURSES: 30 CORE COURSES AND 7 ELECTIVE COURSES


GREEK


NO




Consult Appendix A






Upon the successful completion of their Degree Dissertation Students will have acquired theskills 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.



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


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



etc.

Face‐to‐face




Search Scientific Bibliography

(https://www.scopus.com/ ; http://apps.webofknowledge.com ) Communicating with students via email Multimedia presentation using presentation software




Search for bibliography 20

Study of bibliography 30

Research design 30

Research 150

Process and evaluate research data

80

Presentation of the Degree Dissertation

20


450





The students are evaluated in Greek by oral presentation and written submission of their Degree Dissertation by a three‐member examination committee


http://www.scopus.com/

http://apps.webofknowledge.com/


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


(1) GENERAL

ENGLISH III




COURSE TITLE ENGLISH III




WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4




development


PREREQUISITE COURSES: ENGLISH II


ENGLISH


NO




Consult Appendix A








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/academic writing theory

• to communicate in an English speaking environment

• to compose their CV



Use of Information Technology Autonomous work Team work Working in an international environment Respect for difference and multiculturalism

(3) SYLLABUS

Grammar/Syntax:

• Tenses

• Types of subordinate clauses

• Special constructions

• Indirect Speech

• Passive voice

• Subjunctive Writing:



• Composing medium‐length and long texts [article, paper etc]

• Composing a Summary

• Composing a Statistics Report

• Composing a Lab Report



etc.

Face‐to‐face









Autonomous study 78


Course total (30h/ECTS )

120 hours




Specifically‐defined evaluation

Three‐hour written exam in English, that consists of: Reading Comprehension passage with questions

• Vocabulary activities [open/closed type]

• Grammar activities [closed and open type]

• Academic writing theory

• Writing on a given topic

• Composing a CV Vocabulary:



• Listening activities of various types

• (Presentation)


criteria are given, and if and where they are accessible to students.

‐ Suggested bibliography: • Mary Spratt, Bob Obee. “Mission IELTS 2 ACADEMIC”. Express Publishing, 2014.

• John Slaght, Anne Pallant. “English for Academic Study Source Book: Reading &

Writing”. University of Reading: Garnet Education, 2012.


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

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

• Effie Lambadaridou.”Academic Writing: The Critical Essay”. Εκδόσεις Συμμετρία, 1994.


BIOPROCESSES FOR THE DEVELOPMENT OF SUSTAINABLE AND INNOVATIVE FOOD PRODUCTS

(1) GENERAL



COURSE TITLE BIOPROCESSES FOR THE DEVELOPMENT OF

SUSTAINABLE AND INNOVATIVE FOOD PRODUCTS




WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4




development

SPECIAL BACKGROUND



GREEK


NO


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

bioprocesses



Consult Appendix A






The aim of this course to train and educate students in producing food products byemploying bioprocesses while simultaneously meeting the principles of sustainabledevelopment. 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.



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

(3) SYLLABUS



etc.

Face‐to‐face




Computer, mail, e‐class platform

✓ 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

✓ 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.





Autonomous study 81


120 hours





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


• 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



• 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

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

(1) GENERAL

GENETICS AND NUTRITION



COURSE TITLE GENETICS AND NUTRITION




WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4




development

SPECIAL BACKGROUND



GREEK


NON




Consult Appendix A






The students who successfully complete the course describe the application of thefundamental principles of genetics to nutrigenetics, nutrigenomics and epigenetics science,analyzing diseases pathogenesis caused by genetic and nutritional interactions as well asconsidering the importance of nutritional prevention and treatment by individualizednutrition which improving the quality of public health.









(3) SYLLABUS


The aim of the course is to study the interactions between individual genetic load and diet. Understanding the correlation between diet, genome and certain pathological conditions is particularly important for nutritional prevention, nutritional healing and hence improving public health. For this purpose, the lectures initially refer to the fundamental principles of genetics and genomics. Subsequently, the concepts of nutrigenetics, nutrigenomics and epigenetics are analyzed, while specific examples related to the interaction between genes, nutrients / bioactive food components health and diseases, evidenced by the literature, are reported (i.e. metabolic syndrome, insulin resistance, diabetes mellitus, phenylketonuria, galactosemia, tyrosinemia, hemochromatosis, celiac disease , lactose intolerance, obesity, cardiovascular diseases, dyslipidemia, bone diseases, gastrointestinal disorders, neoplastic diseases, neurodegenerative diseases, tumors). It is also analyzed the role of intestinal microflora (microbiome) in diet and its impact on consumer health. In addition, a presentation of current dietary and genetic laboratory analysis (BI‐OMICS technologies) is presented, while the role of genetic counseling is discussed, and how these two factors can contribute to a personalized nutrition. Finally, reference is made to bioethical and deontological ethics regarding the personalized nutrition through genetic analysis.

DELIVERY

Face‐to‐face, Distance learning, etc.

Face‐to‐face




Use of ICT in teaching and communication with students





Autonomous study 81


120 hours






• Methods of evaluation: Oral examination, Public presentation ( Optional)



BOOK TITLE: Βασικές Αρχές Γενετικής

ISBN: 978‐618‐5135‐03‐4 AUTHORS: W. S. Klug, M. R. Cummings, C. A. Spencer, M. A. Palla EDITOR: Ακαδημαϊκές Εκδόσεις ‐ Ι. Μπάσδρα & Σια Ο.Ε. YEAR OF EDITION: 2016 LOCATION EDITION: Αλεξανδρούπολη


N. M. R. Sales, P. B. Pelegrini, and M. C. Goersch. Nutrigenomics: Definitions and Advances of This New Science. Journal of Nutrition and Metabolism (2014), Article ID 202759.

http://dx.doi.org/10.1155/2014/202759

Ligi Paul. Diet, nutrition and telomere length. Journal of Nutritional Biochemistry 22 (2011)

895–901

https://doi.org/10.1016/j.jnutbio.2010.12.001

Rodrigo San‐Cristobal, Fermín I. Milagro, J. Alfredo Martínez. Future Challenges and Present Ethical Considerations in the Use of Personalized Nutrition Based on Genetic Advice. JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS, 2013; Vol. 113 N. 11

http://dx.doi.org/10.1016/j.jand.2013.05.028

Stankiewicz, P. & Lupski, J. R. Structural variation in the human genome and its role in

disease. Annual Review of Medicine (2010); 61, 437–55.http://doi.org/10.1146/annurev‐ med‐100708‐204735

Linda S. Zhang and Sean S. Davies. Microbial metabolism of dietary components to bioactive metabolites: opportunities for new therapeutic Interventions. Genome Medicine (2016) 8:46

https://doi.org/10.1186/s13073‐016‐0296‐x

Kohlmeier et al. Guide and Position of the ISNN on Personalized Nutrition: Part 2 –Ethics, Challenges and Endeavors of Precision Nutrition. J Nutrigenet Nutrigenomics 2016; 9:28–46 DOI: 10.1159/000446347

Artemis P. Simopoulos. Nutrigenetics/Nutrigenomics. Annu. Rev. Public Health 2010; 31:53– 68 doi: 10.1146/annurev.publhealth.031809.130844

Ramos‐Lopez et al. Guide for Current Nutrigenetic, Nutrigenomic, and Nutriepigenetic Approaches for Precision Nutrition Involving the Prevention and Management of Chronic Diseases Associated with Obesity. J Nutrigenet Nutrigenomics 2017;10:43–62 DOI: 10.1159/000477729

Rhianna C. Laker, Mary E. Wlodek, Jessica J. Connelly, Zhen Yan. Epigenetic origins of metabolic disease: The impact of the maternal condition to the offspring epigenome and later health consequences. Food Science and Human Wellness 2 (2013) 1–11

http://dx.doi.org/10.1016/j.fshw.2013.03.002

http://dx.doi.org/10.1155/2014/202759

http://dx.doi.org/10.1016/j.jand.2013.05.028

http://doi.org/10.1146/annurev

http://dx.doi.org/10.1016/j.fshw.2013.03.002

(1) GENERAL

SPORTS AND EXERCISE NUTRITION

SCHOOL ENVIROMENT

ACADEMIC UNIT FOOD SCIENCE AND NUTRITION



COURSE TITLE SPORTS AND EXERCISE NUTRITION



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4




SKILLS DEVELOPMENT

PREREQUISITE COURSES: HUMAN PHYSIOLOGY II OR BIOCHEMISTRY II


GREEK


NO




Consult Appendix A



Area




Learning outcomes At the end of the course the students can: • Have proven knowledge and understanding of nutrition issues during physical activity, including views emerging from modern developments at the cutting edge of the cognitive field of sport nutrition. • They are able to communicate information, ideas, problems and solutions to both qualified and non‐specialized people about sport nutrition. Knowledge and skills At the end of the course the student may: • Has advanced knowledge on sport 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 sports nutrition. • Takes responsibility for professional of individuals and groups by providing nutrition advice relevant to sport nutrition, exercise and physical activity.



The course aim at: • Search for, analysis and synthesis of data and information about sport

nutrition science, with the use of the necessary technology

• Adapting to new situations about sport nutrition science

• Decision‐making relative to sport nutrition issues







(3) SYLLABUS



etc.

Face to face








Lectures 39

Autonomous Study 81


120 hours



Language of evaluation,

Assessment of the course is done through a written examination (multiple choice and critical thinking questions).

Basic issues about exercise, physical activity and sports, Nutritional metabolism, Energy balance, Weight loss and weight maintenance, Macronutrient needs depending on type of exercise, Micronutrients requirements depending on type of exercise, Liquid and electrolyte requirements during exercise, Nutritional supplements and exercise, Nutrition programs for preparation for a sport event or intense physical activity, Nutrition programs during exercise anda sport competition, Nutrition programs after physical activity.


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



Mc Ardle, Katch, Katch. Sports and Exercise Nutrition, 2005

‐ Related academic journals: Journal of the International Society of Sports Nutrition

(1) GENERAL

MANAGEMENT OF INNOVATION AND NEW PRODUCT DEVELOPMENT



COURSE TITLE MANAGEMENT OF INNOVATION AND NEW PRODUCT

DEVELOPMENT




WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTOURES 3 4




development

SPECIAL BACKGROUND

PREREQUISITE COURSES: FOOD BUSINESS MANAGEMENT


Instruction Language: Greek Examination Language: Greek

Case Studies Language: English


NO




Consult Appendix A






This course is designed to provide a comprehensive coverage of innovation managementand new product development. Emphasis will be placed on both theory and implementationof innovation management. The course structure will support students to gain theknowledge 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: [] 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

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



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

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. 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 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



etc.

Face‐to‐face


TECHNOLOGY

Use of University’s e‐Learning platform for providing access to class material, lectures and case studies

Use of ICT in teaching, laboratory






Essays 20

Autonomous study 61


120 hours





To master the theory of the course lectures; subject 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


‐ Suggested bibliography: (Basic Textbook) 1. Innovation Management & New Product Development (5th Edition), Prentice Hall, Pearson Trott, Paul. (2011), (ISBN : 0273736566 (Supplementary Textbooks) 1. Managing Innovation: Integrating Technological, Market, and Organizational Change, 2nd Edition, John Bessant, Joe Tidd, Keith Pavitt (2013) (ISBN: 0131497863) 2. Innovation and Entrepreneurship, 3rd Edition, John Bessant, Joe Tidd, 2015 (ISBN: 0307336697).

3. Meeting the Innovation Challenge: Leadership for Transformation and Growth, Scott Isaksen, Joe Tidd, 2006, (ISBN: 978‐0‐470‐02919‐0). 4. Handbook of New Product Development Management, Christoph H. Loch, Stylianos Kavadias., Taylor and Francis, 2011 (ISBN: 978‐0‐7506‐8552‐8). 5. Portfolio Management for New Products, 2nd Edition. Robert G. Cooper, Scott J. Edgett, and Elko J. Kleinschmidt, Perseus Publishing, 2001, (ISBN: 0‐7382‐0514‐1) 6. Winning at New Products: Creating Value Through Innovation, Robert G. Cooper., Basic Books, 2011 (ISBN: 9780465025848) ‐ Suggested Academic Journals 1. European Journal of Innovation Management, Emerald Insight 2. Creativity and Innovation Management, Wiley Online Library 3. Journal of Product Innovation Management, Wiley Online Library 4. Technovation, Elsevier, ScienceDirect

(1) GENERAL

NANOTECHNOLOGY IN FOOD SCIENCE



COURSE TITLE NANOTECHNOLOGY IN FOOD SCIENCE




WEEKLY TEACHING

HOURS

CREDITS

Theory Lectures 3 4




development

SPECIAL BACKROUND



GREEK


NO



Learning outcomes

•

Knowledge in a top research area relating Nanotechnology and Food Science Connection of Food Science through Nanotechnology with areas such as Physics, Materials Science, Chemistry for Research and Development for the future

General Competences

Independent work. Project planning and management. New research ideas. Productionof free, creative and inductive thinking Decision making.

(3) SYLLABUS



etc.

Face to face: Lectures in classroom




Powerpoint presentations in pdf format Email communication with students.



Autonomous study 81


120 hours


Evaluation of students is performed by open‐ended questions and problem solving in Greek language through a written final exam (50%)

Evaluation from sort project dissertation (50%)

Evaluation criteria are presented to the students at the beginning of semester


Nanostructures. Physics of nanostructures. Biocompatible non toxic environmental methods for nanoparticle synthesis. Characterisation techniques for nanostructures. Microfluids. Biosensors. Nanotechnology in Food packaging. Nanotechnology in specialised nutrition supplements. Nanotechnology and antibacterial action in food related pathogens.



(1) GENERAL

ORGANOLEPTIC EVALUATION



COURSE TITLE ORGANOLEPTIC EVALUATION


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

THEORY LECTURES 2 6

LABORATORY 3


COURSE TYPE general background, special background,

specialised general knowledge, skills

development

SPECIAL BACKGROUND

PREREQUISITE COURSES: FOOD CHEMISTRY II, STATISTICS ‐ QUANTITATIVE METHODS


EXAMINATIONS:

GREEK


NO




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



• 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

(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



etc.

Face‐to‐face








Lectures atendance 26



Autonomous study 95


180 hours

• 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



Description of the evaluationprocedure

Language of evaluation, methodsof evaluation, summative orconclusive, multiple choice



Students are evaluated in Greek language through afinal written examination with short‐answer questionsand problem solving on both theory and laboratorypractice. The degree of this final examination countsfor 80% of the final grade of the course

Students are also evaluated by written laboratoryreports on the understanding of the principle of themethodology used, the presentation and statisticalprocessing of the experiment data and the evaluationof the result. The average of the grades of laboratoryreports counts for 20% of the final grade of the course.


• 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

(1) GENERAL

FOOD PACKAGING





COURSE TITLE FOOD PACKAGING




WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4




development

SPECIAL BACKGROUND



GREEK


NO




Consult Appendix A






The aim of the course is the students to understand the basic principles of packaging and touse it in the processing, preservation, distribution and promotion of food products, tofamiliarize themselves with the available packaging materials, to understand how to linkmaterials to safety, quality and shelf life of foods and to compare packaging materials toeach 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.



Search for, analysis and synthesis of data and information, with the use of the necessary technology Team work Working in an international environment Production of free, creative and inductive thinking

(3) SYLLABUS



etc.

Face‐to‐face




Use of ICT in teaching

TEACHING METHODS The manner and methods of teaching are described in detail. Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials,



Autonomous study 81


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

placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay writing, artistic creativity, etc.


(30h/ECTS)





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)

(1) GENERAL

FOOD HYGIENE AND CONSUMER BEHAVIOR

SCHOOL SCHOOL OF ENVIRONMENT


LEVEL OF STUDIES Undergraduate


COURSE TITLE FOOD HYGIENE AND CONSUMER BEHAVIOR



WEEKLY TEACHING

HOURS CREDITS

Lectures & Workshop – Fieldwork 3 4


COURSE TYPE



Special background


Food Microbiology I


Greek


No



Learning outcomes


Consult Appendix A





This is an introductory course to food hygiene and food safety. It aims to familiarize the students with (i) the terms of food quality, food hygiene and food safety, (ii) the differences between microbiological food safety and food quality, (iii) the biological, chemical and physical hazards encountered in foods and (iv) the basic hygienic codes of practice given in terms of Good Manufacturing/Hygienic Practices (GMPs/GHPs), which are also considered prerequisites for HACCP and the implementation of food safety management systems. Moreover, the course is dealing with the behavior of the end user (food consumer) towards its awareness and training on food hygiene and food safety issues, regarding particularly its attitude in the kitchen. Common misconceptions of consumer behavior in the domestic practice of handling and processing foods are described by providing also a variety of examples. The course’s main objective is the comprehension by the students of the key principles

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

and concepts of Food Hygiene for assuring food SQA; Safety, Quality and Acceptability. The course also aims to study food consumer’s behavior and to analyze the way food consumers’ think and act, especially in their kitchen, by addressing situations that can jeopardize food safety and hence human health itself.




• Decision-making

• Team work




• Problem solving skills

(3) SYLLABUS

9. Introduction to Food Hygiene and basic concepts – Terms and definitions: Food hygiene, food safety (safe and unsafe food-injurious to health and unfit for human consumption food), suitability of food, microbial, chemical and physical hazard contamination of food, cross-contamination.

10. Food Quality and Food Hygiene – Practices for ensuring hygiene and microbiological safety of foods – Distinction between microbiological food safety and food quality – Assurance of food SQA: Safety, Quality and Acceptability.

11. Codex Alimentarius: Basic texts on food hygiene – General principles of food hygiene – Hygiene infrastructure in the food industry, Good Hygiene/Manufacturing Practices (GHPs/GMPs) – Cleaning and disinfection, personal hygiene of food business operators’ and food industry personnel – Food consumer awareness.

12. Food hazards – Characteristics of hazards, growth limits of main pathogenic microorganisms, microbial association of different foods and most commonly encountered hazards on them (potentially hazardous foods) – Hygiene indicator microorganisms.

13. Food consumer behavior – Definition, models of buying behavior, factors influencing consumer behavior, usefulness, characteristics, motivation to shape consumer behavior – Need vs. Want – Maslow’s hierarchy of needs.

14. Food consumer behavior in COVID-19 and post-COVID-19 era. 15. Common misconceptions of consumer behavior in the domestic practice (e.g.

refrigeration and chilling of foods, use of utensils and household food equipment, cleaning and disinfection).

16. Food consumer training – Food consumption at home – Food consumption at mass foodservice establishments (e.g. restaurants) – Food consumption in canteens, fast foods etc.


DELIVERY





Lectures are given as PowerPoint presentations, which are available together with supplementary educational material (i.e. course notes, bibliography – scientific papers) through moodle asynchronous e-learning platform (https://aegeanmoodle.aegean.gr/). Through this platform also, communication with the students is established via relevant announcements.



Lectures 39

Workshop - Fieldwork 3

Self-study 78

Course total (25 hours workload per credit unit)

120



Students’ performance is evaluated through final written exam which includes:

- Multiple choice questionnaires (60% of total questions)

- Questions of True or False answer (35% of total questions)

- Short-answer questions (5% of total questions)

The passing grade is ≥ 5.0 out of 10.0 in the final exam.




FAO & WHO (2009). Codex Alimentarius: Food Hygiene, Basic Texts (4th edn.). Rome, Italy.

Kalogridou-Vasileiadou, D. (1999). Good Hygiene Practice for food business (General, specific). Thessaloniki, Greece: University Studio Press (ISBN: 978-960-12-0808-4) (in Greek).

Keweloh, H. (2013). Food microbiology & hygiene (Theory & application). Athens, Greece: Ion Publishing Group, ISBN: ISBN: 978-960-508-092-1 (in Greek).

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.

Papadopoulou, C. (2014). Food microbiology & hygiene (Methods of microbiological examination of foods). Athens, Greece: Kostarakis Publications, ISBN: 978-960-7530-48-6 (in Greek).

Vassos, D. V. (2004). Food and consumer health (Foodborne disorders). Athens, Greece: Papasotiriou Publications, ISBN: 978-960-7530-48-6 (in Greek).

essay/report, oral examination,public presentation, laboratorywork, clinical examination ofpatient, art interpretation, other


(1) GENERAL

FOOD LEGISLATION



COURSE TITLE FOOD LEGISLATION




WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 5




development

SPECIAL BACKGROUND

PREREQUISITE COURSES: FOOD MICROBIOLOGY I OR FOOD CHEMISTRY I


GREEK


NO

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

411



Consult Appendix A






The students will: acquire the basic knowledge in Food Legislation

have the ability to use the acquired knowledge in order to produce quality food productsaccording to food legislation

3. have all the required knowledge and skills in order to continue their studies.



This module aims so that the degree‐holder will acquire the following cοmpetences: 1. critical thinking 2. decision making 3. problem handling

(3) SYLLABUS



etc.

Face‐to‐Face




Computer usage to conduct the lectures. Supporting the learning process through asynchronous e learning (https://aegeanmoodle.aegean.gr/)

TEACHING METHODS The manner and methods of teaching are described in detail. Lectures, seminars, laboratory practice, fieldwork, study and analysis of bibliography, tutorials, placements, clinical practice, art workshop, interactive teaching, educational visits, project, essay


lectures 39

Students’ study hours for lectures

111


150 hours

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.

writing, artistic creativity, etc.






Evaluation of students is performed by multiple choice‐ questions in Greek language through a written final exam.


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


(1) GENERAL

DEGREE DISSERTATION





COURSE TITLE DEGREE DISSERTATION




SEMESTER

HOURS

CREDITS

STUDY OF BIBLIOGRAPHY, LABORATORY RESEARCH, WRITING, PRESENTATION

450 15




development

SKILLS DEVELOPMENT

PREREQUISITE COURSES: 30 CORE COURSES AND 7 ELECTIVE COURSES


GREEK


NO




Consult Appendix A






Upon the successful completion of their Degree Dissertation Students will have acquired theskills 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.



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


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



etc.

Face‐to‐face




Search Scientific Bibliography

(https://www.scopus.com/ ; http://apps.webofknowledge.com ) Communicating with students via email Multimedia presentation using presentation software




Search for bibliography 20

Study of bibliography 30

Research design 30

Research 150

Process and evaluate research data

80

Presentation of the Degree Dissertation

20


450





The students are evaluated in Greek by oral presentation and written submission of their Degree Dissertation by a three‐member examination committee


http://www.scopus.com/

http://apps.webofknowledge.com/


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


(1) GENERAL

FOOD BIOTECHNOLOGY


DEPARTMENT DEPARTMENT OF FOOD SCIENCE AND NUTRITION



COURSE TITLE FOOD BIOTECHNOLOGY



WEEKLY

TEACHING

HOURS

CREDITS

THEORY LECTURES 3 6

LABORATORY 2.5 Add rows if necessary. The organisation of teaching and the teaching methods used are described in detail at (d).



development

SPECIALISED KNOWLEDGE,

SKILLS DEVELOPMENT

PREREQUISITE COURSES: MOLECULAR BIOLOGY


GREEK


NO

COURSE WEBSITE (URL) http://www.fns.aegean.gr/index.php/27‐undergraduates‐studies/program‐spoudon‐2014‐15/99‐syllabus‐biotexnologia



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



Students will be able to understand the steps required for the commercial production of high-added value microbial products (finding application in the food, chemical, pharmaceutical and nutrition industry). They will also be able to understand and address issues related to the isolation, optimization and growth of microorganisms on a large scale and to understand the importance of utilizing microorganisms in environmental applications and in the production of high-added value products on an industrial scale. In addition, they will be able to examine the factors that affect the efficient production of a product on a large / industrial scale and understand the modern methodologies applied for the utilization of microorganisms in industry and the environment (e.g. treatment and valorization of by-products and wastes of the food industry using biotechnological methods). They will be able to recognize, interpret and evaluate the experimental and research results of the object and to proceed to their critical and objective interpretation. They will be able to understand the practical applications of the techniques to the existing fields of Science and Society. They will develop skills in experimental design, formulation and control of scientific hypotheses.

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

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


Adapting to new situations

Decision‐making


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…

…….




• Team work







(3) SYLLABUS

The aim of the course is the engagement of students with the subject of Food Biotechnology and

especially that of White Biotechnology - Industrial Fermentation. Moreover, the involvement of

students on how Food Biotechnology is applied in circular economy. Students become familiar with

fermentation and pure cultures technology and with the applications of biotechnological methods for

the development of new techniques on food production, on high-added value products and on

treatment and valorization of by-products and wastes of the food industry.

Lectures:

• WHY TO DEVELOP A "BIOBASED" ECONOMY

- Awareness of the need for biobased products

INDUSTRIAL BIOTECHNOLOGY

- Technology and production of biobased products

RAW MATERIALS

- Renewable sources of biomass for the production of biobased products

• PROCESS TOWARDS ΒΙΟ PDO PRODUCTION

• BENEFITS FOR SOCIETY & SUSTAINABILITY

- Evaluation of the effects of biobased production

• MIXED CULTURES FOR BIOBASED PRODUCTS

- "Exploiting" the biodiversity of nature

- Applications of mixed cultures

• DEVELOPMENT OF INDUSTRIAL PROCESSES FOR THE PRODUCTION OF SUCCINIC ACID

• INTRODUCTION TO FERMENTATION TECHNOLOGY

• LARGE-SCALE BIOREACTOR

• BIOREACTOR OPERATION

• TOWARDS AN INTEGRATED BIO PROCESS

• “UPSTREAM” PROCESS

- Producing high quality raw material / substrates

• SEPARATION & DEVELOPMENT OF PREPARATIONS

- An overview of downstream process technology

Practical:

1. Yeast cultures on glucose substrates.

2. Analysis of reduced substrate and extra-cellular fermentation products.

3. Analysis of intracellular products and of microbial mass.

4. Comments, evaluation and critical interpretation of the results of microbial fermentations.



etc.

Face‐to‐face

USE OF INFORMATION

AND COMMUNICATIONS



-Communication with students (announcements, lectures, notification

of asynchronous technological means) through Moodle platform

- Asynchronous learning and asynchronous communication through

engagement with asynchronous technological means

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.





Essays 20

Autonomous Study 88.5

Course total

(30h/ECTS) 180


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.


• Methods of evaluation:

• - Exams with multiple choice questions and case study

• - Laboratory/Practical Project: discussion with the participation

of all students which is coordinated by the teacher. The subject

of the discussion regards the comments, the evaluation and the

critical interpretation of the results of the microbial

fermentations that took place during the laboratory

(constructivism in teaching and learning – collaborative

activities)

• - Lectures Project - Simulation of working conditions (RND

department): Project undergone by groups of students including

time pressure in which they evaluate a scientific publication

related to the course and deliver a report (constructivism in

teaching and learning – collaborative activities)

• - Out-of-class project: group project that includes writing a short populated article based on the course sector which is then published on a relevant blog. Student involvement is related both to the preparation of the article itself and to the blog publishing process itself (asynchronous learning and communication, asynchronous technological means, collaborative activities)


conclusive, multiple choice



3. BOOK TITLE: Microbiology and Microbial Technology ISBN: 978-618-5304-12-6 AUTHOR: George Aggelis PUBLISHER: UNIBOOKS IKE. YEAR OF PUBLISHING: 2017 / 1st Edition LOCATION OF PUBLISHING: Athens

4. BOOK TITLE: Modern Food Biotechnology ISBN: 978-960-489-108-5 AUTHOR: Batrinou A. PUBLISHER: BROKEN HILL PUBLISHERS LTD YEAR OF PUBLISHING: 2010 LOCATION OF PUBLISHING: Athens

5. BOOK TITLE: Bioprocess Engineering ISBN: 960-254-653-0 AUTHOR: Michael L. Shule, Fikret Kargi PUBLISHER: Academic Publications – NTU YEAR OF PUBLISHING: 2005 / 1st Edition LOCATION OF PUBLISHING: Athens

6. BOOK TITLE: Enzyme Biotechnology ISBN: 978-960-524-304-3 AUTHOR: Ioannis Klonis PUBLISHER: ITE - Academic Publications of Crete YEAR OF PUBLISHING: 2015 / 3rd Edition LOCATION OF PUBLISHING: -

(1) GENERAL

MANAGEMENT AND EXPLOITATION OF FOOD BY-PRODUCTS



COURSE TITLE MANAGEMENT AND EXPLOITATION

OF FOOD BY‐PRODUCTS




WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4




development

SPECIAL BACKGROUND

PREREQUISITE COURSES: FOOD MICROBIOLOGY I


GREEK


NO




Consult Appendix A






The aim of the course is to provide basic knowledge related with the politics and thescientific methodologies of management and valorization of food industry by‐products andwastes. Particular emphasis is given to avoiding dumping of by‐products and wastesgenerated during processing and consumption, in order to contain environmentalaggravation. 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




(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.

Face‐to‐face, Distance learning,

Face‐to‐face. In laboratory courses, following a short



Furthermore, students practice scientific writing by

composing assays, in which they present and analyse

experimental results.

USE OF INFORMATION AND

COMMUNICATIONS TECHNOLOGY

Use of ICT in teaching, laboratory education, communication with

students






Autonomous Study 81


120





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.

(1) GENERAL

NUTRITION POLICIES AND PUBLIC HEALTH

SCHOOL SCHOOL OF THE ENVIROMENT

ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE & NUTRITION



COURSE TITLE NUTRITION POLICIES AND PUBLIC HEALTH



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4




SKILLS DEVELOPMENT

PREREQUISITE COURSES: INTRODUCTION TO NUTRITION SCIENCE


GREEK


NO




Consult Appendix A



Area




Learning outcomes At the end of the course the students can: • Have proven knowledge and understanding of nutrition policies with aim to promote public health, including views emerging from modern developments at the cutting edge of the cognitive field of public health nutrition. • They are able to communicate information, ideas, problems and solutions to both qualified and non‐specialized people about public health nutrition. Knowledge and skills At the end of the course the student may: • Has advanced knowledge on nutrition policies for the promotion of public health, 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 nutrition policies implementation for chronic diseases’ prevention and health promotion. • Takes responsibility for professional of individuals and groups by providing nutrition advice relevant to public health promotion.



The course aim at: • Search for, analysis and synthesis of data and information about public

health nutrition science, with the use of the necessary technology

• Adapting to new situations about public health nutrition science

• Decision‐making relative to public health nutrition issues


• Team work about public health nutrition





(3) SYLLABUS



etc.

Face to face








Lectures 39

Study 81

Course total (30ECTS/h)

120



Assessment of the course is done through a written examination (multiple choice and critical thinking questions).

Introductory Course, Basic Public Health Principles Focusing on Public Health and Nutrition, Food Choices, Nutritional Policies for Interventions at the Individual Level, Nutritional Policies for Community Level Interventions, Nutritional Policies for Population Interventions, Nutritional Recommendations, Epidemics and Infectious Diseases, Malnutrition, Obesity, Nutrition and Prevention of Cardiovascular Disease, Diabetes, Neurodegenerative Diseases and Cancer.





Sari Edelstein, Nutrition in Public Health, 3rd Edition, Jones & Bartlett Learning, LLC, 2010.

Arlene Spark, Nutrition in Public Health: Principles, Policies, and Practice, 1st Edition Taylor & Francis, CRC Press, 2007.

‐ Related academic journals: Public Health Nutrition

Journal of Health, Population and Nutrition

(1) GENERAL

EPIDEMIOLOGY OF FOODBORNE DISEASES





COURSE TITLE EPIDEMIOLOGY OF FOODBORNE DISEASES




WEEKLY TEACHING

HOURS

CREDITS

LECTURES, WORKSHOPS & TEAM ASSIGNMENT 3 4




development

SPECIAL BACKGROUND



GREEK


NO




Consult Appendix A






The course’s main objective is the comprehension by the students of the key principles andconcepts of Epidemiology related to Public Health and the human diseases caused throughfood consumption. The course also aims to familiarize the students with the measures ofoccurrence 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.





• Team work




(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, comparison between morbidity rates (direct and indirect standardization).

4. Epidemiological data of foodborne diseases – Assessing the impact of foodborne diseases (DALYs, QALYs) – 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 –



etc.

Face‐to‐face





Lectures are given as PowerPoint presentations, which are available together with supplementary educational material (i.e. course notes, bibliography – scientific papers) through moodle asynchronous e‐learning platform (https://aegeanmoodle.aegean.gr/). Through this platform also, communication with the students is established via relevant announcements.




Lectures Course 39

Essays 20

Practical Exercises 10

Autonomous Study 51


120 hours




Specifically‐defined evaluation

Ι. Final written exam (70%) which includes: ‐ Multiple choice questionnaires (60% of

total questions) ‐ Questions of True or False answer

(30% of total questions) ‐ Short‐answer questions

(10% 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

Phenotypic and molecular identification methods (e.g. PFGE, RAPD, rep‐PCR, MLST) of bacterial foodborne pathogens.

7. Risk analysis and risk assessment of a foodborne disease. 8. Design and implementation of procedures to investigate a foodborne disease

outbreak – Epidemic curves.



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).

criteria are given, and if and where they are accessible to students.

can keep the grade of the assignment, after properlyand timely declaring this, which is always before thenext examination takes place. In any case, the passinggrade is ≥ 5.0 out of 10.0.


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.

(1) GENERAL

FUNCTIONAL FOODS



COURSE TITLE FUNCTIONAL FOODS



WEEKLY TEACHING

HOURS CREDITS

Lectures 3 4




special background


ΝΟ


GREEK


NO

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







Learning outcomes At the end of the course the students can: • Have proven knowledge and understanding of functional foods, backed up by advanced science textbooks, including views emerging from modern developments at the cutting edge of the cognitive field of nutrition. • They are able to use the knowledge they have acquired in a way appropriate to practicing the profession of the Food and Nutrition Scientist and have the skills they typically demonstrate through problem solving and functional foods production. • They are able to communicate information, ideas, problems and solutions to both qualified and non-specialized people about functional foods. Knowledge and skills At the end of the course the student may: • Has advanced knowledge on functional foods, which implies a critical understanding of theories and principles. • Has advanced skills and has the ability to demonstrate the innovation required to solve complex and unpredictable problems in the field of functional foods. • Takes responsibility for professional of individuals and groups by providing nutrition advice, suggesting functional foods.

General Competences


Taking into consideration the general competences that the degree-holder must acquire (as these appear in the Diploma Supplement and appear below), at which of the following does the course aim?



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

• 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



Computer, mail, e-class platform




Team work 30 hours




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.


problem solving, written work,essay/report, oral examination,public presentation, laboratorywork, clinical examination ofpatient, art interpretation, other


- Suggested bibliography: Koutelidakis, 2019. Functional foods. Their importance on health, nutrition, and quality of life. Ziti editions. Biesalski H-K., Dragsted L., Elmadfa I., Grossklaus R., ller M., Schrenk D., Walter P. & Weber P. (2009). Bioactive compounds: Safety and efficacy. Nutrition, 25, 1206–1211 Bigliardia Β. & Galatib F. (2013). Innovation trends in the food industry: The case of functional foods.Trends in Food Science & Technology, 31, 118-129. Coppens P., Da Silva M.F. & Pettman S. (2006). European regulations on nutraceuticals, dietary supplements and functional foods:a framework based on safety Toxicology, 221:59-74 Duthie G.G., Duthie SJ., & Kyle, A.M. (2000). Plant polyphenols in cancer and heart disease: implications as nutritional antioxidants. Nutrition Research Reviews, 13(1), 340-357. Goetzke B., Nitzko S., Spiller A. (2014). Consumption of organic and functional food. A matter of well-being and health? Appetite 77, 94–103. - Related academic journals: Journal of Functional Foods Journal of Nutrition

International Journal of Nutrition

(1) GENERAL

APICULTURE AND BEEHIVE PRODUCTS

SCHOOL ENVIRONMENT

ACADEMIC UNIT FOOD SCIENCE AND NUTRITION



COURSE TITLE APICULTURE AND BEEHIVE PRODUCTS



WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 6

LABORATORIES 2




SPECIAL BACKGROUND

PREREQUISITE COURSES: FOOD CHEMISTRY 1


GREEK


NON




Consult Appendix A



Area




Aim of this course is to help students explore and learn the honeybee society in theory and in practice. Students will comprehend the important contribution of honeybee products to human nutrition and health as well as the crucial impact of honeybees to the environmental equilibrium and biodiversity maintenance, through pollination. Theory lessons cover biology and behaviour of honeybees as well as the structure and function of the honeybee colony as a "superorganism". Furthermore, students will learn applied apiculture with emphasis on seasonal manipulations in order to optimize the production of qualitative beehive products. Bee pathology will also be a subject of training aiming at the control of bee pests without chemical treatments and pesticides residues on bee products. Παρέχεται γενική γνώση για την παθολογία και την αντιμετώπιση εχθρών και ασθενειών του μελισσιού με στόχο την παραγωγή προϊόντων χωρίς χημικά κατάλοιπα. Beehive products will also be studied. Laboratorial exercises are designed to help students better understand the honeybee colony through apicultural manipulations, honeybee products production and their qualitative control.


Search for, analysis and synthesis of Project planning and management data and information, with the use of Respect for difference and multiculturalism the necessary technology Respect for the natural environment Adapting to new situations Showing social, professional and ethical Decision‐making responsibility and sensitivity to gender Working independently issues Team work Criticism and self‐criticism Working in an international Production of free, creative and inductive environment thinking Working in an interdisciplinary …… environment Others… Production of new research ideas ……. Decision‐making Working independently Team work Production of new research ideas Showing social, professional and ethical responsibility and sensitivity to gender issues Environmental sensitivity Production of free, creative and inductive thinking

(3) SYLLABUS



etc.

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).




Lectures 39

Laboratory Exercises 26


Course total (30 hours of workload per unit of credit)

180

Theory. 1. General aspects of Apiculture. The role of bees in relation to human nutrition, pollination and agricultural production, preservation of biodiversity and the environment. Prospects and problems of Apiculture in Greece. 2. Origin and taxonomy of bees. 3. Species and subspecies. 4. The hive and its habitants: morphology of worker, drone and queen. 5. Anatomy of worker, drone and quuen. 6. The hive as a super‐organism. Interactions and communication within the hive. 7. Colony development during the year. 8. Management practices during the year. 9. Queen rearing. 10. Bee pathology, enemies and diseases. 11. The honey: composition, biological importance and properties. 12. Production of superior quality honey. 13. Other hive products: pollen, royal jelly, propolis, wax, poison. Laboratory practicals 1. Bee morphology (stereoscopy). 2. Bee anatomy (microscopy). 3. Morphometrics, taxonomy of bees. Proboscis Extension Reflex. 4. Getting familiar with the hive 5. Inspections and best practices. 6. Honey harvesting and standardization. 7. Honey analysis. 8. Melissopalinology. 9. Test sampling of honey. 10. Basic analysis of propolis.





Student evaluation is done through final written examinations → Questions are in the form of: ✓ multiple choice (1 question with 4 possible

answers, of which only one answer is correct), ✓ Short‐answer questions. 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 to improve degree), he/she still has the right to be examined in the theory in the final exam.



1. Contemporary Apiculture. Practice and Theory. (In Greek). Author: M. Ifantidis Editor: Greek Apicultural Review.

2. Bee Pathology. Alternative Methods of Control. (In Greek). Author: M. Ifantidis Editor: Greek Apicultural Review.

3. Applied Apicultire. (In Greek). Author: A. Trasivoulou Editor: Greek Apicultural Review. ‐ Related academic journals:

1. Journal of Apicultural Research

(https://www.tandfonline.com/toc/tjar20/current)

2. Apidologie (https://link.springer.com/journal/13592)

http://www.tandfonline.com/toc/tjar20/current)

3. Journal of Apicultural Science (http://www.jas.org.pl)

(1) GENERAL

COURSE OUTLINE

SCHOOL SCHOOL OF THE ENVIRONMENT ACADEMIC UNIT DEPARTMENT OF FOOD SCIENCE AND

NUTRITION LEVEL OF STUDIES UNDERGRADUATE


COURSE TITLE BUSINESS PLANNING FOR START UP

AGRI‐FOOD SMES




WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4




development

SPECIAL BACKGROUND



Instruction Language: Greek Examination Language: Greek

Case Studies Language: English


NO




Consult Appendix A






The module aims to enable students to develop a holistic understanding of the challengesand opportunities which new businesses bring, working in the team settings frequently foundin business contexts; to help them develop an understanding of team dynamics and to put

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… …….

By the end of the module students should be able to: understand the environment of the entrepreneur and business; undertake the business planning process and construct a business plan; understand how to justify and implement such plans, both at the idea generation stage (via an 'elevator pitch') and the plan implementation stage (via the group business plan). In addition, they will be able to understand the legal implications of different forms of business organization; have a critically aware understanding of the opportunities and challenges presented in the entrepreneurial process; demonstrate a more holistic understanding of major new venture creation challenges and how to apply concepts and theoretical understandings gained in addressing a practical problem scenario. Finally, students will be able to demonstrate skills in the articulation of communication strategies; demonstrate skills in self‐directed teamwork; communicate, negotiate and advocate ideas; and work effectively in teams in an virtual entrepreneurial setting

(3) SYLLABUS

that understanding to work synthesising the functional foundations of business knowledge (e.g. marketing, finance, strategy, operations and law) into a coherent and unified formal document – the Business Plan; and to give students an opportunity to develop self‐directed learning strategies, not least through developing an ability to reflect on the entrepreneurial process, team dynamics and personal development. Upon successful completion of the course, students will be able to: [] Critically discuss and analyse the concepts of formulating a Business Plan [] Demonstrate an ability to engage in entrepreneurial and innovation processes for new product development and codifying these processes into a formal document – “The Business Plan” [] Create, analyse and critically evaluate new business models and innovation plans for new ventures [] Interpret primary and secondary market research for a new business venture [] Assess the commercial feasibility of a new business venture [] Develop case study analysis skills (specifically, identifying critical issues in case studies and applying course material to case studies

This course teaches students how to estimate the market potential for their technologies and business ideas and learn how to build successful companies around them. It provides a rigorous and realistic experience in the process necessary to prepare a business plan that will

attract investors to a venture. The course will emphasize collection and organization of the fundamental information necessary to prove the viability of students’ business idea and establish that it can become a self‐sustaining company. There will be heavy emphasis on knowing the customers intimately; on careful analysis of all the potential competitors; and on understanding the external environment and how it can affect your business. Your products and support services should be designed around the customers’ needs and should use your strengths to develop a convincing competitive advantage. The plan must thoroughly explain how all these factors have been taken into consideration in designing your business strategy. Finally all these elements must be reflected in your financial projections.. This will enable students to deal successfully with dynamic demands from markets and customers that are becoming even more sophisticated and knowledgeable.

The purpose of this module is to examine the theory and the practice of entrepreneurship and new business planning for both product and service oriented firms. Entrepreneurship is studied in terms of opportunity recognition, the process of new venture creation and the determinants of new venture success. Assessment is based on students’ participation in class on identifying a new business opportunity and preparing a plan and business pitch for a new business. The module is delivered through 12 weekly lectures. In each lecture a case study from a real venture is discussed. 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 New Ventures Business Planning. Emphasis will be placed on both theory and implementation of Business Planning in order to elaborate on the challenges and opportunities that New Ventures bring. To enhance students awareness and comprehension of New Business Planning management challenges module themes and lectures have been allocated as follows:

Part 1 Defining the New Venture Project, Environment & Beneficiaries Resource Assessment & Business Selection Part 2 Market Research Competitor Analysis Operational Sales & Marketing Plans Part 3 Management Structure Risk Analysis & Mitigation Finance – individual businesses (P&L, Cash flow, investment, production plan) Finance – institution (financial self‐sufficiency) Part 4 Integration of the business and education Action Plan – Telling your story well

Upon successful completion of the course, students will be able to have:

• A very clear understanding of the business plan process and what is necessary to obtain funding for it. • A working knowledge of all the components of a business plan and how they should fit together to tell a compelling story. • An understanding of basic financial statements and how to use them to project future cash needs • The skills and confidence needed to present the plan to investors.



etc.

Face‐to‐face




Use of University’s e‐Learning platform for providing access to class material, lectures and case studies





Essays 20

Autonomous study 61


120 hours





This will be a highly interactive class, involving frequent presentation of findings to stimulate discussion and elicit constructive criticism from other students. Students will be graded on the contributions they make to other teams and plans during class. In addition to the independent research on the students’ own plans, there will be assigned readings to develop perspective on entrepreneurship, supplemented by real case studies. Students are required to develop and present the stages of their business plan to the class. The refined and critiqued version should be of sufficient quality to enter a business plan competition. Each student shall provide a Business Plan at the end of the semester.

• Final Exam (test) comes to 60 % of final grade • Individual Business Plan that help to master theory of the course come to 30 % of final grade •Participation in class discussion comes to 10 % of final grade

(5)

‐ Suggested bibliography: (Basic Textbook) New Venture Creation: Entrepreneurship for the 21st Century, 9th Edition, Spinelli Stephen and Adams Rob (2011), McGraw‐Hill Education (ISBN: 978‐0078029103) (Supplementary Textbooks) 1. Anatomy of a Business Plan: The Step‐by‐Step Guide to Building a Business and Securing Your Company's Future, Pinson, Linda, Small Business Strategies Series (2008) (ISBN: 978‐ 0944205372) 2. The Secrets to Writing a Successful Business Plan: A Pro Shares A Step‐by‐Step Guide to Creating a Plan That Gets Results, 2nd Edition. Shelton, Hall, Summit Valley Press (2017) (ISBN: 978‐0989946032)

‐ Suggested Academic Journals 1. Journal of Small Business and Enterprise Development, Emerald Insight 2. Journal of Small Business Management, Wiley Online Library 3. International Small Business Journal, SAGE Journals

(1) GENERAL

MEDICINAL AND AROMATIC PLANTS



COURSE TITLE MEDICINAL AND AROMATIC PLANTS




WEEKLY TEACHING

HOURS

CREDITS

THEORY LECTURES 3 4




development

SPECIAL BACKGROUND



GREEK


NO




Consult Appendix A






The aim of the course is the understanfing of the valu and properties ofmedicinal/aromatic/dietary plants with respect to their chemical content, biological actionand isolation methods. Students will acquire knowledge and perception on the history ofpharmacognosy and the use of medicinal plants as therapeutic tools. They will also be familiarwith secondary metabolites and their isolation from medicinal plants. Moreover, emphasiswill be given to dietary plants of the Mediterranean diet and the development of food

supplements via international regulatory bodies



‐ 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

(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.



etc.

Face‐to‐face








Autonomous study 81


120 hours





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%).

Safety of phytotherapeutics. Herbs/plants possessing interest for Greece that are included in EMA monographs.



1) Drugs of natural origin, Gunnar Samuelson, 2005, University of Crete Publishing, ISBN: 960‐524‐015‐7

2) Pharmacognosy, Christos Souleles, 2000, Pegasus, ISBN: 960‐317‐052‐6 3) Pharmacognosy, Phytochemistry, Medicinal Plants; Jean Bruneton, 1999, Lavoisier,

ISBN: 1898298637 4) Natural product chemistry, Ignatiadou‐Ragousi Valentini, 2009, Symmetry, ISBN: 978‐

960‐266‐257‐1 5) Natural product chemistry at a glance; Stephen P. Stanforth, 2006, Blackwell

Publishing, ISBN: 1‐4051‐4562‐5 6) Natural products extraction: principles and applications; 2013, RSC publishing, ISBN:

978‐1‐84973‐606‐0 7) Olive and olive bioactive constituents; 2015, Elsevier, ISBN: 9781630670412

‐ Related academic journals: 1. Journal of Natural Products, ACS Publications, ISSN: 1520‐6025 (Online) 2. Phytochemistry, Elsevier, ISSN: 0031‐9422 3. Journal of Ethnopharmacology, Elsevier, ISSN: 0378‐8741

Documents

NAVIGATION MAP OF COURSES OUTLINE