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The Maharaja Sayajirao University of Baroda
Faculty of Family and Community Sciences
Department of Human Development and Family Studies
Fatehgunj, 0265-2795522
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ACADEMIC YEAR
2015-2016
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TY. HDFS
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YEAR
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TY
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CORE Compulsory:
HDF 1606 Introduction to Late Adulthood
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Credits
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2+0
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SEMESTER
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VI
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Hours
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30
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OBJECTIVES
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Understand the developmental changes, developmental tasks and related needs of older persons.
Understand fundamental theoretical perspectives on old age.
Identify and review context and culture specific developmental challenges and adaptations in old age.
Get familiarized with various theoretical perspectives to understand late adulthood/ old age.
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COURSE CONTENT
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UNIT-I
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Late Adulthood: Concept, Perspectives and Context
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(30%)
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Definitions and concept of late adulthood
Phenomenon of population ageing, family and institutionalized care, well being
Markers of late adulthood: physical, psychological, psychological and socio-cultural markers
Theories and perspectives addressing developmental changes in late adult life/old age
Perspectives of various disciplines: biological, psychological, sociological, anthropological.
(The teacher may provide a classification of the disciplines that study old age)
Theories on successful ageing: Disengagement theory, Activity theory, Continuity theory
(The teacher may choose to cover the relevant theories, additional theories may be added)
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UNIT-II
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Developmental Domains: Characteristics and Needs
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(40%)
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Biological and cognitive
Changes in appearance, sensory changes, neurological changes, hormonal changes, changes in health status.
Possible problems related to menopause, deficiencies, cardiac changes, etc.
Cognitive changes: Intellectual changes, information processing and problem solving, memory, personality changes.
Focus on related needs with each change experiences at this stage.
Note: discuss the above in light of contextual factors such as gender, hierarchy, power, life stage, etc.
Psychosocial and emotional
Psychosocial : retirement from work, role transitions, intergenerational transfers, grand parenting, abuse and crime.(Teachers should use Erickson’s theory to explain the domain)
Emotional changes: loneliness, boredom, social support, death and dying, bereavement and grieving.
Mental health concerns in late adulthood: dementia, depression, anxiety.
Note: discuss the above in the light of contextual factors such as gender, hierarchy, power, life stage, etc. the above mentioned characteristics also need to be discussed in light of the various intrapersonal characteristics, values and belief systems, identity structures and personality.
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UNIT-III
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Implications of current trends and changing roles of the family
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(30%)
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Issues related to care giving: social and psychological stresses and coping
Trends in institutionalized care, innovative care models.
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REFERENCES
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Craig, G.J. (1996). Human Development. NJ: Prentice Hall
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Dave, P. (2005). Women and Third Age. HDFS, Baroda.
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Mc. Donald Lynn& Sharma,K.L.(2011). Ageism and Elder Abuse. New Delhi: Rawat.
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Rajan, I.S., Risseeuv, C., & Perar, M. (Eds) (2008). Institutional Provisions and Care for the Aged. Anthem South Asian Studies.
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Reddy,P.A., Devi,U.,& Harinath,N.(2010) . Ageing: The Global Phenomena: Issues and Strategies. New Delhi: Sonali.
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Sahoo,F.M (Ed.) (2009).Behavioural Issues in Ageing: Care, Concern and Commitment. . New Delhi: concept publishers.
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Srivastava, V. (2010) Women and Ageing. New Delhi: Rawat publisher.
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Tanner, D., & Harris,J (2007). Working with the Older People. New York: Routlege publishers.
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Learning Experiences
Lectures, discussions, analysis of research articles and policy papers on older persons, films, documentary viewing, etc.
The students may be divided into groups and be equipped with questionnaires/schedules/checklists (each of the developmental domains, adaptation to old age, quality of life) that they can administer to older persons and develop an understanding of these aspects related to late adulthood.
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Evaluations
Two class tests
Group presentations on the topics stated in the outline or a take home assignment.
The final grade will be an aggregate of the above as follows:
Tests: 70%
Presentation/take home: 30%
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The Maharaja Sayajirao University of Baroda
Faculty of Family & Community Sciences,
Department of Family & Community Sciences
Fatehgunj, 0265-2795522
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ACADEMIC YEAR
2015-2016
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B.Sc. (F. C. Sc.)
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YEAR
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III
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HDF 1607
Family & Law
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CREDIT
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3 (3+0)
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Semester
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VI
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HOURS
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45
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OBJECTIVES
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Get acquainted to the Indian Constitution and existing laws pertaining to family
Understand functioning of the judiciary and implementing processes to acquire justice.
Understand and critique the existing family laws from varied perspectives in human Development.
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COURSE CONTENT
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UNIT-I
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Indian constitution, Human Rights and the concept of equality
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(30%)
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Human Rights: International perspectives
Defining and understanding human rights
An overview of Global declarations and conventions
United Nations Millennium declaration 2000
Universal Declaration of Human Rights
Indian Constitution and the concept of equality
Judiciary system
Fundamental rights of the citizen
Legal Procedures (filing a report, women and the police, procedures of implementing law)
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UNIT-II
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Children and Law
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25%
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Constitutional provisions for children
Convention on rights of children
Overview of Laws related to children
The Child Marriage Restraint (Amendment) Act, 1978
Hindu adoption and maintenance act 1956
Hindu minority and guardianship act 1956
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UNIT-III
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Women and law
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(20%)
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Constitutional provisions for women
Convention on elimination of all forms of discrimination against women
Overview of Laws related to women
PCPNDT Act
Dowry Prohibition Act
Domestic Violence Act
Medical Termination of Pregnancy Act
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UNIT-IV
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Personal laws and human rights
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(25%)
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Understanding personal laws
Sources of laws
Overview of Laws related to marriage, divorce, succession and maintenance
Hindu Marriage Act, 1955.
Special Marriage Act, 1954.
Hindu succession Act, 1956.
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REFERENCES
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Reddy, G. B. (2006). Women and the law, 5th edition. Hyderabad: Gogia Law agency.
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Kannabiran, K., (Ed.). (2014). Women and Law: Critical Feminist Perspectives. New Delhi: Sage.
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Nirmal, C. (Ed.). (1999). Human Rights in India. Historical, Social and Political Perspectives. New Delhi: Oxford University Press.
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Siddiqui, F., & Rangnathan, S. (2001). Women and Human Rights: Guide for Social Activists. New Delhi: Kanishka.
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Rao, M. (2008). Law relating to women and children. (2nd ed.) Lucknow: Eastern book company.
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Kesari, U.P.D., & Kesari, A. (2007). Modern Hindu law. (6th ed.). Allahabad: Central law publications.
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Diwan, Paras (2000). Law of Adoption minority guardianship and custody. (3rd ed.). Delhi: Universal.
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Rai, Kailash (2006). Moot courts: Pre-trial preparation and participation in trial proceedings 3rd edition. Allahabad: Central.
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Diwan, P., & Diwan, P. (2004) Muslim law in modern India. (9th ed.) Faridabad: Allahabad Law agency.
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Sridhar, M. (1999). Legal language. Hyderabad: Asia Law House.
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Jaising, I. (2005). Gender Justice: A constitutional perspective. In I. Jaising (Ed.) Men’s laws women’s lives: A constitutional perspective on religion, common law and culture in South Asia: ND: Women unlimited.
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Nussbaum, M.C. (2005). Religion, culture and sex equality. In I. Jaising (Ed.) Men’s laws women’s lives: A constitutional perspective on religion, common law and culture in South Asia: ND: Women unlimited.
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Parashar, A. (2005). Just family law: Basic to all Indian women. In I. Jaising (Ed.) Men’s laws women’s lives: A constitutional perspective on religion, common law and culture in South Asia: ND: Women unlimited.
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Learning Experiences
Lecture and Discussions, interactions with invited resource persons.
Panel discussions with guest lecturers.
Group work or pair work enabling students to reflect on existent laws and its implications on family living and on selected social issues.
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Evaluations
Group Presentations on themes (students must gather information on topics chosen from reliable sources and varied techniques and methods to present the same)
Take-home Assignments individual or in groups of two to enable reflective thinking, encourage innovative ideas and to provide opportunities for enhancing writing skills.
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