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1 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BLS102-1 | ANIMAL DIVERSITY-I (NON-CHORDATA) | Major Core Courses-I | 3 | 3 | 100 |
BLS112-1 | ANIMAL DIVERSITY-I LAB | Major Core Courses-I | 2 | 1 | 50 |
BLS162A-1 | AQUARIUM FISH KEEPING | Skill Enhancement Courses | 3 | 3 | 100 |
BLS162B-1 | SERICULTURE | Skill Enhancement Courses | 3 | 3 | 100 |
BLS162C-1 | APICULTURE | Skill Enhancement Courses | 3 | 3 | 100 |
BOT121-1 | BIODIVERSITY - I | Allied Core Courses | 3 | 3 | 100 |
CHE101-1 | GENERAL CHEMISTRY | Major Core Courses-I | 3 | 3 | 100 |
CHE111-1 | CHEMISTRY PRACTICALS I | Major Core Courses-I | 2 | 1 | 100 |
CHE161A-1 | COSMETIC CHEMISTRY | Skill Enhancement Courses | 3 | 3 | 100 |
CHE161B-1 | TECHNICAL JAPANESE FOR CHEMISTS | Skill Enhancement Courses | 3 | 3 | 100 |
CHZO001 | BRIDGE COURSE IN CHEMISTRY AND ZOOLOGY | Bridge Courses | 2 | 0 | 50 |
CSC141 | PROGRAMMING IN C | Multidisciplinary Courses | 3 | 3 | 100 |
CSC149 | INTRODUCTION TO DATA SCIENCE | Multidisciplinary Courses | 3 | 3 | 100 |
DMT142 | INTRODUCTION TO CARNATIC MUSIC | Multidisciplinary Courses | 3 | 3 | 100 |
DSC142 | PYTHON PROGRAMMING FOR DATA SCIENCE | Multidisciplinary Courses | 3 | 3 | 100 |
ECO145 | ECOLOGY AND DEVELOPMENT | Multidisciplinary Courses | 3 | 3 | 100 |
ENG181-1 | ENGLISH | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
EST141 | TRAVEL AND TRAVEL NARRATIVES | Multidisciplinary Courses | 3 | 3 | 100 |
EST142 | READING SPORTS AND LITERATURE | Multidisciplinary Courses | 3 | 3 | 100 |
EST143 | STORYTELLING, GAMES AND ETHICS | Multidisciplinary Courses | 3 | 3 | 50 |
EST144 | DESIGN THINKING AND SOCIAL ENTREPRENEURSHIP | Multidisciplinary Courses | 45 | 3 | 100 |
EST148 | THE OCEANS IN CINEMA: A BLUE HUMANITIES READING | Multidisciplinary Courses | 3 | 3 | 100 |
HIS141 | HISTORY AND CINEMA | Multidisciplinary Courses | 3 | 3 | 100 |
LAW142 | RIGHT TO INFORMATION | Multidisciplinary Courses | 3 | 3 | 100 |
LAW144 | ENVIRONMENTAL LAW | Multidisciplinary Courses | 3 | 3 | 100 |
MAT141 | FOUNDATIONS OF MATHEMATICS | Multidisciplinary Courses | 3 | 3 | 100 |
MED144 | HARRY POTTER AND CONTEMPORARY ISSUES | Multidisciplinary Courses | 3 | 3 | 50 |
PHY141 | FUNDAMENTAL OF FORENSIC PHYSICS | Multidisciplinary Courses | 3 | 3 | 100 |
PHY142 | ANALOG AND DIGITAL ELECTRONICS | Multidisciplinary Courses | 3 | 3 | 100 |
POL143 | SUBALTERN STUDIES: NARRATIVES OF THE COMMUNITIES | Multidisciplinary Courses | 3 | 3 | 100 |
PSY143 | ARTIFICIAL INTELLIGENCE AND HUMAN-MACHINE INTERACTION | Multidisciplinary Courses | 3 | 3 | 100 |
PSY155 | PSYCHOLOGY OF GENDER | Multidisciplinary Courses | 3 | 3 | 100 |
PSY156 | PSYCHOLOGY OF RELATIONSHIPS | Multidisciplinary Courses | 3 | 3 | 100 |
PSY157 | SCIENCE OF WELLBEING | Multidisciplinary Courses | 3 | 3 | 100 |
PSY158 | STRESS MANAGEMENT | Multidisciplinary Courses | 3 | 3 | 100 |
SOC141 | WOMEN'S ISSUES | Multidisciplinary Courses | 3 | 3 | 50 |
THE141 | THEATRE APPRECIATION | Multidisciplinary Courses | 3 | 3 | 100 |
THE142 | IMPROVISATION AND DEVISED THEATRE | Multidisciplinary Courses | 3 | 3 | 100 |
2 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BLS105-2 | ANIMAL DIVERSITY-II (CHORDATA) | Major Core Courses-II | 3 | 3 | 100 |
BLS106-2 | COMPARATIVE ANATOMY AND EVOLUTIONARY BIOLOGY | Major Core Courses-II | 3 | 3 | 100 |
BLS115-2 | ANIMAL DIVERSITY-II LAB | Major Core Courses-II | 2 | 1 | 50 |
BLS116-2 | COMPARATIVE ANATOMY AND EVOLUTIONARY BIOLOGY LAB | Major Core Courses-II | 2 | 1 | 50 |
CHE101-2 | INORGANIC CHEMISTRY-I: COORDINATION COMPOUNDS AND ENVIRONMENTAL CHEMISTRY | Major Core Courses-I | 3 | 3 | 100 |
CHE102-2 | PHYSICAL CHEMISTRY-I: FUNDAMENTAL CONCEPTS | Major Core Courses-I | 3 | 3 | 100 |
CHE111-2 | CHEMISTRY PRACTICALS-II | Major Core Courses-I | 2 | 2 | 50 |
CHE112-2 | CHEMISTRY PRACTICALS-III | Major Core Courses-I | 2 | 2 | 50 |
CSC154 | INTRODUCTION TO PYTHON PROGRAMMING | - | 3 | 3 | 100 |
ECO146 | GENDER AND DEVELOPMENT | - | 3 | 2 | 50 |
ECO147 | THINKING THROUGH THE ENVIRONMENT | - | 3 | 2 | 50 |
ENG181-2 | ENGLISH | Ability Enhancement Compulsory Courses | 3 | 2 | 100 |
EST150 | GENDER AND POPULAR CULTURE | - | 3 | 3 | 50 |
EST151 | COMPARATIVE PHILOSOPHY: DARSANA AND PHILOSOPHY | - | 3 | 2 | 50 |
EST152 | SKILLS FOR PROFESSIONAL DEVELOPMENT | - | 3 | 2 | 50 |
EST156 | RETELLING OF EPICS IN INDIAN LITERATURE | - | 3 | 3 | 50 |
LAW142 | RIGHT TO INFORMATION | - | 3 | 3 | 100 |
LAW144 | ENVIRONMENTAL LAW | - | 3 | 3 | 100 |
LAW146 | LAW AND PRACTICE OF INTELLECTUAL PROPERTY | - | 3 | 2 | 100 |
LAW149 | LEGAL ASPECTS OF HUMAN RESOURCE MANAGEMENT | - | 3 | 2 | 100 |
MAT143 | MATHEMATICS FOR ECONOMICS AND BUSINESS | - | 3 | 3 | 100 |
MED148 | LANGUAGE OF CINEMA: A VISUAL APPROACH | - | 45 | 3 | 100 |
PHY141A | INTRODUCTION TO ASTRONOMY AND ASTROPHYSICS | - | 3 | 3 | 100 |
POL143 | POLITICS AND SOCIETY OF INDIA SINCE INDEPENDENCE | - | 3 | 3 | 100 |
POL144 | INDIA AND THE WORLD | - | 3 | 2 | 100 |
PSY157 | SCIENCE OF WELLBEING | - | 3 | 3 | 100 |
PSY160 | UNDERSTANDING ADDICTION AND SUBSTANCE USE | - | 3 | 3 | 100 |
SOC142 | CONTEMPORARY SOCIAL PROBLEMS AND CHALLENGES | - | 3 | 3 | 50 |
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Introduction to Program: | |||||||||||||||||||||||||||||||||||
The programme is offered to students opting for a BSc degree with a combination of Chemistry and Zoology and BSc (Chemistry Honours/Honours with Research) or BSc (Zoology Honours/Honours with Research). The programme leads the students to higher learning in chemical and biological sciences and contributes to the welfare of society. It is designed to help the students to understand the importance and judicious use of technology for the sustainable growth of mankind in synergy with nature. During the study of this programme, students will be trained to use an experimental learning strategy to integrate the program's laboratory and lecture components. This programme combines cutting-edge biology and chemical research with instruction practically and uniquely. The programme leads the students to higher learning in biological, and chemical sciences and contribute to the welfare of the society. | |||||||||||||||||||||||||||||||||||
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Understand and apply the fundamental principles, concepts and methods in key areas of science and multidisciplinary fieldsPO2: Demonstrate problem solving, analytical and logical skills to provide solutions for the scientific requirements PO3: Understand and analyse the concepts of Chemistry and apply them to real-world situations PO4: Develop logical and analytical skills in chemical sciences. PO5: Exhibit professional skills to lead a successful career PO6: Analyse the impact of chemicals in societal and environmental contexts. PO7: Imbibe ethical, moral and social values in personal and social life leading to a highly cultured and civilized personality and developing various communication skills such as reading, listening, speaking, etc., which will help in expressing ideas and views clearly and effectively. PO8: demonstrate and apply the fundamental knowledge of the basic principles in major fields of animal science. PO9: apply the knowledge and transferable skills on identifying vectors and vector borne diseases and offer well-defined solutions for issues related to human health & environment. | |||||||||||||||||||||||||||||||||||
Assesment Pattern | |||||||||||||||||||||||||||||||||||
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Examination And Assesments | |||||||||||||||||||||||||||||||||||
Continuous internal assessment (CIA) forms 50% and the end semester examination forms the other 50% of the marks in both theory and practical. CIA marks are awarded based on their performance in assignments (written material to be submitted and valued), mid-semester test (MST), and class assignments (Quiz, presentations, problem solving etc.) The mid-semester examination and the end semester examination for each theory course will be for two and three hours duration respectively. The CIA for practical sessions is done on a day to day basis depending on their performance in the pre-lab, the conduct of the experiment, and presentation of lab reports. Only those students who qualify with minimum required attendance and CIA will be allowed to appear for the end semester examination.
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BLS102-1 - ANIMAL DIVERSITY-I (NON-CHORDATA) (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Understanding animal diversity is a fundamental goal of zoological research, with far-reaching implications for science and conservation. This course will give students a modern perspective on animal diversity and an understanding of how the process of evolution has produced this diversity; explore this diversity from various perspectives and examine how the diversity of body plans can be understood in terms of the relationship between evolution and development. This course will include sessions that demonstrate approaches and techniques used to investigate animal diversity, emphasising that this is an active research field, as well as sessions that help students develop core skills within the context of the course. |
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Course Outcome |
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Unit-1 |
Teaching Hours:4 |
Principles of classification and nomenclature
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Systematics; Natural and classical. Nomenclature: Binomial and Trinomial nomenclature; International rules of Zoological nomenclature (brief account); Mention new trends in systematics like Chemotaxonomy, Serotaxonomy, Cytotaxonomy, Numerical taxonomy (Phenetics), Cladistics (Phylogenetic systematics), Molecular systematics. | |
Unit-2 |
Teaching Hours:4 |
Concepts of classification of animals (brief account)
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Classification based on number of cells, tissue or organ system level of organisation, development of germ layers, development of symmetry, development of coelom, segmentation in the somite, development of mouth and digestive tract; Detailed classification of Kingdom Animalia with major and minor phyla. | |
Unit-3 |
Teaching Hours:4 |
Kingdom Protista
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Five kingdom classification of living organisms; Mention Cavalier-smith’s eight kingdom classification; Characteristic features and classification of Kingdom Protista down to phyla (Major phylum Rhizopoda, Dinoflagellata, Parabasilia, Apicomplexa, Ciliophora with examples).
Type Study: Plasmodium: Morphology and structural organization; locomotion, nutrition, excretion, osmoregulation and reproduction; conjugation. | |
Unit-4 |
Teaching Hours:3 |
Parazoa - Porifera
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General characters and classification down to classes; Type study: Sycon: Spicules; Cell types; Canal system | |
Unit-5 |
Teaching Hours:10 |
Acoelomate ? Cnidaria, Ctenophora, Platyhelminthes
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General characters and classification down to classes of each phylum; Polymorphism in Halistemma; evolutionary significance of Ctenophora. Type study: Obelia and Taenia solium (Morphology and life cycle, Parasitic adaptations) | |
Unit-6 |
Teaching Hours:3 |
Pseudocoelomate - Nematoda
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General characters and classification down to classes; pathogenicity and prophylaxis of Ascaris lumbricoides and its parasitic adaptations. | |
Unit-7 |
Teaching Hours:12 |
Coelomate ? Annelida, Arthropoda and Mollusca
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General characters and classification up to classes of each phylum; evolution of coelom; metamerism in Annelida; evolutionary significance of trochophore larva; vision in Arthropoda, metamorphosis and moulting in insects; foot & shell modification in Mollusca
Type study: Earthworm, Penaeus indicus; Pila globosa | |
Unit-8 |
Teaching Hours:5 |
Deuterostomes ? Echinodermata and Hemichordata
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General characters and classification up to classes; water-vascular system in Asteroidea; affinities of Balanoglossus with Chordata and Nonchordata. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Internal Assessment: CIA 1(Quiz/ Tests/ MCQs/ Assignments) - 20 marks; CIA 2 (Midsemester Examination) 50 marks; CIA 3 (Quiz/ Tests/ MCQs/ Assignments - 20 marks) External Assessment: End Semester Examination - 100 marks Both the assessments will be scaled down to 50 | |
BLS112-1 - ANIMAL DIVERSITY-I LAB (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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This lab course is designed to provide students with hands-on experience examining a wide breadth of animals representing different animal phyla. By closely examining live and preserved specimens students will gain a strong understanding and appreciation for the wide diversity in animal life cycles, body morphology and adaptations. |
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Course Outcome |
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Unit-1 |
Teaching Hours:30 |
Animal Diversity 1 Lab
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Internal Assessment: Performance - 20 marks; Midsemester Examination) 20 marks; record - 10 marks) External Assessment: End Semester Examination - 50 marks Both the assessments will be scaled down to 25 | |
BLS162A-1 - AQUARIUM FISH KEEPING (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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To learn the basic principles, themes and steps needed to set-up and maintain an aquarium. This course will introduce students about the basic principles, themes and steps needed to set-up and manage a fish aquarium; explore various theoretical and practical approaches to aquarium keeping. This course will include sessions that emphasising that Aquarium keeping is an active field of entrepreneurship, as well as sessions that help students develop core skills within the context of the course. |
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Course Outcome |
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CO1: Comprehend the key skills needed to set up an aquarium, CO2: Identify and differentiate the different aquarium/ornamental fishes. CO3: Formulate fish food that provides complete nutritional benefits. CO4: Analyze the required budget to set up a well maintained home aquarium |
Unit-1 |
Teaching Hours:10 |
Introduction to Aquarium Fish Keeping
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Scope of Aquarium Fish industry as a Cottage Industry, Different varieties of exotic and indigenous fishes. Principles of a balanced aquarium; Fabrication, setting up and maintenance of freshwater and marine aquarium. Aquarium accessories and decorative. | |
Unit-2 |
Teaching Hours:10 |
Biology of Aquarium Fishes
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Breeding and rearing of ornamental fishes. Broodstock management. Application of genetics and biotechnology for producing quality strains. Common characters and sexual dimorphism of Fresh water and Marine Aquarium fishes such as Molly, Sword tail, Gold fish, Angel fish, blue morph, Anemone fish and Butterfly fish. | |
Unit-3 |
Teaching Hours:5 |
Ornamental plants
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Diversity of ornamental plants in India; identification, importance, propagation and maintenance of ornamental plants;Lighting and aeration | |
Unit-4 |
Teaching Hours:10 |
Water quality management
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Common physical, chemical and biological parameters of water affecting ornamental fishes, Management of water quality parameters of water.Water filteration system-biological, mechanical and chemical. Types of filters. | |
Unit-5 |
Teaching Hours:5 |
Food and Feeding of Aquarium Fishes.
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Nutritional requirements of aquarium fishes; Different kinds of feeds; Preparation of dry feeds Aquarium fish feeds. Dry, wet and live feeds. | |
Unit-6 |
Teaching Hours:5 |
Management of aquarium fish
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Common diseases and their control; Conditioning, packing, transport and quarantine methods. Trade regulations and wildlife act in relation to ornamental fishes. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Internal Assessment: CIA 1(Quiz/ Tests/ MCQs/ Assignments) - 20 marks; CIA 2 (Midsemester Examination) Theory and Practical - 60 marks; CIA 3 (Quiz/ Tests/ MCQs/ Assignments - 20 marks) Internal Assessment (Test) Theory and Practical - 100 marks
Both the assessments will be scaled down to 50
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BLS162B-1 - SERICULTURE (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course will introduce students about the basic concepts of origin and growth of sericulture and sericulture as science; explore various theoretical and practical approach of mulberry cultivation and silkworm rearing. This course will include sessions that emphasising that Sericulture is an active field of research and entrepreneurship, as well as sessions that help students develop core skills within the context of the course. |
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Course Outcome |
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CO1: Develop an expert manpower to handle the own sericulture units/ entrepreneurship/ corporate sector units. CO2: Gain scientific knowledge about mulberry cultivation silkworm rearing techniques. CO3: Create awareness about Soil to Silk concept, Sericulture Extension and innovative technology /techniques etc. CO4: Develop entrepreneurship skills among the students. |
Unit-1 |
Teaching Hours:10 |
Introduction
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Sericulture: Definition, history and present status; Silk route: Types of silkworms (Tasar, Muga, and Eri) and their food plants, Mulberry and non-mulberry Sericulture | |
Unit-2 |
Teaching Hours:10 |
Biology of Silkworm
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Morphology and Life cycle of Bombyx mori, Structure of silk gland and secretion of silk. | |
Unit-3 |
Teaching Hours:5 |
Biology of Mulberry Plant
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Botanical description of mulberry. Economic importance of mulberry Plant; Morphology of mulberry plant; Different cultivars of mulberry; Floral biology of mulberry: Structure of male and female flowers, Planting system, pruning and training, propagation, irrigation, fertilizer application, manuring, composting, vermicomposting weeding method; Diseases of mulberry Leaf (Leaf spot, Powdery mildew, Leaf Rust, Leaf blight), root (root rot disease, root knot disease) and pest management (Mealy bug, Bihar hairy caterpillar, Jassid, Leaf roller, Scale insect, Termites and mites their preventive and control measures). | |
Unit-4 |
Teaching Hours:10 |
Rearing of Silkworms
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Mulberry cultivation, Selection of land and establishment of mulberry garden, Different methods of planting –Organic and inorganic manure application, Rearing house and rearing appliances- Egg transportation and incubation –Egg handling – Hatching –Brushing –Silk worm rearing techniques Disinfectants: Formalin, bleaching powder, Resham Keet Oushadh (RKO) Silkworm rearing technology: Early age and Late age rearing Types of mountages, Spinning, harvesting and storage of cocoons.
Reeling methods – Reeling and Re-reeling –Silk examination, cleaning, lacing, bookmaking and grading of silk. Field visit to silk worm rearing centre and reeling industry. | |
Unit-5 |
Teaching Hours:10 |
Pests and Diseases
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Pests of silkworm: Uzi fly, dermestid beetles and vertebrates Pathogenesis of silkworm diseases: Protozoan, viral, fungal and bacterial Control and prevention of pests and diseases. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Internal Assessment: CIA 1(Quiz/ Tests/ MCQs/ Assignments) - 20 marks; CIA 2 (Midsemester Examination) 60 marks; CIA 3 (Quiz/ Tests/ MCQs/ Assignments - 20 marks) Internal Final Assessment: Theory and Practical - 100 marks Both the assessments will be scaled down to 100 | |
BLS162C-1 - APICULTURE (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course begins with a brief history of apiculture and its importance. Concise information on the equipment needed, handling of honey bee colonies, seasonal management, and economics has been provided. Because this course includes both theory and practice, the reading material is simple and to the point, which will aid them in learning practical beekeeping more effectively. |
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Course Outcome |
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CO1: Understand economic importance of honey bees and developments taking place in modern beekeeping. CO2: Differentiate hive bees from wild bees and species from subspecies. CO3: Familiar with different equipment used in modern beekeeping for domesticating hive bee
CO4: Learn manipulations required for quality honey production, safety of honey bees and increasing colony productivity.
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Unit-1 |
Teaching Hours:10 |
Basics of Apiculture
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Honey bee species and identification: Introduction to honey bee; Origin, systematics and distribution; Types of honey bees, Species of honey bees. Bee identification | |
Unit-2 |
Teaching Hours:15 |
Bee Keeping Techniques
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Basic requirements for starting bee keeping: Getting Started in Beekeeping - Land and Buildings, Equipments and supplies - Vehicle, hives; Seasonal management of honey bees: Honey bees on Canola, Spring management of bees, Wintering bees, Apiary management for winter/early spring pollination. Summer management honey production; Queen rearing and colony multiplication: Raising honey bee queens. Developmental stages of queen bee, Requirements for rearing good queens, Methods of rearing queens, Hopkins Method, Alley Method, Miller Method, Dequeening Method, Raising Queen on double and Whole Brood Comb. | |
Unit-3 |
Teaching Hours:15 |
Bee Enemies, Diseases, Pesticide Poisoning
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Bee enemies - Wax Moth, Ants, Wasps, Microorganisms, Pests. Diagnosis and Identification; Bacterial, viral, fungal & protozoan diseases: Bacterial disease - American Foulbrood, European Foulbrood, Viral disease - Deformed Wing Virus, Sacbrood Viru, Black Queen Cell Virus, Kashmir Bee Virus, Acute Bee Paralysis Virus; Fungal disease - Chalkbrood, Stonebrood; Protozoan disease - Nosemosis, Nosema cerana; Pesticide poisoning of bees and mitigation: Definition of pesticides, types of pesticides and their length of residual toxicity, Pesticides and pollinators, Toxicity to bees – Honey bee health, Colony collapse disorder | |
Unit-4 |
Teaching Hours:5 |
Bee Products, Economics and Marketing
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Bee products (honey, pollen, royal jelly, bees wax, propolis & venom) and their significance; Value added honey products; Economics of bee keeping, Economic Value of Commercial Beekeeping; Marketing of bee products (honey comb and honey, pollination services, wax, propolis, pollen, royal jelly, Bee venom, adult and larval bees. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Internal Assessment: CIA 1(Quiz/ Tests/ MCQs/ Assignments) - 20 marks; CIA 2 (Midsemester Examination) 60 marks; CIA 3 (Quiz/ Tests/ MCQs/ Assignments - 20 marks) Internal Final Assessment: Theory and Practical - 100 marks Both the assessments will be scaled down to 100 | |
BOT121-1 - BIODIVERSITY - I (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The present course deals with the study of microbes, fungi and algae and the diseases caused in plants. The units of Phycology and Mycology deals with the general characters, thallus organization, morphology and life cycles of different algae and fungi. It also discusses the diseases caused in plants and evaluates the symptoms, causal agents and control measures of infected plants and other microbial diseases. |
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Course Outcome |
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CO1: Students will be able to understand and identify the diversity of microbes, fungi and algae
CO2: Students will be able to analyse the microscopic characters of microbes, fungi and algae
CO3: Students will be able to evaluate the significance of microbes, fungi and algae in the society
CO4: Students will be able to create awareness and disseminate the knowledge about the different types of microbial and fungal diseases
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Unit-1 |
Teaching Hours:2 |
Introduction to microbial world and to study its diversity
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Basic introduction about the microbial diversity | |
Unit-2 |
Teaching Hours:8 |
Viruses
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Discovery; Physiochemical and biological characteristics; Classification (including Baltimore’s); Replication, Lytic and Lysogenic cycle; Structure of DNA virus (bacteriophage T4), RNA virus (TMV), Oncogenic virus (HIV); Symptoms, transmission and management of diseases caused by viruses in plants and in animals-with special reference to Mosaics and Vein clearing; and Dengue and AIDS | |
Unit-3 |
Teaching Hours:10 |
Prokaryotes
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Discovery of bacteria; Ecology and distribution; General structure; Comparison of Archaea and Eubacteria; Wall-less forms (L-forms, Mycoplasma, Protoplasts and Sphaeroplasts) Nutrition; Reproduction–vegetative, asexual and recombination; Economic importance; Symptoms, transmission and management of diseases caused by bacteria and mycoplasma on plants; Detailed study of two diseases each on plants (with special reference to: Crown gall and Citrus canker), and on animals (with special reference to: Tuberculosis and Cholera). | |
Unit-4 |
Teaching Hours:10 |
Algae
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General characteristics; Ecology and distribution (with reference to distribution in Indian peninsula); Range of thallus organization and reproduction; Basic criteria used in classification (Fritsch, 1945); Important classes in relation to Applied Phycology listed below Cyanophyceae- Nostoc Chlorophyceae- Chlamydomonas, Volvox, ChlorellaBacillariophyceae-Diatoms Phaeophyceae- Sargassum and Rhodophyceae- Gracilaria | |
Unit-5 |
Teaching Hours:15 |
Fungi and their allies
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General characteristics; Ecology and distribution; Range of thallus organization; Cell structure; Wall composition; Nutrition; Growth; Reproduction and spores; Heterokaryosis and parasexuality; Basic criteria used in classification. Myxomycetes: General characteristics; Ecology and significance (Physarum as an experimental tool); Oomycetes: General characteristics; Ecology and significance; Thallus organization, Reproduction; Life cycle of Albugo. Life cycle of Rhizopus (Zygomycetes), Peziza (Ascomycetes) Puccinia, (Basidiomycetes) and Alternaria (Deuteromycetes), Symptoms, transmission and management of fungal diseases on plants; Two diseases each on plants (with special reference to Rust of wheat and Early blight of potato), and on humans (with special reference to Candidiasis and Dermatophytes to be studied in detail). Associations of Fungi: Lichens: General account; Reproduction; Mycorrhizae: General account and its significance. | |
Text Books And Reference Books: 1. Sharma, OP (2002) Textbook of Thallophytes, Tata McGraw Hill Publishing Co. New Delhi. 2. Prescott's Microbiology by Willey, Joanne; Sherwood, Linda; Woolverton, Chris, 8th edition (2011) McGraw Hill.
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Essential Reading / Recommended Reading 1. Tortora, G.J, Funke, B.R, Case, C.L. (2010). 10th edition Microbiology: An Introduction, Pearson. 2. Sharma, PD (2005). Fungi and Allied Organisms, Narosa Publishing House, New Delhi. 3. Alexopoulos, C.J., Mims, C.W. and Blackwell, M. (1996) Introductory Mycology, John Wiley & Sons, Inc. USA. 4. Webster J. and Weber, R.W.S; (2007) Introduction to Fungi (3rd Edition) Cambridge Univ. Paress, U.K. 5. Fritsch F.E. 1935, 45 (Vol. I & II) The structure and reproduction of the Algae. Vikas Publishing House Ltd. Delhi 6. Sahoo Dinabandhu. 2000. Farming the ocean Aravali International, Delhi
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Evaluation Pattern CIA1: 20% CIA2: 50% CI3: 20% Attendance: 10% End Semester Exam: 100% | |
CHE101-1 - GENERAL CHEMISTRY (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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In this introductory paper, the students acquire knowledge of the basic concepts of Physical, Organic, and Inorganic Chemistry. |
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Course Outcome |
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CO1: Recall the fundamentals of structure and bonding. CO2: Predict the chemical bonding in simple molecules. CO3: Interpret the properties of organic molecules and reaction mechanisms. |
Unit-1 |
Teaching Hours:15 |
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Atomic Structure
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Prelearning topics: Bohr’s theory and its limitations, Black body radiation, dual behaviour of matter and radiation, de Broglie’s relation, Heisenberg Uncertainty principle. Hydrogen atom spectra. Need of a new approach to Atomic structure.
Quantum mechanics: Postulates of quantum mechanics, Introduction, time independent Schrodinger equation and meaning of various terms in it. Significance of ψ and ψ2, Schrödinger equation for hydrogen atom. Radial and angular parts of the hydrogenic wave functions (atomic orbitals) and their variations for 1s, 2s, 2p, 3s, 3p and 3d orbitals (Only graphical representation). Radial and angular nodes and their significance. Radial distribution functions and the concept of the most probable distance with special reference to 1s and 2s atomic orbitals. Significance of quantum numbers, orbital angular momentum and quantum numbers ml and ms. Shapes of s, p and d atomic orbitals, nodal planes. Discovery of spin, spin quantum number (s) and magnetic spin quantum number (ms). Effective nuclear charge. Slater's Rules. | ||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Chemical Bonding and Molecular Structure
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Ionic Bonding: General characteristics of ionic bonding. #Energy considerations in ionic bonding, lattice energy and solvation energy and their importance in the context of stability and solubility of ionic compounds. Statement of Born-Landé equation for calculation of lattice energy, Born-Haber cycle and its applications, polarizing power and polarizability. Fajan’s rules, ionic character in covalent compounds, bond moment, dipole moment and percentage ionic character. Covalent bonding: VB Approach: Shapes of some inorganic molecules and ions on the basis of VSEPR and hybridization with suitable examples of linear, trigonal planar, square planar, tetrahedral, trigonal bipyramidal and octahedral arrangements. Concept of resonance and resonating structures in various inorganic compounds.
MO Approach: Rules for the LCAO method, bonding and antibonding MOs and their characteristics for s-s, s-p and p-p combinations of atomic orbitals, nonbonding combination of orbitals, MO treatment of homonuclear diatomic molecules (O2, N2) of 1st and 2nd periods (including idea of s-p mixing) and heteronuclear diatomic molecules such as CO, NO and NO+. Comparison of VB and MO approaches. | ||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:7 |
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Fundamentals of Organic Chemistry
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Prelearning topics: Hybridizations, bond lengths, bond angles, bond energy. Localized and delocalized chemical bond, polarity of bonds, types of chemical reactions
Electronic Displacements: Inductive Effect, Electromeric Effect, Resonance, Hyperconjugation and steric effect. Effect of the above on strength of organic acids and bases: Comparative study with emphasis on factors affecting pK values. Cleavage of Bonds: Homolysis and Heterolysis. Nucleophiles and electrophiles. Reactive Intermediates: Carbocations, Carbanions, free radicals and carbenes - Structure, shape and reactivity of organic intermediates. Types of organic reactions: Addition, elimination, substitution, rearrangement and redox reactions (definition and one example each). | ||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Aliphatic Hydrocarbons
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Prelearning topics: Classification, Nomenclature and sources of organic compounds.
Alkanes: (Upto 5 Carbons) Preparation: Catalytic hydrogenation, from Grignard reagent. Reactions: Free radical Substitution: Halogenation. Selectivity and reactivity. (Mechanisms) Cycloalkanes-Relative stabilities-Baeyer’s strain theory-Sache-Mohr theory of strainless rings. Alkenes: (Upto 5 Carbons) Preparation: Elimination reactions: Dehydration of alkenes and dehydrohalogenation of alkyl halides (Saytzeff’s rule); cis alkenes (Partial catalytic hydrogenation) and trans alkenes (Birch reduction). Mention stereoselective and regioselective reactions. Reactions: cis addition (alk. KMnO4) and trans-addition (bromine), Addition of HX (Markownikoff’s and anti-Markownikoff’s addition with mechanisms), Hydration, Ozonolysis, Hydroboration-oxidation. Alkynes: (Upto 5 Carbons) Prelearning topics: geminal and vicinal dihalides, basic concepts of addition and oxidation reactions. Preparation: Acetylene from CaC2 and conversion into higher alkynes; by dehalogenation of tetra halides and dehydrohalogenation of vicinal-dihalides.
Reactions: formation of metal acetylides, addition of bromine and alkaline KMnO4, ozonolysis and oxidation with hot alkaline KMnO4. | ||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: [1] B.R. Puri, L.R. Sharma and K.C. Kalia, Principles of Inorganic Chemistry, 31st Edition, Milestone Publishers and Distributors, New Delhi, 2013. [2] Bahl, A. &Bahl, B.S. Advanced Organic Chemistry, S. Chand, 2010. [3] B. Mehta, M. Mehta, Organic Chemistry, PHI Learning Private Limited, 2017. | ||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading [1] J.A. Lee, Scientific Endeavour, Addison Wesley Longman [2] D.A. Skoog, D.M. West, F.J. Holler and S.R. Crouch, Fundamentals of Analytical Chemistry, 8th Edition, Brooks/Cole, Thomson Learning, Inc., USA, 2004. [3] J. D. Lee, Concise Inorganic Chemistry, 5th ed., Blackwell Science, London, 2010. [4] Satya Prakash, Advanced Inorganic Chemistry, Volume 1, 5th Edition, S. Chand and Sons, New Delhi, 2012. [5] R.K. Prasad, Quantum Chemistry, New Age International, 2001 [6] McQuarrie, J. D. Simon, Physical Chemistry – A molecular Approach, Viva Books. [7] I. N. Levine, Physical Chemistry, Tata McGraw Hill, [8] ManasChanda, Atomic structure and Chemical bonding in Molecular Spectroscopy” Tata McGraw Hill. [9] J. D. Lee, Concise Inorganic Chemistry, 5th edn., Blackwell Science, London. [10] B. R. Puri, L. R. Sharma, Kalia, Principles of Inorganic Chemistry, Milestone Publishers, New Delhi. [11] F. A. Cotton, G. Wilkinson and P. L. Gaus, Basic Inorganic Chemistry, 3rd ed., John Wiley. [12] B. Douglas, D. Mc Daniel, J. Alexander, Concepts and models in Inorganic Chemistry. [13] R. Gopalan, Inorganic Chemistry for Undergraduates, Universities Press, Hyderabad, 2009. [14] Jain and Sharma Modern Organic Chemistry 3rd edition, Vishal Publishing Company, 2009. [15] R. T Morrison, and R. N. Boyd. Organic Chemistry. 7thed. New Delhi: Prentice-Hall of India (P) Ltd., 2010. [16] S.M. Mukherji, S. P. Singh, and R. P. Kapoor. Organic Chemistry. 3rd, 12th Reprint, New Delhi: New Age International (P) Ltd. Publishers, 2009.
[17] I. L Finar, Organic Chemistry Vol. II, 5thed. New Delhi: ELBS and Longman Ltd., reprint 2008. | ||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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CHE111-1 - CHEMISTRY PRACTICALS I (2023 Batch) | ||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:2 |
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Max Marks:100 |
Credits:1 |
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Course Objectives/Course Description |
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This course is intended to impart basic analytical skills with an emphasis on volumetric analysis. It also emphasizes the importance of organized and systematic approach in carrying out experiments. |
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Course Outcome |
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CO1: Demonstrate the physical parameters of liquids or solutions. CO2: Perform the volumetric techniques for the quantitative analysis of various samples. |
Unit-1 |
Teaching Hours:60 |
Chemistry Practicals I
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1. Calibration of glassware. 2. Determination of the surface tension of a liquid or a dilute solution using a stalagmometer. 3. Study of the variation of surface tension of a detergent solution with concentration. 4. Determination of viscosity of a liquid. 5. Estimation of oxalic acid by titrating it with KMnO4. 6. Estimation of water of crystallization in Mohr’s salt by titrating with KMnO4. 7. Estimation of Fe (II) ions by titrating it with K2Cr2O7 using internal indicator. 8. Estimation of Fe (II) ions by titrating it with K2Cr2O7 using external indicator. 9. Estimation of Cu (II) ions iodometrically using Na2S2O3. 10. Estimation of total alkalinity of water samples (CO32-, HCO3-) using double titration method.
11. Measurement of chlorides in water samples by titrimetry (AgNO3 and potassium chromate) | |
Text Books And Reference Books: [1] Svehla, G. Vogel’s Qualitative Inorganic Analysis, Pearson Education, 2012.
[2] Mendham, J. Vogel’s Quantitative Chemical Analysis, Pearson, 2009. | |
Essential Reading / Recommended Reading [1] Svehla, G. Vogel’s Qualitative Inorganic Analysis, Pearson Education, 2012.
[2] Mendham, J. Vogel’s Quantitative Chemical Analysis, Pearson, 2009. | |
Evaluation Pattern Scheme of assessment
1. Continuous internal assessment of Practicals ………… 20 Marks 2. Mid-Sem practical Test ………………………………… 20 Marks 3. Record assessment ……………………………………… 10 Marks 4. End-semester Practical examination ………………….. 50 Marks (Viva voce –10 marks; Performing experiment – 40 marks)
TOTAL 100 Marks | |
CHE161A-1 - COSMETIC CHEMISTRY (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course is aimed at creating awareness among the undergraduate students about the role of chemistry in day- to- day life. To learn more about cosmetics, their ingredients and other common chemicals used in daily life. This will help in selecting the appropriate products from the wide range available in the market. This will also develop in them, a sense of judicious use of cosmetics and other chemicals and also enhancement of self-esteem through proper grooming. |
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Course Outcome |
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CO1: Recall the various components present in cosmetics and their properties. CO2: Understand the working of soaps, detergents and cleaners. |
Unit-1 |
Teaching Hours:3 |
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Introduction to cosmetic chemistry
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Introduction to cosmetic chemistry | ||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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Skin creams and lotions
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Composition and property: Demonstration of Preparation of cold creams and vanishing cream | ||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Deodorants and antiperspirants
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Composition and how they work | ||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
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Tooth pastes, mouth wash and tooth powder
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Ccomposition and cleansing action, Demonstration of Preparation of a mouthwash, tooth powder and tooth paste | ||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Perfumes, colognes and aftershaves
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Composition and properties Demonstration of Preparation of an aftershave lotion and shaving cream | ||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
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Shampoos, hair colouring and hair removers
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Composition and their action Demonstration of Preparation of shampoos | ||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:3 |
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Nail polish, Face powder, pansticks, foundation and face masks
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Composition and function Demonstration of Preparation of face powders | ||||||||||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:3 |
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Lipsticks and Eye makeup
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Demonstration of Preparation of lipsticks | ||||||||||||||||||||||||||||||||||||
Unit-9 |
Teaching Hours:6 |
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Soaps and detergents
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Composition and cleansing action | ||||||||||||||||||||||||||||||||||||
Unit-10 |
Teaching Hours:6 |
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Special purpose cleaners
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Composition and working | ||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: [1]. Raymond Chang Chemistry, 8th Ed. Tata Mc Graw-Hill 2002 [2]. John Suchocki Conceptual Chemistry, 2nd Ed.Pearson Education. Inc. 2003
[3].John W. Hill, Doris K. Kolb Chemistry for changing times, 9th Ed. 2004 | ||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading [1]. Raymond Chang Chemistry, 8th Ed. Tata Mc Graw-Hill 2002 [2]. John Suchocki Conceptual Chemistry, 2nd Ed.Pearson Education. Inc. 2003
[3].John W. Hill, Doris K. Kolb Chemistry for changing times, 9th Ed. 2004 | ||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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CHE161B-1 - TECHNICAL JAPANESE FOR CHEMISTS (2023 Batch) | ||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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It enables the students to understand the Japanese language essential for the translation of scientific literature which enhances the employment opportunities for the students. |
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Course Outcome |
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CO1: understand the writing system in Japanese scientific literature. CO2: understand the basics of Japanese language used in scientific literature. CO3: interpret the Japanese research papers and patents. |
Unit-1 |
Teaching Hours:7 |
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Introduction
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Sentence structure.Writing systems; Hiragana, Katakana, Kanji (On and Kun readings).Numbers, exercises | ||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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Particles
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は, が, も,の,に,へ,で, を, と, から, まで, etc. Exercises. | ||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Adjectives, Adverbs and Verbs
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い-adjectives and な-adjectives, past tense of adjectives. Adverbs. いちだん verbs, ごだん verbs and irregular verbs. Past forms, connective forms, conjunctive forms, passive forms and causative forms of verbs.
Transitive-Intransitive verb pairs. Examples and Exercises. | ||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:4 |
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Conditional forms, Comparative and Superlative Expressions
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Conditional sentences with ば,ければ,なら,たら, かったら forms.Comparative expressions using ぐらい,より and ほど.Words implying a comparison (以上,以下,以外,以内,以前,以後).
Superlative expressions using一番 and最も. | ||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:3 |
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Miscellaneous Expressions
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Construction with to, と,とする,という, とよぶ,同時に,ときに. Interrogative words with particlesか,も. | ||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
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Chemical Nomenclature and Chemistry Vocabulary
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Nomenclature of elements, binary compounds, bases, acids, salts, coordination compounds, organic compounds and biochemical compounds. Chemistry vocabulary. | ||||||||||||||||||||||||||||||||||||
Unit-7 |
Teaching Hours:3 |
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Mathematical terminology
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Numbers, units and counters. Numbers with prefixes and suffixes. Some mathematical expressions. | ||||||||||||||||||||||||||||||||||||
Unit-8 |
Teaching Hours:3 |
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Vocabulary building in physics and biology
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Vocabulary building in physics and biology | ||||||||||||||||||||||||||||||||||||
Unit-9 |
Teaching Hours:2 |
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Utilization of online resources for translation
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Utilization of online resources for translation | ||||||||||||||||||||||||||||||||||||
Unit-10 |
Teaching Hours:6 |
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Online dictionaries and translators. Translation exercises
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Online dictionaries and translators. Translation exercises | ||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: [1] Edward E.Daub, R.Byron Bird and Nobuo Inoue, Basic Technical Japanese, University of Wisconsin Press.
[2] Different online resources available on internet. | ||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading [1] Edward E.Daub, R.Byron Bird and Nobuo Inoue, Basic Technical Japanese, University of Wisconsin Press.
[2] Different online resources available on internet. | ||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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CHZO001 - BRIDGE COURSE IN CHEMISTRY AND ZOOLOGY (2023 Batch) | ||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:0 |
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Course Objectives/Course Description |
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This course is an introduction to some of the basic understanding of chemistry and zoology required in the first year of undergraduate programme. One module of the course will be an introduction to basic concepts in chemistry and the other module will give a foundation for the students in understanding zoology. |
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Course Outcome |
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CO1: bridge the gap between subjects studied at the pre-university level and subjects they would be studying at the undergraduate level CO2: acquire knowledge that is necessary to complete the course offered at the undergraduate level CO3: improve the preparation and ease their transition to the university |
Unit-1 |
Teaching Hours:15 |
Basic concepts in Chemistry
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a. Atomic Models (5 Hrs) Black body radiation, photoelectric effect, Compton effect, Thomson's model and its limitations Rutherford's model and its limitations Bohr's model and its limitations Dual nature of matter and light de Broglie's relationship Heisenberg uncertainty principle Concept of orbitals Concept of shells and subshells Quantum numbers Shapes of s, p and d orbitals b. Chemical Bonding and Molecular Structure(5 Hrs) Valence electrons, Ionic bond, Covalent bond, Polar character of covalent bond, Covalent character of ionic bond, Valence bond theory, Resonance, Geometry of covalent molecules, VSEPR theory. Shapes of some simple molecules Molecular orbital theory of homonuclear diatomic molecules c. Organic Chemistry (5 Hrs) Hybridizations, bond lengths, bond angles, bond energy. Localized and delocalized chemical bonds, polarity of bonds, and types of chemical reactions. Classification, Nomenclature, and sources of organic compounds. | |
Unit-2 |
Teaching Hours:15 |
Foundation Course In Biology
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a. Introduction (5h) The scientific method and experimental design; The organization of life: cells, tissues, organs, and organ systems; Taxonomy and the diversity of life; Chemical elements and molecules essential to living systems. b. Introductory Genetics (5h) Mendelian genetics and inheritance patterns; Basic structure and function of DNA & RNA, Genetic diversity and evolution. c. Ecosystem (5h) Preliminary concept on ecosystems and biomes; Biodiversity and conservation; Human impact on the environment. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Pre and post-assessment of the bridge course. The post-assessment will be out of 50 marks. | |
CSC141 - PROGRAMMING IN C (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course introduces students to the C programming language, covering its history, features, data types, and program structure. Students will learn to apply decision control and loop structures, along with various operators, to create basic programs. Additionally, the course covers functions, recursion, arrays, and pointers to provide a solid foundation for C programming and problem-solving. |
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Course Outcome |
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CO1: Understand the fundamentals of C programming, including its history, features, variables, and data types.
CO2: Apply decision control statements, loop control structures, and various operators to write basic C programs.
CO3: Analyze and design functions, including recursion and passing values/arrays, and understand storage classes in C.
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Unit-1 |
Teaching Hours:9 |
Introduction to C
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Types of Programming Language- History of C, Features of C , C Tokens, variables and keywords and identifiers ,Types of C constants and variables, Rules for constructing variable names, Structure of C program, Input /output statements in C | |
Unit-2 |
Teaching Hours:9 |
Data types and Control Structures
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Data Types, Type declaration, Different Operators in C - Arithmetic, Logical, Relational, Bitwise, Conditional, Expressions, Hierarchy of operations. Control structures
Decision control statements-if, switch, go to statement, conditional operator statement. Loop control structures- while, do-while, for loop, Break statement, Continue statement. | |
Unit-3 |
Teaching Hours:9 |
Function
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Introduction, function definition and prototyping, Types of functions, passing values to function, recursion, passing arrays to functions. I/O functions- formatted & unformatted console I/O functions Storage classes in C- Automatic, Register, Extern and Static Variables. | |
Unit-4 |
Teaching Hours:9 |
Arrays
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One dimensional and multidimensional arrays, Declaration, initialization, Reading values into an array, Displaying array contents and Array Manipulations. String-Basic Concepts, Library Functions | |
Unit-5 |
Teaching Hours:9 |
Pointers
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Definition, notation, pointer and arrays, pointers and functions-call by value and call by reference. | |
Text Books And Reference Books: [1] Balagurusamy, E. Programming in ANSI C 4th Edition. Tata McGraw-Hill, 2010. | |
Essential Reading / Recommended Reading [1] Kanetkar, Yashavant. Let Us C. 4th Edition. BPB Publications, 2012. | |
Evaluation Pattern CIA 50% ESE 50% | |
CSC149 - INTRODUCTION TO DATA SCIENCE (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Introductory-level training will be given software and tools for solving data science problems. This course is designed to provide the theoretical foundations of data science. Standard problems in data science, such as pre-processing, classification, clustering, and visualization, will be addressed. Practical sessions will provide demonstrations, training, and discussions on results and interpretation methods. |
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Course Outcome |
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CO1: Collect the data from various sources. CO2: Understand the problem scenario. CO3: Solve data science problems with appropriate tools.
CO4: Interpret the results through visualizations. |
Unit-1 |
Teaching Hours:6 |
UNIT 1
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Introduction – Concept data – types of data – sources of data – data sets – terminologies – pre-processing – classification – clustering – association rule mining – visualization – approaches – statistics – machine learning and soft computing. | |
Unit-2 |
Teaching Hours:6 |
Preprocessing & Data Transformation:
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Data cleaning – handling missing values – errors and outliers
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Unit-2 |
Teaching Hours:6 |
Classification
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Decision trees – naïve based methods – neural networks – SVM. | |
Unit-2 |
Teaching Hours:6 |
Data Transformation
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Application of normalization methods – min-max method – | |
Unit-3 |
Teaching Hours:6 |
Clustering
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K-Means – Distance-based methods – Association Rules – finding frequent itemsets – apriori method. | |
Unit-4 |
Teaching Hours:6 |
Post-processing
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Performance metrics of tasks – drawing various charts from the results – interpretation of results. | |
Unit-5 |
Teaching Hours:6 |
Tools for data science
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Exploring the open source tools: Weka, Orange, Rapid Miner. | |
Text Books And Reference Books: 1. Data Mining: Concepts and Techniques, Han, Kamber and Pei, 2013 2. Data Mining and Predictive Analytics, Daniel T. Larose & ChantalD Lorose, Wiley Publisher, 2017 | |
Essential Reading / Recommended Reading 1. Data Mining and Analysis Fundamental Concepts and Algorithms, Zaki and Meira, MK Publisher, 2014. 2. Data Mining: The Text Book, Aggarwal, Springer, 2015.
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Evaluation Pattern CIA 50% ESE 50% | |
DMT142 - INTRODUCTION TO CARNATIC MUSIC (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Introduction to Carnatic music focus on the basic fundamentals of Carnatic music. This course helps to improve the vocal quality as the lessons works as voice culture to the begginner. |
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Course Outcome |
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CO1: Ability to render the Swara-s in three speeds CO2: Ability to identify and render the 7 Swara-s CO3: Ability to render Sarala, Janta, Dhatu, Tarasthayi, and Alankara-s in three speeds. |
Unit-1 |
Teaching Hours:10 |
Svaravali varisas and Janti varisas
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Lessons in three speeds | |
Unit-2 |
Teaching Hours:10 |
Tarasthayi and Dhattu varisas
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All the lessons in to three speeds | |
Unit-3 |
Teaching Hours:10 |
Alankaras and Geethams
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Sapta tala alankaras and any for geethams | |
Text Books And Reference Books: Carnatic music reader by Panchapakesha Iyer | |
Essential Reading / Recommended Reading Ganamrutha Bodhini | |
Evaluation Pattern Final assessment for 100 Marks | |
DSC142 - PYTHON PROGRAMMING FOR DATA SCIENCE (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course covers the programming paradigms associated with Python. It provides a comprehensive understanding of Python data types, functions and modules with a focus on modular programming. |
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Course Outcome |
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CO1: Understand and apply core programming concepts. CO2: Demonstrate significant experience with python program development environment. CO3: Design and implement fully-functional programs using commonly used modules and custom functions. |
Unit-1 |
Teaching Hours:12 |
INTRODUCTION
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INTRODUCING PYTHON Introduction, Python Fundamentals, Features of Python, Components of a Python Program, Understanding the interpreter. Python basics: Identifiers, Basic Types, Operators, Precedence and Associativity, Decision Control Structures, Looping Structures, Console input, output. Practical Exercises: 1.Implement Basic data types, Control structures and operators. 2.Exercise on console input and output. | |
Unit-2 |
Teaching Hours:18 |
Programming Fundamentals
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PYTHON DATA TYPES Strings,Lists:Accessingelements,Basic List operations, Built-in methods Tuples: working with elements, Basic Tuple operation, Tuple methods and Type of Tuples Sets: Definition, Set Elements, Built-in methods, basic set operations, Mathematical Set operation, Variety of Sets. Dictionaries: Defining a dictionary, accessing elements, basic operations, methods. COMPREHENSIONS and FUNCTIONS Comprehensions:ListComprehensions, Set Comprehension, Dictionary Comprehension. Functions: Defining a function, Types of arguments, unpacking arguments. Recursive functions.Main module, built-in, custommodules, importing a module.
Practical Exercises: 1. Implement Tuples 2. Implement Dictionary 3. Implement Set 4.ImplementList, Set and Dictionary Comprehensions 5.Implement Recursive function
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Unit-3 |
Teaching Hours:15 |
Introduction to NUMPY AND PANDAS
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NUMPY Introduction to NumPy, Aggregations Computation on Arrays, Comparisons, Sorting Arrays. PANDAS Introduction to Pandas: Data indexing and Selection, Operating on Data, Handling Missing Data.
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Text Books And Reference Books:
[1]Martin Brown, Python:The Complete Reference, McGraw Hill Publications,4th Edition March 2018. [2]Yashavant Kanetkar,Aditya Kanetkar, Let Us Python, BPB Publications ,4th Edition 2022.
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Essential Reading / Recommended Reading [1]Reema Thareja ,Python Programming using problem solving Approach , Oxford University, Higher Education Oxford University Press, 2017 [2]Zhang.Y ,An Introduction to Pythonand Computer Programming,Springer Publications,2015 | |
Evaluation Pattern CIA 100% | |
ECO145 - ECOLOGY AND DEVELOPMENT (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course aims to provide a holistic and a deeper understanding of the trade-off between ecology and development. Through an inter-disciplinary lens an organic approach is adopted to understand the trade-off. This course, therefore, seeks to cultivate not only the moral and ethical thinking of the ecology but also it tries to put forth an action plan from a policy front. |
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Course Outcome |
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CO1: To evoke a sense of deep ecology and social justice. CO2: To familiarize the students with the development paradigms and how it affects the ecology. CO3: To examine the problems behind value designations |
Unit-1 |
Teaching Hours:12 |
Ecology and Value
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The Value Problem in Ecological Economics- Values in Ecological Value Analysis: What Should We Be Learning from Contingent Valuation Studies? - Natural Capital in Ecological Economics-Entropy in Ecological Economics. | |
Unit-2 |
Teaching Hours:12 |
Ecology and Development
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The environmental impact of land development-Development of water resources-Development and changing air quality- Urban development and environmental change-Environmental economics and ecological economics: Where they can converge?- Power Inequality and the Environment. | |
Unit-3 |
Teaching Hours:10 |
Ecofeminism and Ecocriticism
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Gender and environment; Ecofeminism; androcentrism; Deep ecology – ecofeminism debate; Ecocriticism; Nature writings; Thinking like a mountain; The forgetting and remembering of the air - The Varna Trophic System An Ecological Theory of Caste Formation. | |
Unit-4 |
Teaching Hours:11 |
Action Plans
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Reading Ecology, Reinventing Democracy-Scientists or Spies?- Revisiting the Debates on Man-Nature Relation- Lecture of Medha Patkar- Ecological Fiscal Transfers and State-level Budgetary Spending in India- -Bourgeois Environmentalism, the State, the Judiciary, Urban Poor, Significance of Silent Valley- Silent Valley: A controversy that focused global attention on a rainforest 40 years ago- Equity and Justice | |
Text Books And Reference Books: 1. 1.Burkett, Paul. (2006). Marxism and Ecological Economics. Brill 2.Daly & Farley. (2011). Ecological Economics (Principles and Applications). Island Press 3.Pepper, D. (2002). Eco-socialism: from deep ecology to social justice. Routledge 1. 4.Gupta, Avijit. (1998).Ecology and Development in Third World. Routledge 4. Patel, S. (1997). Ecology and Development. Economic and Political Weekly, 2388-2391. 5. Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press 6. Burkett, Paul. (2006). Marxism and Ecological Economics. Brill 7.Venkatachalam, L. (2007). Environmental economics and ecological economics: Where they can converge?. Ecological economics, 61(2-3), 550-558. | |
Essential Reading / Recommended Reading 1. 1. Plumwood, V. (1993). Feminism and the Mastery of Nature. London: Routledge 2. Warren, K.J. (ed), (1994). Ecological Feminism. London: Routledge. 3.Shiva, V. (2016). Staying alive: Women, ecology, and development. North Atlantic Books. 4.Kavoori, P. S. (2002). The Varna Trophic system: an ecological theory of caste formation. Economic and Political Weekly, 1156-1164. 5.Gill, K. (2009). Bourgeois environmentalism’, the State, the Judiciary, and the ‘urban poor’: The political mobilization of a scheduled caste market. Of Poverty and Plastic (Oxford, UK: Oxford University Press, 2010), 209. 6. Kaur, A., Mohanty, R. K., Chakraborty, L., & Rangan, D. (2021). Ecological fiscal transfers and state-level budgetary spending in India: Analyzing the flypaper effects. Levy Economics Institute, Working Papers Series July. 7.Parameswaran, M. P. (1979). Significance of Silent Valley. Economic and Political Weekly, 1117-1119. 8. Lewis, M. (2002). Scientists or spies? Ecology in a climate of Cold War suspicion. Economic and Political Weekly, 2323-2332.
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Evaluation Pattern CIA 1 - 25 Marks CIA 2- 25 Marks CIA 3- 50 Marks | |
ENG181-1 - ENGLISH (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
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Course Outcome |
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CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes
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Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
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Why We Travel-Pico Iyer | |
Unit-2 |
Teaching Hours:6 |
language
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Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
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Thinking Like a Mountain By Aldo Leopold | |
Unit-3 |
Teaching Hours:4 |
language
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Note taking | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
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Aarushi-Hemraj Murder Article | |
Unit-4 |
Teaching Hours:5 |
Language
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Newspaper report | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
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Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading Additional material as per teacher manual will be provided by the teachers | |
Evaluation Pattern CIA 1=20 CIA 2=50 CIA 3= 20 ESE= 50 marks | |
EST141 - TRAVEL AND TRAVEL NARRATIVES (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Travel Literature is one of the most popular areas of study and research today. Theoretical and practical understanding of travel and Travel Literature has evolved a lot in its journey to the present. We discuss journeys at multiple levels; physical, philosophical, psychological, religious, internal, external etc. The involvement of multidisciplinary perspectives has enriched the whole understanding of travel. Questions like why people travel and what happens when one sets out on a journey becomes so pertinent to the whole discipline. This course will try to engage with the ideas of travel and writing on travel from a chronological and historical perspective. This course will also provide students with a modern and comprehensive way of understanding the world of travel and travel narratives.
Course Objective: This course is aimed at providing a comprehensive introduction and survey on the contemporary world of travel and travel narratives. The course is aimed at providing students a direct engagement with the modern theoretical understanding of the travel narratives. |
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Course Outcome |
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CO1: Students will be able to understand the history and development of travel literature CO2: Students will be able to get an idea of Travel narratives in India CO3: This will provide an introductory peek into the theory of Travel and Travel writing CO4: Students will Will be able to critically and academically engage with travel writings |
Unit-1 |
Teaching Hours:10 |
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What is Travel ? A Basic introduction
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Travel is the buzz word of the day. In the fast-changing modern world travel plays a vital role in shaping up thoughts and aspirations of people. People travel for multiple reasons like to enjoy, to study, as a profession, etc and the theoretical understanding of travel needs to be taken into account at the beginning itself. Understanding travel in the light of modern socio-political and economic scenario is also very important in today’s global scenario. These basic positions of the course would enable students to look at travel in a broader context to create a better world with diversity and inclusivity. | |||||
Unit-2 |
Teaching Hours:15 |
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Travel Writing: An Overview
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This unit is intended to give students an over view of the evolution of the genre of Travel Writing. Some important theories of travel writing will be introduced in this module along with the evolution of travel narratives in India. | |||||
Unit-3 |
Teaching Hours:10 |
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Indian Travel Narratives
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This module focuses on the evolution of Indian Travel Narratives. | |||||
Unit-4 |
Teaching Hours:10 |
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Women and Travel Writing in India
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This unit is trying to look at the rise and development of women travellers historically and sociologically. This will enable students to critically evaluate the Indian scenario of travel narratives. | |||||
Text Books And Reference Books: Unit I: What is Travel – Basic introduction 1. Pratt, Mary Louise. Imperial Eyes: Studies in Travel Writing and Transculturation.Routledge, 1992. 2. Lislie, Debbie. The Global Politics of Contemporary Travel Writing, Cambridge University Press, 2009 Print. Unit II: Travel Writing: An Overview 1) Hulme, Peter, and Tim Youngs, eds., 2002. The Cambridge Companion to Travel Writing. Cambridge: Cambridge UP. 2) Said, Edward (1983). ‘Traveling Theory.’ The World, the Text, and the Critic. [1982]. Cambridge, MA: Harvard UP. 226–47. Unit III: Indian Travel Narratives 1) Bhattacharji, Shobhana(ed). 2008. Travel Writing in India, Sahitya Academy, New Delhi. 2) Mandal, Somadatta. Indian Travel Narratives, Rawat Publications, New Delhi. 2010. Unit IV: Women and Travel Writing in India 1. Ghose, Indira. Women Travellers in Colonial India: The Power of the Female Gaze OUP Delhi 1998 Print. Pp.1-19 2. Nath, Shivya. The Shooting Star: A girl, her backpack and the World, Penguin 2017.
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Essential Reading / Recommended Reading 1) Pratt, Mary louis. 1992. Imperial Eyes, Travel Writing and Transculturation, London: Routledge. 2) Tagore, Rabindranath. 1962. Diary of a Westward Voyage. Asia Publishing House. 3) Dalrymple, William. Nine Lives: In Search of the Sacred in Modern India. Bloomsbury, New Delhi.2010. 1. 4) Jung, Anees. Unveiling India: A Woman’s Journey, Penguin India,1986. 5) Bohls, E. A. (1995). Women travel writers and the language of aesthetics, 1716-1818 (No. 13). Cambridge University Press.
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Evaluation Pattern Examination and Assessment Assessment Pattern
CIA I and III can be either written analysis/presentation of a travel narrative analysis of a popular writer of contemporary time, debates or seminar/panel discussions. Mid semester exam – A written paper on the modules covered for 50 marks. Section A will have questions (6x5 =30 marks). Section B will have 2 analytical questions (10 marks each) to assess conceptual clarity and understanding of the domain. End-semester exam – Two sections: Section A (30 marks) will have 3 questions (10 marks each) testing the knowledge on the evolution of the genre. Section B (20 Marks)will have 2 conceptual/Analytical question (10 marks each). | |||||
EST142 - READING SPORTS AND LITERATURE (2023 Batch) | |||||
Total Teaching Hours for Semester:3 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Reading Sports and Literature Course Description: The Sports and Literature course aims to explore the relationship between sports and literature through the analysis of various literary works. By examining texts that center around sports themes, this course will delve into the cultural, social, and personal aspects of sports as portrayed in literature. Students will develop critical thinking, analytical, and communication skills as they engage with a diverse range of texts, including novels, short stories, poems, and essays. Through class discussions, readings, and written assignments, students will gain a deeper understanding of the literary representation of sports and its significance in society. Course Objectives: To analyze and interpret literary works that feature sports themes. To examine the portrayal of sports in literature and its reflection of cultural and social values. To explore the personal and psychological dimensions of sports as depicted in literature. To develop critical thinking and analytical skills through textual analysis.
To enhance written and oral communication skills through class discussions and written assignments. |
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Course Outcome |
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CO1: To analyze and interpret literary works that feature sports themes. CO2: To examine the portrayal of sports in literature and its reflection of cultural and social values. CO3: To explore the personal and psychological dimensions of sports as depicted in literature. CO4: To develop critical thinking and analytical skills through textual analysis. CO5: To enhance written and oral communication skills through class discussions and written assignments. |
Unit-1 |
Teaching Hours:8 |
Introduction to Sports and Literature
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Defining the relationship between sports and literature Historical perspectives on sports in literature
The role of sports in society and culture | |
Unit-2 |
Teaching Hours:8 |
The Heroic Athlete
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Exploring the archetype of the hero in sports literature Analysis of sports heroes and their portrayal in literary works
Themes of triumph, perseverance, and sacrifice | |
Unit-3 |
Teaching Hours:8 |
Gender and Sports
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Gender representation in sports literature Examination of gender roles and expectations in athletic contexts
Sports as a means of empowerment and resistance | |
Unit-4 |
Teaching Hours:8 |
Sports and Identity
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Sports as a vehicle for personal and collective identity Intersectionality and the portrayal of race, ethnicity, and class in sports literature
The relationship between sports and national identity | |
Unit-5 |
Teaching Hours:5 |
Sports and Coming-of-Age
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Analysis of sports as a backdrop for personal growth and maturation The challenges and conflicts faced by young athletes in literature
Themes of ambition, dreams, and disillusionment | |
Unit-6 |
Teaching Hours:8 |
Sports and Society
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Unit 6: Sports and Society Critical examination of the social issues depicted in sports literature Sports as a reflection of broader societal dynamics
Ethics, values, and controversies in the world of sports | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1-20 CIA 2- MSE 50 CIA 3- 30 ESE- 50 | |
EST143 - STORYTELLING, GAMES AND ETHICS (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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Course Description: In the last 20-25 years the field of game studies has evolved significantly. It is globally recognised. Video games have been studied using inter, multi and transdisciplinary methods to understand culture, identity, media, narration and communication. The course will provide a historical, social, cultural and critical foundation about games, digitality, storytelling and its moral and ethical world. This will enable students to understand the connection between identities, moralities and our current engagement with the gaming world. This will help in broadening the interdisciplinary focus and assessment of storytelling in diverse forms and connect it with the ethical issues of the contemporary world.
Course Objectives: The course will survey the evolution of ideas connecting storytelling, gaming and ethics and morality. It will introduce the latest research in gaming and ethics as evidenced in the globalised world. It will provide a methodology for students to assess and critically evaluate the meaning, content, intent, narration (compared to other broader media), ideology and ethical implications of gaming in the contemporary world. |
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Course Outcome |
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CO1: ? will be able to understand the narrative conventions of gaming, their uses and ideological effects
CO2: ?will evaluate how narrative choices reflect ethical contextualisation CO3: ?will be able to analyse and evaluate contemporary social, cultural and political issues and perspectives reflected in games |
Unit-1 |
Teaching Hours:10 |
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Unit I: What is gaming ? Basic introduction
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While gaming has been popular, studying games with its historical, social and cultural context requires a foundation in history of games. Locating games within cultures of social transactions and strategic implications will provide the required base to begin the course. | |||||
Unit-2 |
Teaching Hours:15 |
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Unit II: Gaming, Society and Narration
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This unit is divided into three smaller subunits. The students will be divided into smaller groups in class and asked to explore the following blog to choose any one area of interest within the subcategories mentioned. The class will progress accordingly. They have to choose between games and colonialism, games and gender, games and philosophy (utopia/dystopia). | |||||
Unit-3 |
Teaching Hours:15 |
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Unit III: Games and Ethics
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This unit is focussed on ethical framework of games.
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Unit-4 |
Teaching Hours:5 |
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Unit IV: Storyboard ? design a game (basic story line)
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The students are expected to narrate and design a basic concept for a game to respond to the questions raised in the course. | |||||
Text Books And Reference Books: Unit I: What is gaming – Basic introduction (10 hours) While gaming has been popular, studying games with its historical, social and cultural context requires a foundation in history of games. Locating games within cultures of social transactions and strategic implications will provide the required base to begin the course. 1. Roberts, J. M., Arth, M. J., & Bush, R. R. (1959). Games in culture. American anthropologist, 61(4), 597-605. 2. Chapter 1 from Grace, L. D. (2019). Doing things with games: Social impact through play. CRC Press. Unit II: Gaming, Society and Narration (15 hours) This unit is divided into three smaller subunits. The students will be divided into smaller groups in class and asked to explore the following blog to choose any one area of interest within the subcategories mentioned. The class will progress accordingly. They have to choose between games and colonialism, games and gender, games and philosophy (utopia/dystopia). Reading: Shaw, A. (2010). What is video game culture? Cultural studies and game studies. Games and culture, 5(4), 403-424. Salter, A., & Blodgett, B. (2017). Toxic Geek Masculinity: Sexism, Trolling, and Identity Policing (Cham: Springer International Publishing, 2017), 73-99. Case study: Hellblade: Senua’s Sacrifice Unit III: Games and Ethics (15 hours) Kowert, R., & Quandt, T. (Eds.). (2015). The video game debate: Unravelling the physical, social, and psychological effects of video games. Routledge. (Chapter 2/4/5). Gotterbarn, D. The ethics of video games: Mayhem, death, and the training of the next generation. Inf Syst Front 12, 369–377 (2010). https://doi.org/10.1007/s10796-009-9204-x Schrier, K. (2015). EPIC: A framework for using video games in ethics education. Journal of Moral Education, 44(4), 393-424. Sicart, M. (2015). Playing the good life: Gamification and ethics. The gameful world: Approaches, issues, applications, 225-244. Unit IV: Storyboard – design a game (basic story line) The students are expected to narrate and design a basic concept for a game to respond to the questions raised in the course. 1. Workshop by gaming planner/designer 2. https://www.pluralsight.com/blog/film-games/creating-game-concept-first-step-getting-game-ground 3. https://uxdesign.cc/a-board-game-design-process-a-game-is-a-system-5469dfa4536 | |||||
Essential Reading / Recommended Reading Recommended readings: Bolter, J. et al. (1999). Remediation. Understanding New Media. Cambridge, MA: The MIT Press, 20-52; 88-102. Burrill, D. A. (2008). Die tryin': videogames, masculinity, culture (Vol. 18). Peter Lang. (13-44). Mukherjee, S. (2017). Videogames and Postcolonialism. New York: Palgrave Macmillan, 1-52. (Rise of the Tomb Raider). Schrier, K. (2017). Designing role-playing video games for ethical thinking. Educational Technology Research and Development, 65(4), 831-868. Sicart, M. (2013). Beyond choices: The design of ethical gameplay. MIT Press. Zhang, Y. (2009). Ian Bogost, Persuasive Games: The Expressive Power of Videogames.
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Evaluation Pattern Examination and Assessment Assessment Pattern
Evaluation Pattern CIA I and III can be either written analysis/presentation of an author, book review, narrative analysis of a dominant idea of the contemporary time, debates or seminar/panel discussions. Mid semester exam (class test) – A written paper on the modules covered for 50 marks. Section A (10 marks) will have objective questions (20, ½ marks each). Section B will have 4 questions (10 marks each) to assess conceptual clarity. Section B will have one compulsory question which will be analytical. End-semester exam (class test) – Three sections: Section A (10 marks) will have objective questions (20, ½ marks each). Section B will have 1 conceptual question (10 marks each). They will be conceptual. Section C (15 marks each) will be having two case studies - one purely based on identification of features, styles, and narrative devices, and second question will be evaluative and analytical. Consolidated marks will be sent after the final examination. | |||||
EST144 - DESIGN THINKING AND SOCIAL ENTREPRENEURSHIP (2023 Batch) | |||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:45 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description
Rural India comprises 66.46% of India’s population and contributes to a large portion of India’s GDP by way of agriculture, services, skilled and non-skilled labour. Rural India suffers from socio-economic distress due to several factors, small land holding, rain dependent agriculture, and lack of alternative sources of income, migration to urban centers and due to several sociological factors. Rural India in its diverse geographies has a huge potential to provide solutions to some of the gravest global challenges pertaining to environment and sustainable development and which remains largely untapped. This calls for a focused approach in exploring the potential opportunities through a scientific approach of critical thinking and creativity, pro-active engagement of rural communities, creating effective structures to implement and create global visibility for the proprietary products and services created. Such an approach will substantially mitigate socio-economic distress in rural communities by providing them income generating opportunities by engaging social enterprises and also contribute to the sustainability goals of the UN. The course of Social Innovation and Entrepreneurship for students of English Language and Literature seeks to sensitise students with an on field immersion with rural India and explore possibilities for enterprise through case studies on innovative rural enterprises. The course seeks to apply their finer eye for aesthetics and culture and Course Objectives
• To familiarize students with the Sustainability goals envisioned by UN and motivate them to proactively contribute towards its attainment. • To create a firsthand awareness of rural India and challenges which can be translated into entrepreneurial opportunities. • To study and analyze different Social Enterprise models and their relative outcomes • To gain an understanding of the challenges of running a social enterprise. • To give students a firsthand experience of understanding the challenges of capacity building and leadership creation in rural communities for an enterprise and engage them proactively in building a sustainable business. • To stimulate curiosity in students to identify the areas of gaps in products and services and come up with creative solutions which can be translated into profitable enterprises. • To help students develop ethical business models founded on the principles of equity and fair play vis-à-vis the engagement of rural and grass root communities • To enable students to curate branding and market strategies for products and services emerging from a social enterprise to make them profitable and sustainable |
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Course Outcome |
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CO1: Students will have a comprehensive understanding of the U N Sustainability goals and get engaged in it proactively. CO2: Students will have gained a firsthand awareness of rural India and challenges which can be translated into entrepreneurial opportunities. CO3: Students will be exposed to different Social Enterprise models and their relative outcomes CO4: Students will have envisaged the challenges of running a social enterprise. CO5: Students will have gained on-field experience of engaging with rural communities for capacity building and leadership CO6: Students will have envisaged the challenges of running a social enterprise. CO7: Students will have identified at least one problem/gap area in a product or service and will have come up with creative solutions as part of their project. CO8: Students will develop business models founded on the principles of equity and fair play vis-Ã -vis the engagement of rural and grass root communities CO9: Students will develop branding and market strategies for products and services which they will have developed as part of their project work. |
Unit-1 |
Teaching Hours:4 |
Understanding UN Sustainability Development Goals
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Session on 17 UN Sustainability Development Goals. After the disucssion, students are asked to identify any two sustainability goals and asked to suggest any action steps that can be taken at the community level to reach the goals. Students present their ideas. | |
Unit-2 |
Teaching Hours:8 |
Understanding Rural India
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Field visit and online interaction with members of rural communities to understand how political, societal, and domestic realities vary among different geographies and how they impact life and living of rural communities. | |
Unit-2 |
Teaching Hours:8 |
Understanding Rural India
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Field Visit and online interactive session Students visit a village near Bangalore and interact with the communities. Students also have online interactive sessions with women groups in three villages one each in Karnataka, Kerala, and Tamil Nadu. Students study how political, societal, and domestic spheres vary in different geographies of India and how they impact their life and living. Student groups present their finidings. | |
Unit-3 |
Teaching Hours:6 |
Rural Enterprise: Case Study
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Student groups identify one Social Entrepreneur in India and analyze their social enterprise vis-a-vis problem identified and addressed, understanding how they converted the problem into a viable business, the business model, challenges and opportunities. Student groups make their presentation | |
Unit-4 |
Teaching Hours:8 |
Grassroots Innovation: Problem Identification and Building the Value Proposition Canvas
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Student groups are given the task of identifying one problem/gap in service which can be converted into an opportunity. Students are taught how to build the value proposition around a problem or gap in service by identifying the pain points and possible gain creators which can result in a business opportunity | |
Unit-5 |
Teaching Hours:8 |
Buildling Proof of Concept, Prototyping/Piloting
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Students are taught how to iterate and build a proof of concept of their solution. Students are facilitated to prototype their products/pilot their innovative solutions i | |
Unit-6 |
Teaching Hours:9 |
Business Model Canvas/Pitch Deck/Presentation
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Students are taught to build a Business Model Canvas of their solution, and prepare a pitch deck and make their final business presentation | |
Text Books And Reference Books: Frugal Innovation: How to Do More With Less: Navi Radjou Jaideep Prabhu • Jugaad Innovation: Navi Radjou, Jaideep Prabhu, Simone Ahuja • Poor Economics: Abhijit Bannerjee, Esther Duflo • The Open Book of Social Innovation: Geoff Mulgan, Robin Murray • The 22 Immutable Laws of Branding: Al Ries • Marketing Strategy- A Decision-Focused Approach: Walker, Mullins | |
Essential Reading / Recommended Reading A Handbook of Rural India (Readings on Economy, Polity and Society) Surinder S Jodka • Women in Rural India: Vani Prabhakar • Rural Development in India Strategies and Processes: G Sreedhar and D Rajasekar • Communication for Rural Innovation: Cees Leeuwis, A. W. van den ban | |
Evaluation Pattern Two Case Studies-40 Marks Live Project-40 Marks Presentation-20 Marks | |
EST148 - THE OCEANS IN CINEMA: A BLUE HUMANITIES READING (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Moving from land to ocean marks a shift in our understanding with fluidity as the focal point. ‘Blue Humanities’ or ‘Blue Cultural Studies’ uses the ocean as the lens to foreground diverse historical, social, cultural, economic and political aspects. The expansive field of Blue Humanities adopts a multidisciplinary approach, weaving together insights from environmental studies, oceanography, marine studies, cultural studies, film studies, history, etc. The course specifically focuses on revisiting the cliched conceptualization of the ocean as vast, alien, terra nullis and ahistorical. The ‘Oceanic Turn’ transitions from the surface to the depths below to explore the three-dimensional ocean through socio-cultural representations. Reading the ocean and the sea through cinema from across the world will help understand how the ocean is portrayed in myriad ways ‘foregrounding and problematizing issues connected to gender, race, pollution, social justice, maritime activities, privatization, globalization, capitalism ontologies’ to revisit our established thought regimes. |
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Course Outcome |
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CO1: ? Appreciate and interpret the ocean in the light of Blue Humanities CO2: ? Analyze and understand the changing relationships between societies and the ocean through the cinematic representations CO3: ? Rethink and initiate action towards oceanic thinking and sustainability |
Unit-1 |
Teaching Hours:12 |
Knowing the Ocean: Re-visiting History and Origins
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The unit will provide an alternative reading of our established understanding of ‘Origins’ with reference to the ocean – formation of the earth, the oceans, plants and animals and human beings. Destabilizing the pre-set reading of the formation of the world and prioritizing the land over the sea, the unit will help refocus the establishment of life in the Universe.
· Excerpts from Rachel Carson, The Sea Around Us · Steve Mentz, “Two Origins: Alien or Core?” · Philip E. Steinberg and Kimberley Peters, “Wet Ontologies, Fluid Spaces: Giving Depth to Volume Through Oceanic Thinking”
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Unit-2 |
Teaching Hours:13 |
Mapping the Ocean: Reading through Blue Humanities
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The unit will throw light on the field of Ecocriticism with specific focus on Blue Humanities and its emerging engagement with the oceans around the world. The unit will help position the study of the oceans in the field of Humanities with specific reference to Cultural studies to frame the Blue Cultural Studies. · Excerpts from Sidney I. Dobrin, “Unearthing Ecocriticism” · John R. Gillis – “The Blue Humanities”https://www.neh.gov/humanities/2013/mayjune/feature/the-blue-humanities
· Helen M Rozwadowski, Oceans in three Paradoxes: Knowing the Blue through Humanities – Virtual Exhibition https://www.environmentandsociety.org/exhibitions/oceans-three-paradoxes | |
Unit-3 |
Teaching Hours:20 |
Seeing the Ocean: Re-viewing the ocean through cinema
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The unit will probe into pivotal aspects surrounding the construction of the ocean space through filmic representations of the ocean. The intent is to analyze through a range of issues informing the oceanic representations in films to unearth the pluri-focussed politics, both explicit and otherwise, manoeuvring through them - Maritime histories and activities, Aquatic world, Disasters, Conquests, Wars, Exploration, Adventure, Folk Tales and Myths, Colonialism and Postcolonialism, Gender, Race, Capitalism, International Relations, Globalization, Ecology and Medical Humanities. · James L. Smith and Steve Mentz - Learning an Inclusive Blue Humanities: Oceania and Academia through the Lens of Cinema · Stefan Helmreich, “Massive movie waves and the Anthropic Ocean” · Dilip M Menon, “Sea-Ing Malayalam Cinema” · Rie Karatsu, “The Representation of the Sea and the Feminine in Takeshi Kitano's A Scene at the Sea (1991) and Sonatine (1993)” (SLA)
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Text Books And Reference Books: Carson, Rachel. The Sea Around Us. Canongate, 2021 Dobrin, Sidney I. Blue Ecocriticism and the Oceanic Imperative. Routledge, 2021. Mentz, Steve. An Introduction to Blue Humanities. Routledge, 2023. | |
Essential Reading / Recommended Reading · Blum, Hester. “Introduction: Oceanic Studies.” Atlantic Studies, vol. 10, no. 2, June 2013, pp. 151–55. · Chen, Cecilia, Janine MacLeod, and Astrida Neimanis, editors. Thinking with Water. McGill-Queens Univ. Press, 2013. · DeLoughrey, Elizabeth. “Toward a Critical Ocean Studies for the Anthropocene.” English Language Notes, vol. 57, no. 1, Apr. 2019, pp. 21–36. · Di Leo, Jeffrey R., editor. “Blue Humanities,” Symploke, vol. 27 no. 1, 2019, pp. 7-10. · · Gillis, John R. “The Blue Humanities.” HUMANITIES, vol. 34, no. 3, May/June 2013. · Jue, Melody. Wild Blue Media: Thinking through Seawater. Duke Univ. Press, 2020. · Mentz, Steve. “Toward a Blue Cultural Studies: The Sea, Maritime Culture, and Early Modern English Literature.” Literature Compass, vol. 6, no. 5, Sept. 2009, pp. 997–1013. · Mentz, Steve. Ocean. Bloomsbury Academic, 2020. · Mentz, Steve. Shipwreck Modernity: Ecologies of Globalization, 1550-1719. Univ. of Minnesota Press, 2016. · Raban, Jonathan, editor. The Oxford Book of the Sea. Oxford Univ. Press, 1993. · Roorda, Eric. The Ocean Reader: History, Culture, Politics. Duke Univ. Press, 2020. · Steinberg, Philip E. The Social Construction of the Ocean. Cambridge Univ. Press, 2001.
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Evaluation Pattern As the course is multidisciplinary, the assessments will be done periodically to gauge the student’s level of understanding and learning. Review writing, weaving together a scrapbook, review tests and photo essays will form part of the assessment. End semester evaluation will be based on students setting up an online archive. They shall create an online archive selecting topics and presenting them by blending texts, theory and research. The submission will also have a viva component. | |
HIS141 - HISTORY AND CINEMA (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course attempts to map out the connection between history and cinema. It aims to look at how cinema can be treated as a visual text and a source for understanding history. |
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Course Outcome |
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CO1: To enhance and deepen the understanding of history through cinema. CO2: To enable the students to develop their understanding and awareness of the rich possibilities of cinema and its connection with history. CO3: To enhance the analytical skills of students and develop an understanding of how cinema engages with socio-cultural and political concerns, by placing the cinema in their historical context and engage with the current debates and future challenges with cinema as a medium. |
Unit-1 |
Teaching Hours:10 |
Unit 1
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a) History as a narrative – History and Truth Contested Notions –Ideology, Sources and Historian b) Multiple Identities and Histories – History as a point of reference – Issues of Legitimacy & Justification. | |
Unit-2 |
Teaching Hours:10 |
Unit 2
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a) Cinema as a narrative – Words and Images – Genre- Representation Vs. Reality – Propaganda – selling History. b) Language of Cinema- Color – Angles – Movement | |
Unit-2 |
Teaching Hours:10 |
UNIT 2
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a) Cinema as a narrative – Words and Images – Genre- Representation Vs. Reality – Propaganda – selling History. b) Language of Cinema- Color – Angles – Movement | |
Unit-3 |
Teaching Hours:10 |
Unit 3
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a) Between History and Cinema: The problem of linear narratives and flash back – questions of authenticity – definition of authenticity. b) Cinema as a political, social and historical text. | |
Text Books And Reference Books: Chapman, J. (2003). Cinemas of the World: Film and Society from 1895 to the Present. Reaktion Books. Chapman, J., Glancy, M., & Harper, S. (Eds.). (2007). The new film history: sources, methods, approaches. Springer. Ferro, M. (1988). Cinema and history. Wayne State University Press. Chapman, J. (2005). Past and present: national identity and the British historical. London: IB Tauris. Miskell, P. (2004). Historians and film. In Making History (pp. 253-264). Routledge. Nowell-Smith, G. (Ed.). (1996). The Oxford history of world cinema. OUP Oxford. Raghavendra, M. K. (2014). Seduced by the Familiar: Narration and Meaning in Indian Popular Cinema. Oxford University Press. | |
Essential Reading / Recommended Reading Chapman, J. (2013). Cinema, propaganda and national identity: British film and the Second World War. In British Cinema, Past and Present (pp. 213-226). Routledge. Miskell, P. (2005). Seduced by the silver screen: Film addicts, critics and cinema regulation in Britain in the 1930s and 1940s. Business History, 47(3), 433-448. Sedgwick, J., Miskell, P., & Nicoli, M. (2019). The market for films in postwar Italy: Evidence for both national and regional patterns of taste. Enterprise & Society, 20(1), 199-228. Raghavendra, M. K. (2011). Bipolar identity: Region, nation, and the Kannada language film. Oxford University Press. Raghavendra, M. K. (2014). The Politics of Hindi Cinema in the New Millennium: Bollywood and the Anglophone Indian Nation. Sanyal, D. (2021). MK Raghavendra, “Locating World Cinema: Interpretations of Film as Culture” (Bloomsbury Academic India, 2020).
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Evaluation Pattern CIA 1: 10 Marks CIA 2: Mid Semester Examinations 25 Marks CIA 3: 10 Marks End semester examination: 50 Marks Attendance: 5 Marks | |
LAW142 - RIGHT TO INFORMATION (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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There is no gainsaying the fact that knowledge is the paramount source of empowerment and empowerment enriches democracy. The attributes of democracy, viz. the government- of, by and for the people, can be realized successfully if the people are well informed and participate in decision making. To achieve this goal, the Parliament has enacted the Right to Information Act, 2005, and the same has conferred, the most invaluable right to be informed, on the people. Hailed widely as a vaccine against corruption and a multi-vitamin for nourishment of democracy, law relating to Right to Information has become an indispensable weapon for the citizens. |
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Course Outcome |
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CO1: To comprehensively understand the legal framework regarding the Right to Information in India. CO2: To contextualise Right to Information in the broader realm of public law along with allied concepts such as open governance, rule of law, accountability, transparency etc. |
Unit-1 |
Teaching Hours:9 |
Introduction
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Historical background; Shift in attitudes- secrecy, privilege, open government; Citizens’ right to know; Campaign for freedom of information; Constitutional Provisions; Technological revolution – Information technology | |
Unit-2 |
Teaching Hours:9 |
Legal Framework
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Right to information Act. 2005 – Overview – Objectives and reasons – Scope of the Act and Overall Scheme of the Act – What concerned citizens will want to know – Definitions | |
Unit-3 |
Teaching Hours:9 |
OBLIGATIONS OF PUBLIC AUTHORITIES
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Right to information; Obligations of public authorities; Public information officers; Request for information; Disposal of request | |
Unit-4 |
Teaching Hours:9 |
RIGHT TO INFORMATION ? EXEMPTIONS
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Grounds for rejection to access in certain cases; Severability; Third party information; Statutory exemptions | |
Unit-5 |
Teaching Hours:9 |
INFORMATION COMMISSIONS
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Constitution of Central Information Commission; State information commission; Powers and functions of commission; Appeal and Penalties; Freedom of information in commercial disputes; Right to Privacy v Right to information | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern As per University norms | |
LAW144 - ENVIRONMENTAL LAW (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The present decline in environmental quality calls for a stricter enforcement of laws relating to protection of environment. The objective of this course is to give an insight into various legislations that has been enacted in our country for protection of environment and also to create awareness among the citizens of the country about the duties cast on them under various legislations in relation to protection of environment.
Course Objectives:
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Course Outcome |
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CO1: learn about environmental law C02: make students environmentally conscious |
Unit-1 |
Teaching Hours:5 |
INTRODUCTION
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INTRODUCTION | |
Unit-2 |
Teaching Hours:5 |
INDIAN CONSTITUTION AND ENVIRONMENT
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INDIAN CONSTITUTION AND ENVIRONMENT | |
Unit-3 |
Teaching Hours:5 |
JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL POLLUTION
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JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL POLLUTION | |
Unit-4 |
Teaching Hours:5 |
ENVIRONMENT (PROTECTION) ACT, 1986
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ENVIRONMENT (PROTECTION) ACT, 1986 | |
Unit-5 |
Teaching Hours:5 |
ENVIRONMENT (PROTECTION) ACT, 1986
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ENVIRONMENT (PROTECTION) ACT, 1986 | |
Unit-6 |
Teaching Hours:5 |
WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974
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WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974 | |
Unit-7 |
Teaching Hours:5 |
FORESTS AND CONSERVATION LAWS
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FORESTS AND CONSERVATION LAWS | |
Unit-8 |
Teaching Hours:5 |
WILD LIFE PROTECTION AND THE LAW
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WILD LIFE PROTECTION AND THE LAW | |
Unit-9 |
Teaching Hours:5 |
INTERNATIONAL DEVELOPMENTS FOR PROTECTION OF ENVIRONMENT
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INTERNATIONAL DEVELOPMENTS FOR PROTECTION OF ENVIRONMENT | |
Text Books And Reference Books: MC Mehta Enviromental Law Book | |
Essential Reading / Recommended Reading MC Mehta Enviromental Law Book | |
Evaluation Pattern Class Discussion: 50 Marks MCQ exam: 50 Marks | |
MAT141 - FOUNDATIONS OF MATHEMATICS (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course is designed as a foundation course in Mathematics for those who have not been exposed to any Mathematics course earlier. This enables the students to improve their analytical, reasoning and problem solving skills. Topics included are Set Theory, Theory of Equations, Matrices and Determinants. |
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Course Outcome |
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CO1: Solve problems on sets, union and intersection of sets, complement of sets, inclusion and exclusion principle, linear, quadratic, cubic operations and fourth roots of unity. CO2: Demonstrate conceptual and working knowledge of Matrices and Determinants. CO3: Solve linear/nonlinear equations and a system of linear equations. |
Unit-1 |
Teaching Hours:15 |
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Set Theory
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Set Theory – Definition – Types of Sets – Operation on sets (Union, Intersection Complement, Difference) – Venn Diagram – Application problems. | |||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Equations and Inequalities
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Basic linear Equations, Modeling with equations, – solution of linear equation – Quadratic equations – solutions of Quadratic equations – The equation x2 + 1 = 0 and introduction to complex numbers - Square roots, cube roots and fourth roots of unity, inequalities. | |||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Matrices and Determinants
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Matrices – Types of Matrices – Operations on Matrices – Expansion of 2nd and 3rd order Determinants – Minors – Co-factors – Adjoint – Singular and Non-singular matrices – Inverse of a matrix – Solution of systems of linear equations by matrix and determinant methods. | |||||||||||||||||||||
Text Books And Reference Books: 1. D. C. Sancheti and V. K. Kapoor, Business Mathematics, 11th ed., New Delhi, India: Sultan Chand and Sons, 2012. 2. B. G. Satyaprasad, K. Nirmala, R. G. Saha, and C. S. Anantharaman, Business Mathematics. 1st ed., Mumbai, India: Himalaya publishing House, 2006.
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Essential Reading / Recommended Reading 1. S. Narayanan and P. K. Mittal, Text book of Matrices, 10th ed.: S. Chand and Company Ltd., 2010. 2. E. Don and J. Lerner, Schaum's Outlines of Basic Business Mathematics, 2nd ed., McGraw Hill, 2000. | |||||||||||||||||||||
Evaluation Pattern This course is completely depending upon the CIAs, which will be evaluated through assignments and tests/examinations.
The component-wise evaluation pattern is given below:
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MED144 - HARRY POTTER AND CONTEMPORARY ISSUES (2023 Batch) | |||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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This course will provide students the opportunity to apply a variety of interdisciplinary approaches on popular young adult narratives. Students will be exposed to the real -world culture and physical environment that produced, shaped, and continues to inform the Harry Potter series, giving students greater insight into the importance of textual awareness and analysis. |
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Course Outcome |
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CO1: Explore the socio-cultural, historical, and technological perspectives behind Harry Potter phenomenon. CO2: Develop critical thinking skills |
Unit-1 |
Teaching Hours:15 |
History of wizards in cinema
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History of wizards in cinema – P L Travers, Disney era, rise of Nanny McPhee, Arrival of Harry potter in bookstores, narrative development of book 1 – Harry Potter and the Sorcerer’s Stone, Deconstruction of characters, significance of four houses, potions, beasts and spells. | |
Unit-2 |
Teaching Hours:15 |
Hogwarts a world class school
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Hogwarts a world class school – dynamics of homework, relationship, bullying, teachers, team spirits and opponents, wizards and other, Debates on Morality, Technology and Media in Potter world, Privacy concerns with magical objects, Cultural Hegemony, Case Study on Snape and Dumbledore | |
Unit-3 |
Teaching Hours:10 |
Sociological perspective
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Sociological perspective – idea of home, community, clan and society, class struggle and dynamics, Aurora and Azkaban, Representation of Gender, Idea of family and institution, construction of power structures | |
Unit-4 |
Teaching Hours:5 |
Film Screening
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Screening of First and Last Harry Potter films | |
Text Books And Reference Books: Harry Potter and Sorcerer’s Stone, J. K. Rowling (ISBN 978-0590353427) Harry Potter and the Chamber of Secrets, J. K. Rowling (ISBN 978-0439064873) Harry Potter and the Prisoner of Azkaban, J. K. Rowling (ISBN 978-0439136365) Harry Potter and the Goblet of Fire, J. K. Rowling (ISBN 978-0439139601) Harry Potter and the Order of the Phoenix, J. K. Rowling (ISBN 978-0439358071) Harry Potter and the Half-Blood Prince, J. K. Rowling (ISBN 978-0439785969) Harry Potter and the Deathly Hallows, J. K. Rowling (ISBN 978-0545139700) | |
Essential Reading / Recommended Reading
Whited, L A & Grimes, K. (2015). Critical Insights: The Harry Potter Series. Salem Books. Bell, C E (2018). Inside the World of Harry Potter: Critical Essays on the Books and Films.McFarland Publishers. | |
Evaluation Pattern Assignments will be done through Google Classroom CIA -1 – Class Test– 20 marks CIA 2 – – 50 marks CIA 3 – Group Assignment – 20 marks End Semester - Project – 50 marks | |
PHY141 - FUNDAMENTAL OF FORENSIC PHYSICS (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course introduces the students to the fundamentals of forensic science. Student will be introduced to the different analytical tool to analyse the results. They will also learn the physics behind investigative method used to gather evident. Finally, students will study emerging use of nanotechnology in forensic science. |
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Course Outcome |
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CO1: Understand the different technique to analyse the results. CO2: Understand the basic science underlying the motion of bullets, collisions, explosion and blood dynamics. CO3: Learn about the advantage of nanotechnology in forensic science. |
Unit-1 |
Teaching Hours:15 |
Analytical instruments and techniques of forensic physics
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Introduction, electromagnetic spectrum, sources of radiation, their utility and limitations, refractive index, interaction of light with matter, idea on instrumentation and results analysis. | |
Unit-2 |
Teaching Hours:15 |
Forensic physics
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Scope and significance of forensic physics, basic physics in solving crime, motion of bullet and other projectile, vehicular collisions, blood stain analysis using fluid mechanics, physics of explosions, development and identification of latent fingerprints using optics. | |
Unit-3 |
Teaching Hours:15 |
Nanotechnology in forensic science
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Nanotechnology, utilization of nanotechnology in analysis of physical evidence, applications of nanotechnology in forensic evidence analysis, introduction to nanomaterials, types of nanomaterials. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Evaluation will be based on presentations by each student and class work. | |
PHY142 - ANALOG AND DIGITAL ELECTRONICS (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This multidisciplinary course on Basic Electronics and Gadgets is aimed at giving a feel of electronics to non science/core students. It helps them in knowing the fundamentals of various electronic gadgets they use in daily life and related technologies. The course covers categories of consumer electronic systems, electronic audio systems, basic colour television and video systems, communication systems covering telephone , mobile phone fundamentals and basics of computerhardware. This programme also tries to create awareness about e-waste and its effective management.
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Course Outcome |
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CO1: Understand basics of electronic devices and circuits CO2: Describe the working principles of audio , video and communication systems CO3: Discuss the fundamentals of computer hardware and e-waste management. |
Unit-1 |
Teaching Hours:15 |
Introduction to Electronics
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Electronics and its applications. Electronic components: Resistors, Capacitors, inductors- types, uses. Conductors, insulators, semiconductors- definitions. Semiconductor materials- Silicon, Germanium, semiconductor devices: Diode- working and application of diode as rectifier, Transistor- working, transistor as an amplifier, electronic switch. Electronic DC power supply- basic block diagram. Basics of measuring instruments- DMM and CRO. Hands on with tinkercad tool. | |
Unit-2 |
Teaching Hours:15 |
Fundamentals Of Electronic Communication Systems
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Basic principle of electronic communication-. Basic operation of transmitter and receivers. AM and FM radio receivers- qualitative description. Frequency allotment. Basics of Microphone, Loud speakers Principle of TV transmission and reception, Colour TV principle,. Digital TV principle- set top converter box, Optical fiber cables- principle of operation, advantages. Fundamentals of cellular mobile phone- Cells, coverage area, roaming, operation (qualitative description). Latest trends in mobile phones, smart phones, generations. | |
Unit-3 |
Teaching Hours:15 |
Basics of Computer Hardware and e waste management
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Fundamentals of Digital computer, microprocessors, motherboards, power supply - SMPS, mouse, keyboard, memory devices, Modems, monitors, printers, latest trends in computers, specifications. Internet fundamentals Electronic waste- brief description, qualitative discussion of hazards of e-waste, the materials responsible, management of e-waste, Indian and global current scenario of e-waste and its management. | |
Text Books And Reference Books: [1]. V K Mehta and Rohit Mehta (2011),Principles of Electronics, S Chand and Co, New Delhi. [2]. B R Gupta (2008) Consumer Electronics, 4th Edition, Kataria &sons, New Delhi.
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Essential Reading / Recommended Reading [3]. Bob Goodman (2002. ),How electronic things work, TMH [4]. https://www.tinkercad.com | |
Evaluation Pattern Evaluation will be based on internal assessment components and a written exam at the end of the course. Internal assesment : 50 marks Written exam : 50 marks | |
POL143 - SUBALTERN STUDIES: NARRATIVES OF THE COMMUNITIES (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Subaltern Studies emerged as an intellectual project to counter the elitism prevailing in dominant historical narratives. This project aimed at giving voice to the people’s autonomous agency and struggles against the dominant forces. They offered a new outlook to narratives of Peasant, Adivasi and Woman’s movements in history. Over time, subaltern perspective was adopted to understand several issues concerning India and it still holds significant relevance in shedding light on contemporary issues. This course aims to introduce the students to subaltern studies and cultivate a new standpoint to understand and interpret the world. |
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Course Outcome |
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CO 1: Demonstrate knowledge about subaltern studies, its foundations, relevance methodology, and critique CO 2: Analyse various narratives of communities, avenues of their struggles against the dominance CO 3: Develop a sensibility to view the world from a subaltern perspective |
Unit-1 |
Teaching Hours:6 |
Introduction to Subaltern Studies
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Foundation of Subaltern Studies Collective, Ranajit Guha, Need of subaltern studies, Resources, Subaltern life narratives | |
Unit-2 |
Teaching Hours:6 |
Communities Countering the Dominance
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State and subaltern citizens, Dominance without Hegemony, Peasant rebellions, Dalit and Adivasi Assertion, Indian Nationalism, Women’s question and the emergence of counter narratives | |
Unit-3 |
Teaching Hours:6 |
Contemporary Avenues of subaltern struggles
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Cricket and caste, Environmental movements, political and social mobilization of marginalized classes, public theatre and reclaiming dignity | |
Unit-4 |
Teaching Hours:6 |
Subaltern Narratives in Film, Fiction and Folklore
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- Films: Laggan, Karnan, and The Discreet Charm of the Savarnas - Fiction: Subaltern in Mahasweta Devi’s stories (Jamunabati’s Mother, and Mother of 1084) - Folklore: Folktales from India, “So Many Words, So many sounds”: An Interview - People’s Archive of Rural India | |
Unit-5 |
Teaching Hours:6 |
Critiquing the subaltern studies
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- Exploring the Relevance and Irrelevance of subaltern studies - Adding new locations? Or After subaltern studies? | |
Text Books And Reference Books: Guha, R. (1982). Preface. In R. Guha (Ed.), Subaltern Studies I (pp. vii–viii). Oxford University Press Guha, R. (1982). On Some Aspects of the Historiography of Colonial India. In R. Guha (Ed.), Subaltern Studies I (pp. 1–8). Oxford University Press. Kumar, R. (2021). Police Matters: The Everyday State and Caste Politics in South India, 1900–1975. Cornell University Press. Guha, R. (2005). ‘The Moral that can be Safely Drawn from the Hindus’ Magnificent Victory’: Cricket, Caste and the Palwankar Brothers. In J. H. Mills (Ed.), Subaltern Sports: Politics and Sport in South Asia (pp. 83–106). Anthem Press. Ahuja, A. (2019). Mobilizing the Marginalized. Oxford University Press. Chatterjee, P. (2012). After subaltern studies. In Economic and Political Weekly (Vol. 47, Issue 35). Ramanujan, A. K. (2009). Folktales From India. Penguin India.
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Essential Reading / Recommended Reading Bhadra, G. (1983). Two Frontier Uprisings in Mughal India. In R. Guha (Ed.), SS II (pp. 43–59). Oxford University Press. Berg, D. E. (2021).Casteism and the Tsundur Atrocity. In Dynamics of Caste and Law (pp. 127–149). Cambridge University Press. Chemmencheri, S. R. (2015). State, social policy and subaltern citizens in adivasi India. Citizenship Studies, 19(3–4), 436–449. Das, A. N. (1983). Agrarian Change from Above and Below: Bihar 1947-78. In Ranajit Guha (Ed.), SS II (pp. 180–227). Oxford University Press. Devi, M. (2005). Jamunabati’s Mother. In In the Name of the Mother. Seagull Books. Devi, M. (2008). Mother of 1084. Seagull Books. Guha, R. (1995). Review: Subaltern and Bhadralok Studies. Economic and Political Weekly, 30(33), 2056–2058. Guha, R. (1996). The Small Voice of History. In Amin & Chakrabarty (Ed.), SS IX (pp. 1–12). Oxford University Press. “So Many Words, So many sounds”: An Interview. (2004). In Romtha. Seagull Books. | |
Evaluation Pattern CIA I-25 Marks CIA II-25 Marks CIA III-50 Marks | |
PSY143 - ARTIFICIAL INTELLIGENCE AND HUMAN-MACHINE INTERACTION (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Artificial intelligence (AI) is the basis for all human-machine interfaces and learning, and it is the future of all complex decision-making across diverse sectors. Students will explore the concepts of HMI and AI and become aware of advances in Artificial Intelligence. Case studies and workshops will allow students to consider how human factors and design thinking are applied in designing an interface and the ethical issues and implications of preserving human values. Through discussion, analysis, and workshops, students move towards designing or modifying a user-centric interface considering any sustainable development goal. Course objectives:
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Course Outcome |
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CO1: Explain Human-Machine Interactions and Artificial Intelligence and their applications in daily life. CO2: Identify the importance and application of human factors and design thinking in interface design. CO3: Evaluate a user-centric interface considering sustainable development goals. |
Unit-1 |
Teaching Hours:15 |
Introduction to AI and HMI
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Introduction to AI and HMI, Types of AI and HMI, Machine and Deep Learnings and their applications, Current trends and development. | |
Unit-2 |
Teaching Hours:15 |
Human factors & AI
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Human factors - Sensation, Perception, Apperception, Working Memory, Decision-making, and Design Thinking. | |
Unit-3 |
Teaching Hours:15 |
Principles of interface Design and Application of AI
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Schneiderman’s eight golden rules, Norman’s model of interaction, Neilson’s Heuristics, Designing for people across the lifespan, and the Application of AI in health, aviation, and the workplace. | |
Text Books And Reference Books: Dix, A., Dix, A. J., Finlay, J., Abowd, G. D., & Beale, R. (2003). Human-computer interaction. Pearson Education. Tenner, E. (2015). The Design of Everyday Things by Donald Norman. Technology and Culture, 56(3), 785-787. | |
Essential Reading / Recommended Reading Burnett, B., & Evans, D. (2016). Designing your life: How to build a well-lived, joyful life. Knopf. Gassmann, O., & Reepmeyer, G. (2008). Universal design–innovations for all ages. In The silver market phenomenon (pp. 125-140). Springer, Berlin, Heidelberg. Davenport, T., & Kalakota, R. (2019). The potential for artificial intelligence in healthcare. Future healthcare journal, 6(2), 94. | |
Evaluation Pattern CIA1 will be an individual assignment. CIA2 will be a group assignment with individual components for evaluation. CIA3 will be a written exam for 2 hours and 50 Marks. CIA3 will have Section- A and Section - B. Section A (Essay questions). 10 Marks X 3 Questions=30 Marks Section B (Case study). 20 Marks x 1Q= 20 Marks | |
PSY155 - PSYCHOLOGY OF GENDER (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Outcome |
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1: Examine the accounts of the production, reproduction and perpetuation of gendered and sexual identities, spaces and subjectivities and related psychological concepts. 2: Discuss gender roles and intersectional nature of identity in everyday life and experience, using psychological, feminist and post-feminist lenses. 3: Demonstrate psychological literacy and problem-solving abilities by suggesting possible counters to the critical gendered issues in personal, interpersonal, social, emotional, cultural, political and professional domains in a multicultural context |
Unit-1 |
Teaching Hours:15 |
Introduction
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Describing the spectrum and gender-diverse identities. Classical psychoanalytic theories on masculinity and feminity, analyses through feminist, queer and trans readings of psychoanalytic theories. Feminist theories Male gender role stress Gender and space - secondarity, performativity, multiplicity, trans community and mental health. Body, identity and subjectivity - psychological and philosophical readIngs | |
Unit-1 |
Teaching Hours:15 |
Unit 1
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Describing the spectrum and gender-diverse identities. Classical psychoanalytic theories on masculinity and feminity, are Analyses through feminist, queer and trans readings of psychoanalytic theories. Feminist theories Male gender role stress Gender and space - secondarity, performativity, multiplicity, trans-community and mental health. Body, identity and subjectivity - psychological and philosophical readings | |
Unit-2 |
Teaching Hours:15 |
Theories
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Queer and trans theories, Political Economy of Sex Gender and life-space- psychology, feminism, architecture, history & philosophy. Gender and Bodies; Gender and Violence; Gender and Media Gender and Work; Gender and Parenthood; Gender and Mental Health Gender and Indian Law: LGBTQIA+ RightS | |
Unit-2 |
Teaching Hours:15 |
Unit 2
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Queer and trans theories, Political Economy of Sex; Gender and life-space psychology, feminism, architecture, history & philosophy. Gender and Bodies; Gender and Violence; Gender and Media; Gender and Work; Gender and Parenthood; Gender and Mental Health; Gender and Indian Law: LGBTQIA+ Rights | |
Unit-3 |
Teaching Hours:15 |
Project Work
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Project-work: Examine various sites of the performance and perpetuation of gender and Gendered discrimination– Through field work, that shows its Production in everyday spaces and at the Intersections of social, cultural, politcal Location marked Discourses of gender. | |
Unit-3 |
Teaching Hours:15 |
Unit 3
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Project-work: Examine various sites of the performance and perpetuation of gender and Gendered discrimination– Through fieldwork, that shows its Production in everyday spaces and at the Intersections of social, cultural, political. Location marked. Discourses of gender | |
Text Books And Reference Books: RUDMAN, L. A. (2021). Social Psychology of gender: How Power and Intimacy Shape Gender Relations (2nd ed.). GUILFORD. Matlin, M. (2011). Potential Problems and Biases in Current Research in The Psychology of Women (pp. 20-27). Nelson Education. Fine, C. (2010). Delusions of gender: How our minds, society, and neurosexism create difference. WW Norton & Company. Matlin, M. (2011).The Psychology of Women. Nelson Education. | |
Essential Reading / Recommended Reading Webb, D. (2023). LGBTQ rights in India. AEA Randomized Controlled Trials. https://doi.org/10.1257/rct.10953-1.0 Irigaray(1995)-The Question of the Other Foucault(1976)-The Will to Knowledge: History of Sexuality (Vol 1) Kristeva (1980) - Powers of Horror: An Essay on Abjection; Tans. (1992) by L. S. Roudiez. Gayle (1975). “The Traffic in Women: Notes on a Political Economy of Sex.” In Rayna R. Reiter (ed.), Toward an Anthropology of Women. Monthly Review Press. pp. 157--210 (1975) Stryker (2004) - Transgender Studies: Queer Theories Evil Twin. Nagoshi et al. (2010)- Transgender Theories: Embodying Research & Practice Fieldwork and Project-based learning | |
Evaluation Pattern Assessment Outline:
CIA 1 and CIA 2 is a 20 mark assignment CIA 3 is a 50 mark complex assignment | |
PSY156 - PSYCHOLOGY OF RELATIONSHIPS (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Description: Understanding close relationships is among the central goals of social psychology. Close relationships range from family ties to friendships to romantic and sexual relationships. Our main purpose will be on learning about the life cycle of adult intimate (i.e., romantic) relationships, ranging from stages of initial attraction and relationship initiation to growth and maintenance of the relationship, and in some cases, dissolution. Although other close relationships such as close friendships, family, and work relationships will also be addressed and integrated into the course, they will be of secondary importance. Class meetings will consist mainly of facilitated discussions and student-led presentations on topics such as the biological bases of attraction and love, commitment and interdependence, relationship cognition, attachment, communication, sexuality, relational interaction patterns, relationship satisfaction, and the social context of relationships (e.g., the influence of others) conflict, relationship dissolution, and relationship maintenance. CO1: Understand the major concepts and models of interpersonal relationships. CO2: Evaluate the different types of relationships and their impact on one's life. CO3: Use strategies to enhance everyday life challenges and sustain effective relationships |
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Course Outcome |
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CO1: Understand the major concepts and models of interpersonal relationships. CO2: Evaluate the different types of relationships and their impact on one's life. C03: Use strategies to enhance everyday life challenges and sustain effective relationships |
Unit-1 |
Teaching Hours:15 |
Understand the major concepts and models of interpersonal relationships.
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Introduction to key theories and concepts in relationship psychology (attachment theory, social exchange theory, equity theory, interdependence theory, etc.), theories of attraction (evolutionary, social, and cognitive perspectives), historical perspectives on the study of relationships, Ethical considerations in relationships. | |
Unit-2 |
Teaching Hours:15 |
Evaluate the different types of relationships and their impact on one's life.
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Different types of relationship: childhood relationship (parent, teacher, caregiver), adult relationship, friendship and workplace relationships, emerging trends in relationships such as virtual relationship, long distance relationship, cohabitation, post- divorce relationship, friendships and social networks – benefits, types and maintenance. Social media and its influence on relationship formation and maintenance | |
Unit-3 |
Teaching Hours:15 |
Use strategies to enhance everyday life challenges and sustain effective relationships
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Effective communication strategies, Active listening skills and empathetic communication, Conflict resolution techniques and managing relationship disagreements, developing self-awareness, empathy, emotional intelligence, and applying psychological principles to real-life relationship scenarios. | |
Text Books And Reference Books: Baron, R.A., Byrne, D. & Bhardwaj, G. (2010). Social Psychology (12th Ed.). New Delhi: Pearson. Miller, Chapter 1: The Building Blocks of Relationships Reis, H. T. (2012). A history of relationship research in social psychology. In A.W. Kruglanski & W Stroebe (Eds.), Handbook of the history of social psychology (pp. 213- 232). New York: Psychology Press. | |
Essential Reading / Recommended Reading Graziano, W. G., & Bruce, J. W. (2008). Attraction and the initiation of relationships: A review of the empirical literature. In S. Sprecher, A. Wenzel, & J. Harvey (Eds), Handbook of relationship initiation, pp. 269-295. New York: Psychology Press. Cameron, J. J., Stinson, D. A., & Wood, J. V. (2013). The bold and the bashful: Selfesteem, gender, and relationship initiation. Social Psychological and Personality Science, 4, 685-692. https://doi.org/10.10 02/9780470939338 Finkel, E.J., Eastwick, P.W., Karney, B.R., Reis, H. T., & Sprecher, S. (2012). Online dating: A critical analysis from the perspective of psychological science. Psychological Science in the Public Interest, 13, 3– 66. Emery, L. F., Muise, A., Dix, E. L., & Le, B. (2014). Can you tell that I’m in a relationship? Attachment and relationship visibility on Facebook. Personality and Social Psychology Bulletin, 40, 1466–1479. Vanden Abeele, M., Schouten, A. P., & Antheunis, M. L. (2017). Personal, editable, and always accessible: An affordance approach to the relationship between adolescents’ mobile messaging behavior and their friendship quality. Journal of Social and Personal Relationships. Sbarra, D. A., & Beck, C. J. A. (2013). Divorce and close relationships: Findings, themes, and future directions. In J. A. Simpson & L. Campbell (Eds.), The Oxford handbook of close relationships (pp. 795-822). Oxford, UK: Oxford University Press. Lewandowski, G. W., Aron, A., Bassis, S. & Kunak, J. (2006). Losing a selfexpanding relationship: Implications for the selfconcept. Personal Relationships, 13, 317-331 | |
Evaluation Pattern CIA 1:Individual assignment – Video presentations The students are required to make individual video presentations on the basis of the topics that will be given to them. Submission will be based on one of the different topics through a Video PPT (The feature is available in PPT software) Topics: Example: theories of relationship psychology; theories of attraction Number of Slides: Maximum 9 slides (excluding the Title slide) Duration: 3 minutes Test details: ● Total Marks: 20 marks ● Date of Submission: 31st August Evaluation Criteria: Organization of the content Quality of the information Research citations Creativity Personal Learnings CIA 2: Group Presentation (with viva) This is a group assignment and the groups will be divided into groups of five. The faculty in charge will be giving each group a movie (based on relationships). Each group will be given one movie/short film to watch and a week long time shall be given for the same. In the following Thursday, 2 hours shall be given to the group to prepare a presentation (5 Slides in 5 Minutes) on the basis of guiding questions and will have to present the same in 5 mins in the next class. Individually group members shall answer facilitator’s questions. Post the presentation each member of the group will write a reflective note on their experience working on the topics and submit the same on moodle. Students can be creative in making their ppts and adding audio-visuals etc but should be able to cover within the specified time limit. PPT submission pre presentation mandatory and individual reflective notes submission post presentation is mandatory. The presentation might primarily include : Different types of relationships portrayed in the film Their own perception as to whether the relationships has been portrayed accurately in the film or not. Conflict resolution strategies in relationships that were used in the film vs what they would have used. Details: Total marks: 20 ● Date of Allotment of their Movie/Documentary: 12th September ● Date of Group Discussion/Planning: 21st September ● Date of Presentation – 28th September Evaluation Criteria: Pre- Presentation: ● 1. Timely Submission Individual contribution: ● a. Organization and Flow of the content ● b. Relevance of the content ● c. Reference Presentation: ● 3. Delivery and presentation of information ● 4. Organization of the slides 5. Group effort and team spirit 6. Time Management 7. Q & A (one question to per person) Post Presentation 8. Depth of Individual Reflections / Learnings CIA 3: In class written exam This will be an in class written exam. It will consist of two parts – Part A and Part B. Part-A is for a total of 30 marks. Part A will consist of five 10-mark questions. Out of five, students will answer three questions (each question carries ten marks). Part - B is for 20 marks. It is a compulsory case study that the students need to answer. There is no choice. Total marks: 50 marks Date of examination: 26th October An Assessment scheme will be created for the paper | |
PSY157 - SCIENCE OF WELLBEING (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This multidisciplinary course will focus on those aspects that help individuals thrive. The course sheds its light on well-being and its components and also clears all the misconceptions revolving around it. The students will be exposed to certain theories, concepts and practice procedures of well-being and its components. This programme will help the students to reflect on their life experiences on these dimensions and to know how to improve them and flourish in their life. |
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Course Outcome |
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CO1: Explain the concept of well-being and its components CO2: Analyze the role of happiness and emotions in enhancing well-being using
relevant theories CO3: Apply various concepts of well-being on the life experiences of students
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Unit-1 |
Teaching Hours:10 |
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Well-being
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Well-being - components of well-being: subjective happiness and life satisfaction | |||||||||
Unit-1 |
Teaching Hours:10 |
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Well-being - components of well-being
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subjective happiness and life satisfaction | |||||||||
Unit-2 |
Teaching Hours:10 |
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Happiness & Emotion
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Happiness - Definition, Significance Misconceptions, types and interventions Emotion - types, emotion regulation | |||||||||
Unit-2 |
Teaching Hours:10 |
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Happiness
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Definition, Significance Misconceptions, types and interventions Emotion - types, emotion regulation | |||||||||
Unit-3 |
Teaching Hours:10 |
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Mindfulness- components
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Mindfulness- components: gratitude, forgiveness, kindness-compassion | |||||||||
Unit-3 |
Teaching Hours:25 |
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Mindfulness components
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Gratitude, forgiveness, kindness-compassion | |||||||||
Text Books And Reference Books: · Carr, A. (2004). Positive Psychology. New York: Routldge. · Hupper, F. A., Baylis, N., & Keverne, B. (2005). The science of well-being. Oxford Scholarship. · Hupper, F. A., Baylis, N., & Keverne, B. (2005). The science of well-being. Oxford Scholarship. · Ivtzan, I. & Lomas, T.(Ed.) (2016) Mindfulness in Positive Psychology. New York: Routldge. · Kabat-Zinn, J. (2012). Mindfulness for beginners: reclaiming the present moment—and your life. Boulder, CO, Sounds True. · Linley, P. A., & Joseph, S. (Eds.). (2004). Positive psychology in practice. John Wiley & Sons, Inc.. https://doi.org/10.10 02/9780470939338
· Maddux, J. E. (2018). Subjective Wellbeing and Life Satisfaction. New York: Routldge.
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Essential Reading / Recommended Reading . | |||||||||
Evaluation Pattern
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PSY158 - STRESS MANAGEMENT (2023 Batch) | |||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Stress is a common word used today in everyday walks of life. This course is designed to enable students to understand the nature of stress and stressors at theoretical and Practical level. to understand the impact of stress on health and wellbeing and To analyse the maladaptive and adaptive coping strategies in developing a self-plan to manage stress effectively in a life long process. |
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Course Outcome |
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CO1: Explain the nature of stress, long-term effects and illnesses that can result from stressors at physiological, Psychological and behavioural levels CO2: Evaluate personal stressors at various domains of life CO3: Use various stress management techniques to achieve and maintain well-being. |
Unit-1 |
Teaching Hours:15 |
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Understanding the Meaning and Nature of Stress
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Unit-1 |
Teaching Hours:15 |
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Understanding the Meaning and Nature of Stress: (15 hours)
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Types and Sources of Stress, Theories and Models of Stress, Stressors at the workplace, Stressors unique to age and gender. Stress and Health: Life style diseases Psychological - Irritability, Depression,
Anxiety, Eating disorders, Insomnia
Behavioural - Maladaptive, risky behaviours. related to stress – Cardiovascular Disorder, Allergies, Digestive System Disorder, Recurrent
Head ache and Cancer. | |||||||||
Unit-2 |
Teaching Hours:10 |
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Coping Strategies
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Evaluate personal stressors at various domains of life | |||||||||
Unit-2 |
Teaching Hours:10 |
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Coping Strategies (10 hours) Styles of Coping
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Maladaptive Coping Behaviors, Maladaptive Cognitive Coping - addiction, abuse, violence, irrational thought process. Individual differences in Coping Adaptive Coping Assessment of stress and wellbeing; self-reflection | |||||||||
Unit-3 |
Teaching Hours:20 |
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Stress Management Approaches
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Use various stress management techniquesto achieve and maintain well-being. | |||||||||
Unit-3 |
Teaching Hours:20 |
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Stress Management Approaches (20 hrs)
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Breathing Exercise; Systematic Desensitization; Progressive Muscle Relaxation Techniques; Meditation; Mindfulness, yoga. Care of the Self: Nutrition and Other Lifestyle Issues Develop a personal stress management plan; suggest stress management techniques for various contexts like academic, workplace etc | |||||||||
Text Books And Reference Books: Health Psychology by Taylor; Control your Stress by Piperopoulus Dutta, P,K, (2010) Stress management Himalaya, Himalaya Publishing House Baron .L & Feist.J (2000) Health Psychology 4th edition, USA Brooks/Cole
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Essential Reading / Recommended Reading The Stress Management Handbook by Selhub Olpin, M. & Hesson, M. (2015). Stress Management for Life:
A Research-Based Experiential Approach. 4th edition. Wadsworth Publishing. Cooper,C,& Palmer,S, (2000)Conquer Your tress, London: Institute of personal development Universities Press. Dutta, P,K, (2010) Stress management Himalaya, Himalaya Publishing House. Lee, K. (2014). Reset: Make the Most of Your Stress: Your 24-7 Plan for Well-being. Universe Publishing. | |||||||||
Evaluation Pattern
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SOC141 - WOMEN'S ISSUES (2023 Batch) | |||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description: This course aims at enabling the student to study and understand the problems and issues relating to women in Indian society in the context of wider social forces. This course will sensitize students on the issues of subjugation of and oppression prevalent against women in Indian society and enhance their understanding of the various social problems that women face in the society. Course objectives : ● To introduce the students to social issues relating to women ● To explore gender relations from an interdisciplinary perspective |
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Course Outcome |
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Unit-1 |
Teaching Hours:10 |
Unit I: Sociological Understanding of Social Problem with a Gender Perspective
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Unit-1 |
Teaching Hours:10 |
Unit I: Sociological Understanding of Social Problem with a Gender Perspective
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Unit-2 |
Teaching Hours:12 |
Unit II: Problems of Inequality
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Unit-2 |
Teaching Hours:12 |
Unit II: Problems of Inequality
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Unit-3 |
Teaching Hours:15 |
Unit III: Problems of Violence and Discrimination
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Unit-3 |
Teaching Hours:15 |
Unit III: Problems of Violence and Discrimination
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Unit-4 |
Teaching Hours:8 |
Unit IV: Problem of Personal Well-being
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Unit-4 |
Teaching Hours:8 |
Unit IV: Problem of Personal Well-being
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Text Books And Reference Books: Bhasin, K. (1994). What is Patriarchy? New Delhi: Kali for Women. Beteille, A. (1990). Race, Caste and Gender. Man, 25(3), 489–504. https://doi.org/10.2307/2803715 John, Mary E. (2008). Women’s Studies in India: A Reader. New Delhi:Penguin Books. Krishnaraj, M. (2007). Understanding Violence against Women. Economic and Political Weekly, 42(44), 90–91. http://www.jstor.org/stable/40276750 Kotiswaran, P. (2008). Born Unto Brothels: Toward a Legal Ethnography of Sex Work in an Indian Red-Light Area. Law & Social Inquiry, 33(3), 579–629. http://www.jstor.org/stable/20108776 KUMAR, A. K. S. (2013). The Neglect of Health, Women and Justice. Economic and Political Weekly, 48(23), 25–27. http://www.jstor.org/stable/23527205
Karkal, M. (1999). Ageing and Women in India. Economic and Political Weekly, 34(44), WS54–WS56. http://www.jstor.org/stable/4408566
Merton, R and Nisbet. (1966). Contemporary Social Problems, New York: Harcourt, Brace and World.
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Essential Reading / Recommended Reading Bhasin, K. (1994). What is Patriarchy? New Delhi: Kali for Women. | |
Evaluation Pattern Internal Assessment: CIA 1 10 marks (conducted out of 20 )- Class Presentations CIA 2 10 marks (conducted out of 20 )- Article Review CIA 3 25 marks (conducted out of 50 ) - Prferably an exam Attendance 5 marks
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THE141 - THEATRE APPRECIATION (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course is a participatory practice course, which makes Theatre appreciation applicable to all. It includes different Theoretical, Interactive and Participatory sessions from experts in the cultural industry. It also envisages witnessing live performances and digital performances to enhance the knowledge of the domain, which supports learning with clarity. This course deals with five strands; Plays, Players, Places, Playgoers, and Performance practice. |
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Course Outcome |
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CO1: Able to appreciate the Theatre Art form as a whole. CO2: Able to analyse and understand the aesthetics of the Theatre Performances. CO3: Able to appreciate the performer's practices and the audience's reception. CO4: Able to critically review live and digital Theatre performances. |
Unit-1 |
Teaching Hours:5 |
Plays
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Focus on Author and Texts. Theatre Plays, Theatre text, What is Plays, Play style, Author, Dramatic text, Play text. So, here is Talk, Play Reading | |
Unit-2 |
Teaching Hours:5 |
Players
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Focus on Acting practices and training. How the plays can be played by players-who are the Players-Players are nothing but Actors/Performers, all Players are Directors cum Practitioners. How these players Enact, Perform, Prepare, and how these Players are subjected to Acting training. Players' concept -Acting, Directing, Design. Players are playing a play. So here is a workshop model planning. | |
Unit-3 |
Teaching Hours:5 |
Places
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Focus Design concept. What are the places where the Act happens -different stages, different Theatre, practice, live, video. How places interact, Act happens, Events take place, What are the different Stage places, and how places connect with the significant aspects of the design; in this liveness, the video presentation will be there to make them understand different kinds of places and events. | |
Unit-4 |
Teaching Hours:15 |
Playgoers
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Focus on Audience appreciation and participation of the audience. Devising plays, Theatre dimension, Performance Devise, Analyse the Process. How Playgoers or the Audience appreciate, involve, interact and immersively participate in the Theatre practice. So there we devise practices. | |
Unit-5 |
Teaching Hours:10 |
Performance practice
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Focus on Theatre practice and performance. Where a play or Devised Theatre performance will be done with the Students/ Participants. | |
Text Books And Reference Books: Theatre: The Lively Art, 11th Edition By Edwin Wilson and Alvin Goldfarb,2022 | |
Essential Reading / Recommended Reading Theatre, Brief, 13th Edition,By Robert Cohen, Donovan Sherman and Michelle Liu Carriger,2023 | |
Evaluation Pattern Evaluation CIAs :2 Hrs Writing assignments, Live performance watching, and review writing. Evaluation ESE :3 Hrs End Semester Exam will be a performance and submission of journals. | |
THE142 - IMPROVISATION AND DEVISED THEATRE (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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l To gain an understanding of principles and techniques of improvisation. l Develop skills in collaborative script development and performance.
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Course Outcome |
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CO1: Apply an understanding of practical proficiency in executing the fundamental principles of a variety of devising techniques and improvised scene work in rehearsals and project development CO2: Students will showcase acquired skills through practical performances of devised and improvised live theatre |
Unit-1 |
Teaching Hours:4 |
Rules of Comedy
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Application of comedy rules through scene work, theatre sports, monologues, and play development | |
Unit-2 |
Teaching Hours:6 |
Short Form Improvisation
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Concepts of endowment, justification, plot progression, and ensemble/group mind are explored through short form stage scenarios | |
Unit-3 |
Teaching Hours:7 |
Sketch Writing
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Concept mining, plot structures, collaborative scripts, and using improvisation as a writing tool within a performance ensemble | |
Unit-4 |
Teaching Hours:7 |
Long Form Improvisation
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Students will explore case studies and history of long form improvised performance and practice rehearsing and performing “The Harold” for test audiences | |
Unit-5 |
Teaching Hours:6 |
Devised Theatre Companies and Practices
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Case studies of historic and contemporary devised theatre companies, paired with practical experiments in devising through imagery, text, and movement solutions | |
Unit-6 |
Teaching Hours:15 |
Devised Performance Scripts
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Research, story development, and improvisation will result in a devised theatrical performance for a public audience that will showcase the tools and skills employed in the previous units | |
Text Books And Reference Books: 1. Lynn, Bill. Improvisation for Actors and Writers: A Guidebook for Improv Lessons in Comedy. Colorado Springs: Meriwether Publishing, 2004. Print 2. Halpern, Charna and Del Close. Truth in Comedy: The Manual of Improvisation. Colorado Springs: Meriwether Publishing, 1994. Print 3. Playscripts selected by instructor and actors for case study projects | |
Essential Reading / Recommended Reading 1. Spolin, Viola. Improvisation for the Theater. Evanston, Illinois: Northwestern University Press, 1999. Print
2. Halpern, Charna. Art by Committee: A Guide to Advanced Improvisation. Colorado Springs: Meriwether Publishing, 2004. Print | |
Evaluation Pattern Evaluation Pattern: Conducted internally at the departmental level
Assignment 1: Quiz on Comedy Rules & Theatre Sports Practical Performance Assignment 2: Script Submission & Performance of Collaborative Comedy Sketch Assignment 3: Presentation & Student-Led Training Session from Historic Theatre Collectives Assignment 4: Actor Showcase Through Live Performances of Original Devised Theatre Pieces | |
BLS105-2 - ANIMAL DIVERSITY-II (CHORDATA) (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Understanding animal diversity is a fundamental goal of zoological research, with far-reaching implications for science and conservation. This course will give students a modern perspective on animal diversity and an understanding of how the process of evolution has produced this vertebrate diversity; explore this diversity from various perspectives and examine how the diversity of body plans can be understood in terms of the relationship between evolution and development. This course will include sessions that demonstrate approaches and techniques used to investigate animal diversity, emphasising that this is an active research field, as well as sessions that help students develop core skills within the context of the course. |
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Course Outcome |
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Unit-1 |
Teaching Hours:4 |
Origin of Chordates
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Introduction and charterers of chordates. Classification of chordates up to order level. | |
Unit-2 |
Teaching Hours:6 |
Protochordata
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Urochordata: General characters and classification up to order level. Study of Herdmania and its affinities. Cephalochordates: General characters and classification up to order level. Study of Branchiostoma (Amphioxus) and its affinities. | |
Unit-3 |
Teaching Hours:4 |
Agnatha
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General characters and classification up to order level. Study of Petromyzon and its affinities. | |
Unit-4 |
Teaching Hours:4 |
Super Class Pisces
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General characters and classification up to order level. Types of scales and fins of fishes, migration and parental care in fishes; Type study: Scoliodon and Labeo | |
Unit-5 |
Teaching Hours:18 |
Super class Tetrapod
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Class Amphibia Generalcharacters and classification up to order level, Frog as type study, parental care, neoteny and paedogenesis. Type study: Rana
Class Reptilia General characters and classification up to order level, Identification of poisonous and non-poisonous snakes and biting mechanism of snakes; Type study: Calotes.
Class Aves General characters and classification up to order level; Characters of Archaeopteryx; Flight adaptations; Type study: Columba
Class Mammalia General characters and classification up to order level; dentition in mammals. Economic importance of mammals; Type study: Rabbit (Oryctolagus) | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Internal Assessment: CIA 1(Quiz/ Tests/ MCQs/ Assignments) - 20 marks; CIA 2 (Midsemester Examination) 50 marks; CIA 3 (Quiz/ Tests/ MCQs/ Assignments - 20 marks) External Assessment: End Semester Examination - 100 marks Both the assessments will be scaled down to 50 | |
BLS106-2 - COMPARATIVE ANATOMY AND EVOLUTIONARY BIOLOGY (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course aims to study the structure, function and evolution of different . Relationships between the structural and functional adaptations of the different vertebrate groups and their environment are examined. The laboratory features dissections and experiments that illustrate these adaptations in both aquatic and terrestrial vertebrates. |
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Course Outcome |
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Unit-1 |
Teaching Hours:3 |
Integumentary System
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General structure and comparison of integument from Pisces to Mammal; Derivatives of integument. | |
Unit-2 |
Teaching Hours:3 |
Skeletal System
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Overview of the axial and appendicular skeleton, Jaw suspensorium and Visceral arches | |
Unit-3 |
Teaching Hours:5 |
Digestive and Respiratory Systems
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Anatomy of the gut in relation to the feeding habits-herbivores, carnivores and omnivores; Brief account of Gills, lungs, air sacs and swim bladder, and Accessory respiratory organs. | |
Unit-4 |
Teaching Hours:10 |
Circulatory and nervous System
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General plan of circulation, the evolution of heart and aortic arches; Comparative account of brain; Structure and functions of different types of receptors. | |
Unit-5 |
Teaching Hours:3 |
Urinogenital and muscular System
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Succession of kidney, Evolution of urinogenital ducts; Muscles Tissue, introduction to skeletal muscles. | |
Unit-6 |
Teaching Hours:6 |
History of life and Introduction to evolutionary theories
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Historical Overview, Major events in the history of life; Lamarckism, Darwinism, Mutation theory and Neo-Darwinism | |
Unit-7 |
Teaching Hours:7 |
Processes of evolutionary changes
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Types of fossils, dating of fossils, phylogeny of horse; Isolating mechanisms, natural selection (Example- Industrial melanism), types of natural selection (Directional, Stabilizing, Disruptive), artificial selection | |
Unit-8 |
Teaching Hours:8 |
Species concept and Extinction
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Biological species concept (advantages and limitations), mode of speciation (allopatric, sympatric); Background extinction, Mass extinction (causes, names of five major extinctions, K-T extinction, role of extinction in evolution. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Internal Assessment: CIA 1(Quiz/ Tests/ MCQs/ Assignments) - 20 marks; CIA 2 (Midsemester Examination) 50 marks; CIA 3 (Quiz/ Tests/ MCQs/ Assignments - 20 marks) External Assessment: End Semester Examination - 100 marks Both the assessments will be scaled down to 50 | |
BLS115-2 - ANIMAL DIVERSITY-II LAB (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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This lab course is designed to provide students with hands-on experience examining a wide breadth of animals representing different animal phyla. By closely examining live and preserved specimens students will gain a strong understanding and appreciation for the wide diversity in animal life cycles, body morphology and adaptations. |
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Course Outcome |
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Unit-1 |
Teaching Hours:30 |
ANIMAL DIVERSITY II - LAB
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Internal Assessment: Performance - 20 marks; Midsemester Examination) 20 marks; record - 10 marks) External Assessment: End Semester Examination - 50 marks Both the assessments will be scaled down to 25 | |
BLS116-2 - COMPARATIVE ANATOMY AND EVOLUTIONARY BIOLOGY LAB (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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This course examines the anatomical features of vertebrates as well as their evolutionary significance. Students will investigate vertebrate anatomy to learn how structures form, how they evolve, and how they interact with one another to allow animals to live in a variety of environments. |
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Course Outcome |
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CO 1: Compare and contrast the external anatomy, skeletal features, and internal organ
systems of the different groups of vertebrates. CO 2: Observe and discuss field and laboratory techniques used in the study of
Vertebrates. CO 3: Trace the evolution relationship among vertebrates based on their anatomical features. |
Unit-1 |
Teaching Hours:30 |
COMPARATIVE ANATOMY AND EVOLUTIONARY BIOLOGY LAB
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Internal Assessment: Performance - 20 marks; Midsemester Examination) 20 marks; record - 10 marks) External Assessment: End Semester Examination - 50 marks Both the assessments will be scaled down to 25 | |
CHE101-2 - INORGANIC CHEMISTRY-I: COORDINATION COMPOUNDS AND ENVIRONMENTAL CHEMISTRY (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course deals with the chemistry of transition elements and the fundamentals of coordination chemistry. This course will introduce the students to concepts of environmental pollution.
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Course Outcome |
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CO1: Understand the properties of transition elements and metal complexes. CO2: Illustrate the structure, bonding, properties and mechanisms of coordination complexes using appropriate theories. CO3: Apply the knowledge of environmental chemistry in the sustainable development of human kind. |
Unit-1 |
Teaching Hours:4 |
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1. Transition Elements
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Pre learning: General group trends with special reference to electronic configuration variable valency colour magnetic and catalytic properties ability to form complexes and stability of various oxidation states. Latimer diagrams for Mn, Fe and Cu. Lanthanoids: Electronic configurations, oxidation states, colour, magnetic properties, lanthanide contraction, *separation of lanthanides (ion exchange method only). | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
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2. Coordination Chemistry-I
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Prelearning- Werner’s theory, IUPAC system of nomenclature. Structural and stereoisomerism in complexes with coordination numbers 4 and 6. Metal- ligand bonding in complexes Valence Bond Theory (VBT): Postulates of VBT, Inner and outer orbital complexes of Cr, Fe, Co, Ni and Cu (coordination numbers 4 and 6). Drawbacks of VBT. | |||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:16 |
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3. Coordination Chemistry-II
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Crystal field effect, octahedral symmetry. Crystal field stabilization energy (CFSE), Crystal field effects for weak and strong fields. Spectrochemical series, Weak and strong ligand fields magnetic and spectral properties of transition metal complexes, Tetrahedral symmetry. Factors affecting the magnitude of Dq. Comparison of CFSE for Oh and Td complexes, Tetragonal distortion of octahedral geometry. Jahn-Teller distortion, Square planar coordination. Limitations of CFT, Evidence for M-L covalent bonding (nephlauxetic effect, NMR and ESR), Introduction to MOT. Labile and inert octahedral complexes, chelate effect. Ligand substitution reaction reactions in octahedral and square planar compexes. Trans effect. Electron transfer and ligand transfer reactions.
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Unit-4 |
Teaching Hours:15 |
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4. Environmental Chemistry
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Air Pollution: Atmosphere turbidity. Chemical and photochemical reactions in atmosphere. Air pollutants: types, sources, particle size and chemical nature; Photochemical smog: its constituents and photochemistry. Environmental effects of ozone, * Pollution by SO2, CO2, CO, NOx, H2S and other foul smelling gases. $Methods of estimation of CO, NOx, SOx and control procedures. Automobile emission. Effects of air pollution on living organisms and vegetation. *Acid rain, Greenhouse effect, Global warming, Ozone depletion by oxides of nitrogen, chlorofluorocarbons and halogens, Control of particulates.
Water Pollution: Introduction to Aquatic Chemistry: Water Acidity and Carbon Dioxide in Water, Alkalinity, Calcium and Other Metals in Water, Complexation and Chelation, Bonding and Structure of Metal Complexes, Complexation by Deprotonated Ligands, Complexation by Protonated Ligands, Polyphosphates in Water, Complexation and Redox Processes.
Sources and nature of water pollutants, Techniques for measuring water pollution. $Water purification and treatment (reverse osmosis, electro dialysis, ion exchange). #Water quality parameters for domestic water.
#Effluent treatment plants (primary, secondary and tertiary treatment). #Industrial effluents from the following industries and their treatment: electroplating, petroleum and petrochemicals, agro, fertilizer, food industry. #Industrial waste management, incineration of waste.
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Text Books And Reference Books:
[1] Cotton, F.A. & Wilkinson, G. Basic Inorganic Chemistry, Wiley, 6th edition, 2007. [2] A. K. De, Environmental Chemistry: New Age International Pvt., Ltd, New Delhi (2012). [3] E. Stocchi: Industrial Chemistry, Vol-I, Ellis Horwood Ltd. UK (2008).
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Essential Reading / Recommended Reading
[1] B. R. Puri and L.R Sharma. Advanced Inorganic Chemistry. Delhi: Shoban Lal Nagin Chand and Sons, 2004. [2] J. D Lee. A New Concise Inorganic Chemistry. 5th ed. London: Chapman & Hall, Wiley Indian Pvt ltd 2008. [3] G.E. Rodgers, Inorganic & Solid State Chemistry, Cengage Learning India Ltd., 2008. [4] F. A. Cotton, G. Wilkinson and P. L. Gaus, Basic Inorganic Chemistry, 3rd edn., John Wiley. [5] Satya Prakash, Advanced Inorganic Chemistry, Volume 1, 5th Edition, S. Chand and Sons, New Delhi, 2012. [6] R. Gopalan, Inorganic Chemistry for Undergraduates, Universities Press, Hyderabad, 2009. [4] S. M. Khopkar, Environmental Pollution Analysis: Wiley Eastern Ltd, New Delhi (2013). [7] S.E. Manhattan, Environmental Chemistry, CRC Press (2005). [8] G.T. Miller, Environmental Science 11th edition. Brooks/ Cole (2006). [9] A. Mishra, Environmental Studies. Selective and Scientific Books, New Delhi (2005).
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Evaluation Pattern
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CHE102-2 - PHYSICAL CHEMISTRY-I: FUNDAMENTAL CONCEPTS (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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This course includes fundamental physical chemistry concepts like thermodynamics, chemical kinetics, phase equilibria, and colligative properties. These are essential topics needed to understand and appreciate the broader aspects of chemistry and related fields of study.
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Course Outcome |
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CO1: Understand the concepts of thermodynamic properties of various systems. CO2: Apply the comprehensive understanding of chemical kinetics and phase equilibria in various fields. CO3: Assess the various applications of colligative properties and binary liquid mixtures. |
Unit-1 |
Teaching Hours:13 |
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1. Chemical Energetics
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Prelearning topics: Basics of Thermodynamics and the Laws of Thermodynamics. First law of thermodynamics. Work done in an isothermal and adiabatic expansion and compression of an ideal gas.
Second law of thermodynamics. Carnot cycle, efficiency of heat engine. Entropy, free energy and work function. Calculation of entropy changes in different processes. Criteria for equilibrium and spontaneous processes. Variation of free energy with pressure and temperature. Gibbs- Helmholtz equation, van’t Hoff isotherm. van’t Hoff isochore. Clausius –Clapeyron equation. Variation of enthalpy of a reaction with temperature – Kirchhoff’s equation.
Statement of Third Law of thermodynamics and calculation of absolute entropies of substances. Numericals based on above topics. | |||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
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2. Chemical Kinetics
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Prelearning topics: The concept of reaction rates. Effect of temperature, pressure, catalyst and other factors on reaction rates. Order and molecularity of a reaction. Derivation of integrated rate equations for zero, first and second order reactions (both for equal and unequal concentrations of reactants). Half–life of a reaction. General methods for determination of order of a reaction. Concept of activation energy and its calculation from Arrhenius equation. Theories of Reaction Rates: Collision theory and Activated Complex theory of bimolecular reactions. Comparison of the two theories (qualitative treatment only). Lindemann’s theory of unimolecular reactions. Fast reactions – flow techniques, flash photolysis.
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Unit-3 |
Teaching Hours:6 |
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3. Phase Equilibria
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Phases, components and degrees of freedom of a system, criteria of phase equilibrium. Gibbs Phase Rule and its thermodynamic derivation. Clausius –Clapeyron equation and its importance in phase equilibria. Phase diagrams of one-component systems (water system and sulphur system) and two component systems involving eutectics: KI-water system and lead-silver system-Pattinson’s process. Freezing mixtures-applications
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Unit-4 |
Teaching Hours:8 |
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4. Binary liquid mixtures
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Prelearning topics: Ideal solutions and Raoult’s law, nonideal solutions, vapour pressure, boiling point. Thermodynamics of ideal solutions: deviations from Raoult’s law – non-ideal solutions. Vapour pressure-composition and temperature-composition curves of ideal and non-ideal solutions. Principle of distillation of non-ideal solutions. Lever rule. Azeotropes. Partial miscibility of liquids: Critical solution temperature; effect of impurity on partial miscibility of liquids. Immiscibility of liquids - Principle of steam distillation | |||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
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5. Colligative properties
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Prelearning topics:Concept of vapour pressure, boiling, point, freezing point and osmotic pressure. Raoult’s law. Lowering of vapour pressure. Determination of the molecular weight of a non volatile solute using (1) Relative lowering of vapour pressure (2) Elevation in boiling point, (3) Depression in freezing point (4) Osmotic pressure, Osmotic pressure of dilute solution and its measurement by Berkeley – Hartley’s method Osmotic laws and analogy with gas laws. Relationship between ∆Tb, ∆Tf and relative lowering of vapour pressure, Abnormal molecular weight, vant Hoff factor, evaluation of degree of dissociation and association, Rast method. Activity and activity coefficient. *Reverse osmosis and its applications.
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Text Books And Reference Books:
[1]. B.R. Puri, L.R. Sharma, M.S. Pathania, Principles of Physical Chemistry Vishal Publications, 2012. [2] F. Daniels and F.A Alberty. Physical Chemistry. 4th ed. Wiley, 1996. [3] P. W Atkins, Physical chemistry, 11th ed., Oxford University Press, 2019.
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Essential Reading / Recommended Reading
[1] G. M. Barrow Physical chemistry, 5th ed., Tata-Mc Graw Hill, 2006. [2] Glasstone Samuel, Textbook of Physical Chemistry, 2nd ed. Mcmillan, 2007.
[5] Glasstone Samuel,Textbook of Physical Chemistry, 2nd ed. Mcmillan, 2007. [6] F. Daniels and F.A Alberty. Physical Chemistry. 4th ed. Wiley, 1996. [7] G.E. Rodgers, Inorganic & Solid State Chemistry, Cengage Learning India Ltd., 2008. [8] F. A. Cotton, G. Wilkinson and P. L. Gaus, Basic Inorganic Chemistry, 3rd edn., John Wiley. [9] Satya Prakash, Advanced Inorganic Chemistry, Volume 1, 5th Edition, S. Chand and Sons, New Delhi, 2012. [10] R. Gopalan, Inorganic Chemistry for Undergraduates, Universities Press, Hyderabad, 2009.
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Evaluation Pattern
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CHE111-2 - CHEMISTRY PRACTICALS-II (2023 Batch) | |||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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This course is intended to impart basic analytical skills with an emphasis on volumetric analysis.
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Course Outcome |
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CO1: Perform the volumetric techniques for the quantitative analysis of samples. CO2: Design the protocol for water analyses. |
Unit-1 |
Teaching Hours:30 |
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Experiments:
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*The students are given the freedom to design and perform their own experiment.
*The students are given the freedom to design and perform their own experiment. | |||||||||||||||||||||||||||||||
Text Books And Reference Books: [1] Svehla, G. Vogel’s Qualitative Inorganic Analysis, Pearson Education, 2012.
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Essential Reading / Recommended Reading [1] Mendham, J. Vogel’s Quantitative Chemical Analysis, Pearson, 2009.
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Evaluation Pattern
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CHE112-2 - CHEMISTRY PRACTICALS-III (2023 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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In this practical course, principles of physical chemistry studied in the theory course get reinforced. This course introduces the students to various experiments on kinetics, phase equilibria and thermometry. It emphasizes the importance of organized and systematic approach in carrying out experiments. |
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Course Outcome |
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CO 1: Understand the importance of chemical kinetics in a reaction. CO 2: Analyse the phase changes occurring due to changes in temperature and concentration of a sample mixture and relate comprehensive understanding of colligative properties. CO 3: Estimate the enthalpy changes in different physical and chemical processes. |
Unit-1 |
Teaching Hours:30 |
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Experiments:
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1. Study the kinetics of the following reactions: a) Acid hydrolysis of methyl acetate with hydrochloric acid. b) Saponification of ethyl acetate. 2. Distribution Study of the equilibrium of Benzoic acid between toluene and water 3. 3. Phase equilibria a) Construction of the phase diagram of a binary system (simple eutectic) using cooling curves. b) Study of the variation of mutual solubility temperature with concentration for the phenol water system and determination of the critical solubility temperature. c) Study of the effect of impurities on critical solution temperature and composition of the phenol water. d) Determination of the percentage of impurity from critical solution temperature and composition of the phenol water system 4. Determination of the heat of neutralization of a strong acid with a strong base. 5. Determination of the heat of dissociation of acetic acid or a weak base by thermo chemical method. 6. Determination of the heat of solution in water. Comparative study of heat of solutions of various compounds. Identification of compounds suitable for cold and hot packs. 7. Determination of the molar mass of a non-volatile solute by Walker - Lumsden method. 8. Determination of the degree of dissociation of an electrolyte by ebullioscopic method.
*The students are given the freedom to design and perform their own experiment.
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Text Books And Reference Books:
[1] Svehla, G. Vogel’s Qualitative Inorganic Analysis, Pearson Education, 2012.
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Essential Reading / Recommended Reading
[1] Khosla, B. D.; Garg, V. C. & Gulati, A. Senior Practical Physical Chemistry, R. Chand & Co.: New Delhi (2011).
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Evaluation Pattern
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CSC154 - INTRODUCTION TO PYTHON PROGRAMMING (2023 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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This course covers general terminology and concepts of Python programming language such as data types (strings and numbers), variables, functions, and control structures. Additionally, they will explore String handling operation tools and Object-Oriented Programming concepts.At the end of the course, students can use different dynamic programming constructs and write simple logical programs. |
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Course Outcome |
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CO1: Learn Programming Paradigms &Understand the Programming Environment. CO2: Ability to write simple logical programs. CO3: Understand the use of built-in objects of Python. CO4: Demonstrate significant experience with the Python program development environment. |
Unit-1 |
Teaching Hours:9 |
Introduction-
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Introduction, What is Python, Origin, IDLE, python interpreter, Writing and executing python scripts, comments, identifiers, keywords, variables, data type, operators, operator precedence and associativity, statements, expressions. | |
Unit-2 |
Teaching Hours:9 |
Conditional Statements
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Boolean expressions, Simple if statement, if-elif-else statement, compound boolean expressions, nesting, multi way decisions. Loops: The while statement, range functions, the for statement, nested loops, break and continue statements, infinite loops. | |
Unit-3 |
Teaching Hours:9 |
String Operations-
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String and string operations, List- creating list, accessing, updating and deleting elements from a list, basic list operations. Tuple- creating and accessing tuples in python, basic tuple operations. Dictionary, built in methods to access, update and delete dictionary values. Set and basic operations on a set. | |
Unit-4 |
Teaching Hours:9 |
Functions and Objects-
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Python Objects, Standard Types, Other Built-in Types, Internal Types, Standard Type Operators, Standard Type Built-in Functions, Mathematical functions, date time functions, random numbers, writing user-defined functions, and composition of functions. | |
Unit-5 |
Teaching Hours:9 |
OOPs Concept in Python
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Object Oriented Concept, Features,Classes: Classes and Instances-Inheritance, Exception handling mechanism- Exception Handling: Catching and Raising Exceptions, Custom Exceptions | |
Text Books And Reference Books: [1] Wesely J.Chun,Core Python Application Programming ,Prentice Hall,third edition 2015.
[2]T.R.Padmanabhan, Programming with Python,Springer Publications,2016.
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Essential Reading / Recommended Reading [1] Zhang.Y ,An Introduction to Python and Computer Programming, Springer Publications, 2016. | |
Evaluation Pattern CIA 50% ESE 50% | |
ECO146 - GENDER AND DEVELOPMENT (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course aims to provide knowledge of the fundamental differences between genders from economic, biological, political, , psychological and feminist perspectives. It also provides the necessary analytical tools to analyze differences in bargaining positions of men and women within households alongside explaining consequences of marriage , women’s education, health, career choices and wellbeing. The course also examines developmental outcomes from a gendered lens.
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Course Outcome |
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CO1: Demonstrate an understanding of the various disciplinary perspectives from which gender differences could be analysed such as the biological, the economic, the psychological or the feminist perspectives
CO2: To understand different gender inequality index CO3: Critically evaluate ways by which women could be empowered with a focus on public policy |
Unit-1 |
Teaching Hours:15 |
Introduction to Gender and Development
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Basic concepts and subject matters. Gender statistics and System of gender inequality- - Impact of Economic Growth on Gender Equality -Gender Differences in Incomes, education, health and labour market- Women’s Contribution to GDP - Estimation of Women’s Unpaid Work. . Impact of Globalization on Gender Status- Globalization of the World Economy and Gender Status | |
Unit-2 |
Teaching Hours:15 |
Economic Growth and Gender Equality
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Gender Equity Index - Gender Inequality Index of UNDP - Gender Status Index - Gender in Human Development - Gender Development Index - Gender Empowerment Measure - Gender in Social Development Indicators - the OECD Social Institutions and Gender Index (SIGI). – | |
Unit-3 |
Teaching Hours:15 |
Gender Development and Mainstreaming Initiatives in India
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Women’s Empowerment in India-Gender Inclusive Planning -Role of Institutions in Gender Mainstreaming - Gender Sensitization of institutions and policies - Mainstreaming Gender into Development Policies - Rights Based Approach to Gender Development. | |
Text Books And Reference Books: 1) Eswaran, M (2014), Why Gender Matters in Economics, Princeton University, Princeton and Oxford 2) Joyce P. Jacobsen (2020), Advanced Introduction to Feminist Economics, Edward Elagar Publishing 3) Time use survey report 2019, Government of India 4) Agarwal, B., & Bina, A. (1994). A field of one's own: Gender and land rights in South Asia (No. 58).Cambridge UniversityPress. 5) Klasen S. (2006) UNDP’s Gender-Related Measures: Some Conceptual Problems and Possible Solutions, Journal of Human Development and Capabilities 7 (2), pp.243-74 | |
Essential Reading / Recommended Reading 1. Klasen S. (2006) UNDP’s Gender-Related Measures: Some Conceptual Problems and Possible Solutions, Journal of Human Development and Capabilities 7 (2), pp.243-74 2.Book chapter: Kabeer Naila, Benevolent Dictators, Maternal Altruists and Patriarchal Contracts: Gender and Household Economics, Chapter 5 in Reversed Realities: Gender Hierarchies in Development Thought
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Evaluation Pattern CIA 1 A and B for 30 marks CIA 2 A and B for 20 marks | |
ECO147 - THINKING THROUGH THE ENVIRONMENT (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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The natural environment necessarily lends itself to multiple disciplinary inquiries. While science and economics provide data, systems of information, knowledge, and models of management about the earth and its resources, environmental ethics enables one to ask ‘How then, should we live?’ This course aims to provide a holistic and deeper understanding of the environment, its varied interpretations, and ways of relating to it. This course also seeks to cultivate moral and ethical thinking about the environment to develop the basics of sustainable living. To sensitize the students and make them think critically about the environment, especially when technology and infrastructure projects rule over the environmental spaces. |
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Course Outcome |
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CO1: Demonstrate an understanding of the various environmental consciousness and movements across global as well as national boundaries CO2: Critically evaluate ways by which an economist could be explained environment CO3: Explain the nexus between gender and the environment CO4: To value ethics as the heart of the environmental consciousness. |
Unit-1 |
Teaching Hours:10 |
Environmentalism
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Environmentalism – tracing the history of global environmental consciousness and movements – Varieties of environmentalism – English love of the country – Wilderness thinking in America – Chipko and Silent Valley movements in India | |
Unit-2 |
Teaching Hours:15 |
Economics of the Environment and its Critique
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Environmental Economics – resource economics – ecological economics; How economists see the environment; Economics of renewable and exhaustible resources; Carbon trading; Economist’s perspective on Sustainability; Concepts of environmental values – Total economic value; Standard methods to value the environment; Reconsidering Economics; Bounded rationality and the environment | |
Unit-3 |
Teaching Hours:10 |
Ecofeminism and Ecocriticism
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Gender and environment; Ecofeminism; androcentrism; Deep ecology – ecofeminism debate; Ecocriticism; Romantic ecology; Nature writings; Thinking like a mountain; The forgetting and remembering of the air | |
Unit-4 |
Teaching Hours:10 |
Environmental Ethics
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Environmental Ethics; An autobiography of your relationship with the earth; Environmental justice; Discounting; Climate change debates; Environmental refugees; The inconvenient truth; Basics of sustainable living; Know your carbon footprints | |
Text Books And Reference Books: 1. Abram, D. (1996). The Spell of the Sensuous: Perception and Language in a More-than-human World. New York: Vintage Books 2. Bhattacharya, R.N. (2004). Environmental Economics. Oxford University Press 3. Clark, T. (2011). Literature and the Environment. Cambridge University Press 4. Garrard, G. (2011). Ecocriticism. Routledge 5. Guha, R. (2000). Environmentalism. Oxford University Press 6. Leopold, A. (1949). A Sand County Almanac. Oxford: Oxford University Press 7. Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press 8. Stavins, R.N. (Ed.) (2012). Economics of the Environment. New York, London: W.W. Norton 9. Carson, R. (1963). Silent Spring. London: Hamish Hamilton 10. Martinez – Alier, J. (2002). The Environmentalism of the Poor: A Study of Ecological Conflicts and Valuation. Cheltenham: Edward Elgar 11. Plumwood, V. (1993). Feminism and the Mastery of Nature. London: Routledge
12. Warren, K.J. (ed), (1994). Ecological Feminism. London: Routledge. | |
Essential Reading / Recommended Reading Bhattacharya, R.N. (2004). Environmental Economics. Oxford University Press Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press Guha, R. (2000). Environmentalism. Oxford University Press | |
Evaluation Pattern CIA1A-10 MARKS CIA1B-15 MARKS CIA2-20 MARKS ATTENDANCE-5 MARKS | |
ENG181-2 - ENGLISH (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
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Course Outcome |
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CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-3 |
Teaching Hours:4 |
Management
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The Story of Mumbai Dabbawalas- ShivaniPandita
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Unit-3 |
Teaching Hours:4 |
Language
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Resume Writing | |
Unit-4 |
Teaching Hours:3 |
Language
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Interview skills and CV writing | |
Unit-4 |
Teaching Hours:3 |
Management
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If By Rudyard Kipling | |
Unit-5 |
Teaching Hours:4 |
History
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Who were the Shudras? By Dr Ambedkar
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Unit-5 |
Teaching Hours:4 |
language
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Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
language
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Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
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Dhauli By JayantaMahapatra | |
Unit-7 |
Teaching Hours:4 |
language
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email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
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An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-8 |
Teaching Hours:2 |
Social Media
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Truth in the time of Social Media' by Girish Balachandran | |
Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading teacher manual and worksheets that teachers would provide. Listening skills worksheets. | |
Evaluation Pattern CIA1- 20 MSE-50 CIA3- 20 ESE- 50 | |
EST150 - GENDER AND POPULAR CULTURE (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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Course Description Gender is accepted as a discourse which is constantly produced, performed and sustained by multiple narratives. Hegemonic ideologies are thus mapped onto the body and played out through continuous reinforcements. Popular Culture plays a significant role in perpetuating gender stereotypes, images of ideal bodies and normative forms of gender expression by way of legitimising what is “popular”, therefore acceptable. An interdisciplinary course in Gender and Popular Culture provides critical insights into who and what defines the popular on the one hand, while also underlining how Popular Culture itself becomes a resistant counter-narrative to hegemonic master narratives. Course Objectives:
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Course Outcome |
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CO 1: Enumerate ways in which popular culture impacts construction and performance of gender
CO 2: Identify elements in Popular Culture which normalize gender stereotypes and normative gender expression CO 3: Map out significant counter-narratives of Gender which have emerged through Pop Culture in response to normative constructions of masculinity, femininity and queer
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Unit-1 |
Teaching Hours:15 |
Gender and Popular Culture: Archetypes and Stereotypes
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Introduction to concepts of body, sex and gender, gender performativity, elements and forms of popular culture, hegemony, ideology, representation and performativity, historical overview of gender in popular culture | |
Unit-1 |
Teaching Hours:15 |
Texts
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Readings from Amar Chitra Katha, Fairy Tales and select advertisements from Indian media including matrimonial ads Visual Texts: Episodes from Seinfeld, Friends and Big Bang Theory, Kabir Singh, Rocky aur Rani ki Prem Kahani | |
Unit-1 |
Teaching Hours:15 |
Framework
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Introduction: Media, Gender and Popular Culture in India Dani Cavallaro: “Why the Body?” | |
Unit-2 |
Teaching Hours:15 |
Framework
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Judith Lorber, “Night to His Day: the social construction of gender” Laura Mulvey, “Visual Pleasure and Narrative Cinema” | |
Unit-2 |
Teaching Hours:15 |
Embodying Masculinities and Femininities
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Concepts, theories and texts related to embodiment, language of the body, the gaze, body image, fetishism, voyeurism | |
Unit-2 |
Teaching Hours:15 |
Texts
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Psycho (visual text) Snowflower and the Secret Fan (popular fiction) RRR (visual text) Select popular online games - Street Fighter VI, Metroid, and Red Dead Revolver | |
Unit-3 |
Teaching Hours:45 |
Texts
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Kari (Graphic Novel) Frozen, Tangled, Doctor G, Dangal and Barbie (visual texts) Guest Lecture on women in the music industry Note: Contemporary Texts will be selected and taken to class to address immediate contexts under discussion/ representation in popular culture apart from the ones prescribed | |
Unit-3 |
Teaching Hours:45 |
Framework
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Alexander Doty: excerpts from Making Things Perfectly Queer: Interpreting Mass Culture Susan Bordo, “Beauty (Re)Discovers the Male Body” Angela McRobbie “Post-Feminism and Popular Culture” | |
Unit-3 |
Teaching Hours:45 |
Subverting the ?Popular?
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Elements and forms of subversion in popular culture
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Text Books And Reference Books: Baker, B. (2015). Contemporary masculinities in fiction, film and television. London: Bloomsbury. Benshoff, H. M. , & Griffin, S. (2006). Queer images: A history of Gay and Lesbian film in America. Oxford and Lanham, MD: Rowman and Littlefield Publishers, Inc. Beynon, J. (2001). Masculinities and culture. Buckingham: Open University Press. Bourdieu, P. (2001). Masculine domination. Cambridge: Polity Press. Brown, J. A. (2011). Dangerous curves: Action heroines, gender, fetishism, and popular culture. Jackson, MS: University Press of Mississippi. Bruzzi, S. (2013). Men's cinema: Masculinity and Mise-en-Scene in Hollywood. Edinburgh: Edinburgh University Press. Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. London: Routledge. Butter, M. , Keller, P. , & Wendt, S. (Eds.). (2001). Arnold Schwarzenegger – Interdisciplinary perspectives on body and image. Heidelberg: Universitätsverlag Winter. Cohan, S. , & Hark, I. R. (Eds.). (1993). Screening the male: Exploring masculinities in Hollywood cinema. London: Routledge. Connell, R. W. (1995). Masculinities. Berkeley, CA: University of California Press. Creed, B. (1993). The Monstrous-Feminine: Film, feminism, psychoanalysis. London and New York, NY: Routledge. Grosz, E. , & Probyn, E. (Eds.). (1995). Sexy bodies: The strange carnalities of feminism. London: Routledge. Hooks, B. (2003). We real cool: Black men and masculinity. New York, NY: Taylor & Francis. Hopkins, S. (2002). Girl heroes: The new force in popular culture. Sydney: Pluto Press. Inness, S. A. (1999). Tough girls: Women warriors and wonder women in popular culture. Philadelphia, PA: University of Pennsylvania Press. | |
Essential Reading / Recommended Reading Baker, B. (2015). Contemporary masculinities in fiction, film and television. London: Bloomsbury. Benshoff, H. M. , & Griffin, S. (2006). Queer images: A history of Gay and Lesbian film in America. Oxford and Lanham, MD: Rowman and Littlefield Publishers, Inc. Beynon, J. (2001). Masculinities and culture. Buckingham: Open University Press. Bourdieu, P. (2001). Masculine domination. Cambridge: Polity Press. Brown, J. A. (2011). Dangerous curves: Action heroines, gender, fetishism, and popular culture. Jackson, MS: University Press of Mississippi. Bruzzi, S. (2013). Men's cinema: Masculinity and Mise-en-Scene in Hollywood. Edinburgh: Edinburgh University Press. Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. London: Routledge. Butter, M. , Keller, P. , & Wendt, S. (Eds.). (2001). Arnold Schwarzenegger – Interdisciplinary perspectives on body and image. Heidelberg: Universitätsverlag Winter. Cohan, S. , & Hark, I. R. (Eds.). (1993). Screening the male: Exploring masculinities in Hollywood cinema. London: Routledge. Connell, R. W. (1995). Masculinities. Berkeley, CA: University of California Press. Creed, B. (1993). The Monstrous-Feminine: Film, feminism, psychoanalysis. London and New York, NY: Routledge. Grosz, E. , & Probyn, E. (Eds.). (1995). Sexy bodies: The strange carnalities of feminism. London: Routledge. Hooks, B. (2003). We real cool: Black men and masculinity. New York, NY: Taylor & Francis. Hopkins, S. (2002). Girl heroes: The new force in popular culture. Sydney: Pluto Press. Inness, S. A. (1999). Tough girls: Women warriors and wonder women in popular culture. Philadelphia, PA: University of Pennsylvania Press. Inness, S. A. (Ed.). (2004). Action chicks: New images of tough women in popular culture. New York, NY: Palgrave Macmillan. Jeffords, S. (1994). Hard bodies: Hollywood masculinity in the Reagan era. New Brunswick, NJ: Rutgers University Press. Robinson, S. (2000). Marked men: White masculinity in crisis. New York City, NY: Colombia University Press. Yarrow, A. (2018). 90s bitch: Media, culture and the failed promise of gender equality. New York, NY: Harper Perennial. | |
Evaluation Pattern Examination and Assessment Continuous Internal Assessment (CIA) CIA I - 20 Marks Class presentations on gender and popular culture CIA III - 20 Marks Class Exhibition on Gender and Popular Culture Individual project on close reading of gender expression/ performance in a contemporary popular culture narrative CIAs are indicative in nature. Assignments may vary slightly based on student aptitude and emerging trends in the discourse of Popular Culture Mid Semester Examination CIA II: 2 Hours Section A: Short Notes (4 out of 6 questions - 4x5=20) Section B: Essay Questions (2 out of 3 questions - 2x10 marks = 20) Section C: Creative interpretation of a popular culture narrative (1 out of 2 questions - 1x10=10) Total: 50 Marks End Semester Examination Individual project submission on close reading of gender expression/ performance in a contemporary popular culture narrative Total: 50 Marks | |
EST151 - COMPARATIVE PHILOSOPHY: DARSANA AND PHILOSOPHY (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This paper is a short introduction to the Indo-Western philosophical traditions with the aim of setting into an interweaving motion the dialogic and contemplative. Its purpose is not merely to discern and register similarities and differences between the two traditions, but more importantly to open a dialogic space in the intersection of their central concerns.
Course Objectives:
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Course Outcome |
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1: Students will be able to develop a better understanding of the Self and the world through an empathetic reading of philosophers, philosophies and contexts. 2: Students will be able to understand Philosophy as a discipline better through an acute awareness of the various disciplinary currents and crosscurrents. 3: Students will be able to think originally with an acute awareness of various schools of thought 4: Students will be able to demonstrate mature abilities of interpretation, discrimination and synthesis through the course of this course. |
Unit-1 |
Teaching Hours:5 |
Unit 2 - 20 Hours
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Unit II 20 Hours Schools of Indian philosophy - Darsana This unit focuses on some of the important schools of Indian Philosophy.
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Unit-1 |
Teaching Hours:5 |
Unit 3 - 20 Hours
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Unit III 20 Hours This unit attempts to briefly introduce some of the important currents and cross-currents in Western Philosophy.
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Text Books And Reference Books: Unit I 05 Hours Philosophy: An Introduction Key Questions and problems:
Tentative Texts:
Unit II 20 Hours Schools of Indian philosophy - Darsana This unit focuses on some of the important schools of Indian Philosophy.
Unit III 20 Hours This unit attempts to briefly introduce some of the important currents and cross-currents in Western Philosophy.
Tentative Additional Reading List:
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Essential Reading / Recommended Reading
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Evaluation Pattern Evaluation Pattern: CIA I: (20 Marks) The students have to submit an analytic essay on any of the thinkers/philosophers, philosophical schools, ideas and contexts of their choice. Parameters of Evaluation:
CIA II (20 Marks) The students have to record a two-minute audio on a philosophical concept/tradition of their choice and upload the same on the Google Classroom platform.
The students have to debate ideas that matter.
End-Semester Portfolio Submission (50 Marks) The students have to write a meditative essay in about 1000-2000 words pertaining to a philosophical idea/problem of their choice.
15-20 marks – if the answer bears no connection with the question and there is no conceptual clarity at all. 20-25 marks – if the answer is not precise, lacks conceptual clarity, ideas are not properly organized and is technically imperfect with grammatical mistakes and spelling errors. 25-30 marks – if the answer shows conceptual clarity but is not precise, is technically imperfect and fraught with grammatical mistakes and spelling errors. 30 - 35 marks – if the answer is precise, shows conceptual clarity and is grammatically and technically perfect, but ideas are not properly organized. 35-42 marks – if the answer is precise, shows conceptual clarity, ideas are properly organized and is technically perfect without grammatical mistakes and spelling errors. | |
EST152 - SKILLS FOR PROFESSIONAL DEVELOPMENT (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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The course aspires to enable and equip learners with skills to develop, perform and exhibit professional skills and competencies in a formal setup of an organization. The course intends to make the ,earners familiar with situations that they may come across in a workspace and the skills to deal with them for professional success.
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Course Outcome |
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CO1: Understand and analyse the importance of professional skills CO2: Exhibit / Analyse and Correspond in professional environments CO3: Demonstrate adequate professional skills to better career advancement and growth
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Unit-1 |
Teaching Hours:20 |
Professional Etiquette
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Writing for Employment, Communication with Letters, E-mail and Memos, Clear Writing, Developing Reports and Proposals, Office Etiquette and manners, principles of work behaviour, Planning and Attending Meetings, Multicultural Etiquette, Professional Work ethics, Developing Interpersonal Skills, Dealing with Office politics, Planning and Managing careers | |
Unit-2 |
Teaching Hours:10 |
Managing Communication
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Importance of Communication, Understanding Verbal Communication, Informal Communication, Modes of Communication, Understanding and planning Communication (Why, who, how?), Making formal presentations, Listening Skills | |
Unit-3 |
Teaching Hours:15 |
Problem Solving, Decision Making & Lateral Thinking
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Identifying, Defining and finding solutions to problems, Critical Thinking, Group Discussions for Decision Making, Group Dynamics, Building teams, Leading Teams, Team roles and processes, Lateral Thinking | |
Text Books And Reference Books: 01· DuPont Kay, M. (2004). Business Etiquette & Professionalism. Crisp Publications 02. Butterfiled, Jeff. (2014). Soft Skills for Everyone. Cengage Learning India Private Limited. 03. Adair, John. (1986). Effective Teambuilding. Rupa paperback 04. Sloane, Paul. (2017). The Leader’s Guide to Lateral Thinking Skills, Kogan Page
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Essential Reading / Recommended Reading 01. Bock, Laszlo.(2016). Work rules. John Murray. 02. Richardson, Tim. (2015). The Responsible Leader. Kogan Page. 03. Murray, Kevin. (20120. The Language of Leaders. Kogan Page.
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Evaluation Pattern CIA 1 -20 CIA 2 - 20 Final Submission - 50 Students will be given assignments periodically and these assignments will be task based and activity oriented. Based on the discussions / inputs given in the class, studenst will have to perform / produce / create / analyse / situations, materials, portfolios, research artcicles, case studies etc depending on the contents of the syllabus Students will be given scores based on the quality of their performance, content, timely submissions, and quality of work submitted or produced. | |
EST156 - RETELLING OF EPICS IN INDIAN LITERATURE (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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Course Description This course will explore the diverse traditions of Indian epics through retellings in Indian literature and other art forms well into the twenty-first century. The primary interest will be understanding the social, cultural, and political stakes attached to individual retellings of each epic. We will also engage with the new adaptations of the epics like Indian television serials, film versions and invocations of the epic stories in contemporary art and culture. Students will gain exposure to the diversified social structures in India that these stories reproduce, as well as resistance to those structures. Course Objectives CO1 To demonstrate a comprehensive understanding of the major Indian epics and their historical and cultural significance. CO2 To critically analyse and compare multiple retellings of Indian epics in different literary forms, such as prose, poetry, drama, and visual media, highlighting variations in themes, interpretations, and artistic choices. CO3 To place these epics within the broader cultural and historical context of India, considering how they have influenced and been influenced by various aspects of Indian society, including religion, philosophy, art, and politics. CO4 To apply their knowledge by creating their creative adaptations of Indian epics. This includes writing, performance, or other forms of artistic expression that reflect an in-depth understanding of the source material.
CO5 To engage in critical discourse by participating in class discussions, presenting research findings, and writing essays demonstrating their ability to analyse, interpret, and critically evaluate retellings of Indian epics while considering their cultural and literary implications. |
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Course Outcome |
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CO1: Students will gain a deeper understanding of Indian culture, traditions, and values as they explore the retelling of epics. They will recognise the importance of these narratives in shaping Indian identity and societal norms. CO2: By critically examining various retellings of Indian epics, students will develop advanced literary analysis skills, enabling them to dissect complex narratives, themes, and stylistic elements in both classical and contemporary literature. CO3: Students will acquire an interdisciplinary perspective by connecting the retellings of Indian epics to fields such as history, philosophy, religion, and sociology. They will appreciate how these narratives have influenced and been influenced by multiple aspects of Indian society. CO4: Through creating their retellings of Indian epics, students will demonstrate proficiency in adapting and reimagining classical narratives in a culturally sensitive and creative manner. CO5: Students will develop critical thinking skills as they engage in discussions and produce written assignments that require them to reflect on the diverse interpretations and adaptations of Indian epics. They will learn to express their ideas and arguments coherently and persuasively. |
Unit-1 |
Teaching Hours:15 |
Essays
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Rohit Sharma: “The Art of Rewriting Indian Epics” (National) A.K. Ramanujan: “Three Hundred Ramayanas: Five Examples and Three Thoughts on Translation” (Regional) Pradip Bhattacharya: “The Mahabharata on Screen” (National) (Skill Development) Satya Chaitanya: “Bheel Bharath: When the Mahabharata Incarnates Down Under” (National)
Sharayu Shejale: “The Ramayana and its Retellings: Deconstructing the Myth” (National) | |
Unit-2 |
Teaching Hours:15 |
Literary Texts
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Toru Dutt: “Lakshamana” (Poem) (National) Sreekantan Nair: “Kanchana Sita” (Play) (Regional) (Skill Development)
M.T. Vasudevan Nair: “Bhima Lone Warrior” (Novel) (Regional) | |
Unit-3 |
Teaching Hours:15 |
Visual Media
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Ramanand Sagar: “Ramayan” (1987 TV series) (National) Ravi Chopra:“Mahabharat” (1988 TV series) (National) Peter Stephen Paul Brook:“The Mahabharata” (Play) (Global) (Skill Development) G.Aravindan: “Kanchana Sita” (Film) (Regional) (Skill Development)
Kottayam Thampuran: “Bakavadham” (The Slaying of Baka) (Kathakali) (Regional) | |
Text Books And Reference Books: · Sharma, Rohit. “The Art of Rewriting Indian Epics.” Indian Literature, vol. 60, no. 2 (292), 2016, pp. 147–58. JSTOR, http://www.jstor.org/stable/44478971. Accessed 29 Oct. 2023. · Ramanujan, A K. "Three Hundred Ramayanas: Five Examples and Three Thoughts on Translation." The Collected Essays of A K Ramanujan. Ed. Vinay Dharwadker. New Delhi: Oxford University Press, 1999. Print, pp 131-60. · Pradip Bhattacharya. “The Mahabharata on Screen” Kalyan Kumar Chakravarthy (ed.), Text and Variations of the Mahabharata: Contextual, Regional and Performance Traditions,Delhi, National Museum for Manuscripts & Indira Gandhi Centre for the Arts, 2009. Print, pp. 247-270. · Satya Chaitanya: “Bheel Bharath: When the Mahabharata Incarnates Down Under” Kalyan Kumar Chakravarthy (ed.), Text and Variations of the Mahabharata: Contextual, Regional and Performance Traditions, Delhi, National Museum for Manuscripts & Indira Gandhi Centre for the Arts, 2009. Print, pp. 185-220. · Sharayu Shejale: “The Ramayana and its Retellings: Deconstructing the Myth” http://intersections.anu.edu.au/issue45/shejale.html · Dutt, Toru. “Ancient Ballads and Legends of Hindustan”. 1882. Open Knowledge Foundation Network, India, 2013, https://in.okfn.org/files/2013/07/Ancient-Ballads-and-Legends-of-Hindustan.pdf. · Nair, Sreekantan, &Joseph, Sara. (2005). “Retelling the Ramayana: Voices from Kerala: “Kanchana Sita” &’ Five Ramayana Stories”. OUP India. · Nair, M. T. “Bhima Lone Warrior.” Harper Collins, 2013. · Ravi Chopra: “Mahabharat” (1988 TV series) https://www.youtube.com/watch?v=HnXkv_ozPQw&list=PLa6CHPhFNfadNcnVZRXa6csHL5sFdkwmV · Ramanand Sagar: “Ramayan” (1987 TV series) https://www.youtube.com/watch?v=vIh99bkSc_w&list=PL-nbe4FPvDBElyW0Iww5suxJqqmuGBgIH&index=3 · Peter Stephen Paul Brook: “The Mahabharata https://www.youtube.com/results?search_query=Peter+Stephen+Paul+Brook%3A+%E2%80%9CThe+Mahabharata · Kottayam Thampuran: “Bakavadham” https://www.youtube.com/watch?v=LTR1nbhLPzE&t=11491s · G.Aravindan, Kanchanasita (film), https://www.youtube.com/watch?v=d2m9n0aKgn4 · Karve, Irawati.Yuganta: The End of an Epoch. Mumbai: Orient Blackswan, 2008. Print. · Mukherjee, Meenakshi. “Epic and Novel in India.” The Novel: Volume 1 History, Geography and Culture. Ed. Franco Moretti. Princeton: Princeton UP, 2006. 596-631. Print. · Weimann, Robert. “History, Appropiation, and the Uses of Representation in Modern Narrative.” The Aims of Representation: Subject/Text/History. Ed. Murray Krieger. Stanford: Stanford UP, 1987. 175-215. Print. · Chandra, Rai Govind. 1996.Indian Symbolism. Symbols as Sources of our Customs and Beliefs. New Delhi: Munshiram Manoharlal. · Cooper, J.C. 1978. An Encyclopedia of Traditional Symbols. London: Thames and Hudson. · Dutt, Romesh Chander. 1961.The Ramayana and Mahabharata. London: J.M. Dent and Sons. · Ganguli, Kisari Mohan, trans. 2008. The Mahabharata. Delhi: MunshiramManoharlal · Kosambi, D D. 1983. Myth and Reality: Studies in the formation of Indian Culture. Bombay: Popular Prakashan. (1962) · Levi- Strauss, Claude. 1995. Myth and Meaning: Cracking the Code of Culture. Foreword by Wendy Doniger. New York: Schocken Books. (1979). · Segal, Robert. 2012.Myth: A Very Short Introduction. Oxford: OUP. (2004). · Frye, Northrop. 1976.Spiritus Mundi: Essays on Literature, Myth and Society. Bloomington: Indiana UP. · Paula Richman, Many Ramayanas: The Diversity of a Narrative Tradition in India. Oxford University Press. 1997. · Satchidanandan, K. (2003). Myth in Contemporary Indian Literature. New Delhi: Sahitya Akademi. · Abhichandani, Param, (2005) Encyclopedia of Indian Literature 6, New Delhi: Sahitya Akademi. · Agrawal, K. A. (2000) Indian Writing In English, New Delhi: Atlantic Publishers Ltd.
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Essential Reading / Recommended Reading · Sharma, Rohit. “The Art of Rewriting Indian Epics.” Indian Literature, vol. 60, no. 2 (292), 2016, pp. 147–58. JSTOR, http://www.jstor.org/stable/44478971. Accessed 29 Oct. 2023. · Ramanujan, A K. "Three Hundred Ramayanas: Five Examples and Three Thoughts on Translation." The Collected Essays of A K Ramanujan. Ed. Vinay Dharwadker. New Delhi: Oxford University Press, 1999. Print, pp 131-60. · Pradip Bhattacharya. “The Mahabharata on Screen” Kalyan Kumar Chakravarthy (ed.), Text and Variations of the Mahabharata: Contextual, Regional and Performance Traditions,Delhi, National Museum for Manuscripts & Indira Gandhi Centre for the Arts, 2009. Print, pp. 247-270. · Satya Chaitanya: “Bheel Bharath: When the Mahabharata Incarnates Down Under” Kalyan Kumar Chakravarthy (ed.), Text and Variations of the Mahabharata: Contextual, Regional and Performance Traditions, Delhi, National Museum for Manuscripts & Indira Gandhi Centre for the Arts, 2009. Print, pp. 185-220. · Sharayu Shejale: “The Ramayana and its Retellings: Deconstructing the Myth” http://intersections.anu.edu.au/issue45/shejale.html · Dutt, Toru. “Ancient Ballads and Legends of Hindustan”. 1882. Open Knowledge Foundation Network, India, 2013, https://in.okfn.org/files/2013/07/Ancient-Ballads-and-Legends-of-Hindustan.pdf. · Nair, Sreekantan, &Joseph, Sara. (2005). “Retelling the Ramayana: Voices from Kerala: “Kanchana Sita” &’ Five Ramayana Stories”. OUP India. · Nair, M. T. “Bhima Lone Warrior.” Harper Collins, 2013. · Ravi Chopra: “Mahabharat” (1988 TV series) https://www.youtube.com/watch?v=HnXkv_ozPQw&list=PLa6CHPhFNfadNcnVZRXa6csHL5sFdkwmV · Ramanand Sagar: “Ramayan” (1987 TV series) https://www.youtube.com/watch?v=vIh99bkSc_w&list=PL-nbe4FPvDBElyW0Iww5suxJqqmuGBgIH&index=3 · Peter Stephen Paul Brook: “The Mahabharata https://www.youtube.com/results?search_query=Peter+Stephen+Paul+Brook%3A+%E2%80%9CThe+Mahabharata · Kottayam Thampuran: “Bakavadham” https://www.youtube.com/watch?v=LTR1nbhLPzE&t=11491s · G.Aravindan, Kanchanasita (film), https://www.youtube.com/watch?v=d2m9n0aKgn4 · Karve, Irawati.Yuganta: The End of an Epoch. Mumbai: Orient Blackswan, 2008. Print. · Mukherjee, Meenakshi. “Epic and Novel in India.” The Novel: Volume 1 History, Geography and Culture. Ed. Franco Moretti. Princeton: Princeton UP, 2006. 596-631. Print. · Weimann, Robert. “History, Appropiation, and the Uses of Representation in Modern Narrative.” The Aims of Representation: Subject/Text/History. Ed. Murray Krieger. Stanford: Stanford UP, 1987. 175-215. Print. · Chandra, Rai Govind. 1996.Indian Symbolism. Symbols as Sources of our Customs and Beliefs. New Delhi: Munshiram Manoharlal. · Cooper, J.C. 1978. An Encyclopedia of Traditional Symbols. London: Thames and Hudson. · Dutt, Romesh Chander. 1961.The Ramayana and Mahabharata. London: J.M. Dent and Sons. · Ganguli, Kisari Mohan, trans. 2008. The Mahabharata. Delhi: MunshiramManoharlal · Kosambi, D D. 1983. Myth and Reality: Studies in the formation of Indian Culture. Bombay: Popular Prakashan. (1962) · Levi- Strauss, Claude. 1995. Myth and Meaning: Cracking the Code of Culture. Foreword by Wendy Doniger. New York: Schocken Books. (1979). · Segal, Robert. 2012.Myth: A Very Short Introduction. Oxford: OUP. (2004). · Frye, Northrop. 1976.Spiritus Mundi: Essays on Literature, Myth and Society. Bloomington: Indiana UP. · Paula Richman, Many Ramayanas: The Diversity of a Narrative Tradition in India. Oxford University Press. 1997. · Satchidanandan, K. (2003). Myth in Contemporary Indian Literature. New Delhi: Sahitya Akademi. · Abhichandani, Param, (2005) Encyclopedia of Indian Literature 6, New Delhi: Sahitya Akademi. · Agrawal, K. A. (2000) Indian Writing In English, New Delhi: Atlantic Publishers Ltd.
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Evaluation Pattern CIA I: The student will be asked to submit a proposal for a descriptive essay on any local art form, which is a retelling of an epic. The student should have completed a pilot study of the chosen field. It will be evaluated on the selection of the art form and the rationale of the study (20 marks). CIA II: The student is required to submit a draft, which will include literature review and the uniqueness of the study. (20 marks)
CIA III: Submission of the final essay (50 Marks) | |
LAW146 - LAW AND PRACTICE OF INTELLECTUAL PROPERTY (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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Course Description: A clear understudying of the intellectual property system has, therefore, become a necessity for all those associated with creative and innovative endeavor from policy makers, business executives to educators as well as artists and inventors themselves. This course seeks to provide a foundation for students to understand the enormous potential and power of IP and regulatory framework in India. The major objectives of the course are to(i) To understand the niceties and complexities of the global intellectual property system and the challenges it poses to India in terms of compliance to global standards of IP protection (ii) To identify IP as an effective policy tool for national, economic, social and cultural development, especially through the use of limitations and exceptions to monopoly rights and (iii) To equip students with the knowledge of the procedural and substantive IP system in India.
Course Objectives: To identify the conventional and non-conventional forms of intellectual property rights and to understand the basic differences between them. To comprehend the theoretical underpinnings of intellectual property rights protection. To understand the international instruments related to intellectual property rights protection. To equip students with the knowledge of the procedural and substantive IP system in India. To identify the limitations and exceptions to these monopoly rights. |
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Course Outcome |
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CO1: Identify the different forms of intellectual property and describe the
importance of protection of IP. CO2: Understand the essential requirements of IP protection, duration, rights conferred and remedies provided. CO3: Apply the principles of IP protection to legal problems correctly. CO4: Analyze the issues related to infringement of IP. CO5: Draft legal instruments pertaining to registration and transfer of IP.
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Unit-1 |
Teaching Hours:6 |
INTRODUCTION
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Concept of Property, Nature and philosophy of Intellectual property, Evolution of IP law in India and implications of TRIPS, Types of IP | |
Unit-2 |
Teaching Hours:10 |
COPYRIGHT
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Copyright basics, Neighboring rights and digital copyright, Protection and remedies for infringement | |
Unit-3 |
Teaching Hours:10 |
PATENTS
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Patents – evolution, Criteria for Patentability, rights of patentee and application for international patent under PCT | |
Unit-4 |
Teaching Hours:8 |
TRADEMARKS
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Trademark, service mark, registration, renewal and enforcement, passing off, Geographical indications | |
Unit-5 |
Teaching Hours:6 |
TRADE SECRETS
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Trade secrets, common law protection , TRIPS obligation | |
Unit-6 |
Teaching Hours:5 |
OTHER IPRS
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Industrial designs, Plant varieties, rights of indigenous people, Biological diversity | |
Text Books And Reference Books: Intellectual Property Rights: Text and Cases by Anil Kumar, Vandana Year of Publication: 2019 Publisher: Pearson Education India
Cases and Materials on Intellectual Property by William Cornish, David Llewelyn, and Tanya Aplin Year of Publication: 2019 Publisher: Sweet & Maxwell
Intellectual Property: Patents, Copyrights, Trademarks & Allied Rights by N.S. Gopalakrishnan Year of Publication: 2019 Publisher: Eastern Book Company
Intellectual Property: Text and Essential Cases by Tanya Aplin, Jennifer Davis Year of Publication: 2018 Publisher: Oxford University Press | |
Essential Reading / Recommended Reading Global Intellectual Property Law by Graham Dutfield Year of Publication: 2021 Publisher: Edward Elgar Publishing
Intellectual Property Law: Text, Cases, and Materials by Tanya Aplin, Jennifer Davis, and Simon Kiddle Year of Publication: 2020 Publisher: Oxford University Press
Intellectual Property: A Very Short Introduction by Siva Vaidhyanathan Year of Publication: 2017 Publisher: Oxford University Press
Intellectual Property Rights and Innovation in the Fourth Industrial Revolution by Carlos M. Correa Year of Publication: 2020 Publisher: Cambridge University Press
Intellectual Property Rights: Legal and Economic Challenges for Development by Mario Cimoli, Giovanni Dosi, and Keith E. Maskus Year of Publication: 2014 Publisher: Oxford University Press
The Oxford Handbook of Intellectual Property Law by Rochelle C. Dreyfuss and Justine Pila Year of Publication: 2020 Publisher: Oxford University Press | |
Evaluation Pattern CIA I - 20% CIA II - Mid Semester Examination - 50% CIA III - 20% | |
LAW149 - LEGAL ASPECTS OF HUMAN RESOURCE MANAGEMENT (2023 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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Human resource management encompasses a wide range of responsibilities and functions within an organization. In order to practically avoid mistakes several HR managers makes due to limited knowledge of their legal responsibility. This course is designed to provide a comprehensive understanding of the legal framework governing human resources management. The course will explore key statutes, regulations, and case law that impact various aspects of HR functions. From the above premise, The course is divided into six (6) units: Unit 1 deals with overview of the historical development of labour laws in India and understanding the constitutional and statutory foundations of labour laws. Unit 2 willdeals illuminate the legal issues involved in strikes and lockouts. Unit 3deals on HR Contracts and Policies align with Labour Law and contract law. Unit 4 will provide the understanding of the Right and duties of the trade unions. Unit 5 covers sexual harassment and discrimination on the work place and how HR plays a huge role in dealing with this challenges. Unit 6 will make the students understand the resolution process in an industrial conflict as well as alternative dispute resolution mechanisms. |
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Course Outcome |
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CO1: Identify and describe the concept of labour law and its implication on HR role CO2: Apply the concepts in the present socio legal scenario CO3: Analyse the judicial pronouncements and their effectiveness. C04: Evaluate the current labour legislations and analyse it in accordance with the existing labour issues. |
Unit-1 |
Teaching Hours:3 |
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General Introduction
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Historical evolution of labour laws in India; constitutional and statutory foundations; Understanding the legal implications of the HR function. | |||||||||
Unit-2 |
Teaching Hours:3 |
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Introduction of Strikes and Lock-outs
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Reasons for Strikes and Lock-outs; Ramifications; Legal Issues involved Strikes and Lock-out. | |||||||||
Unit-3 |
Teaching Hours:3 |
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Ensure HR Contracts and Policies align with Labour Law and contract law:
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Introduction :standing order; manifestations of misconduct and Principles of natural justice; Introduction : The legal procedures to follow when trying to dismiss an employee who is incompetent or underperforming. | |||||||||
Unit-4 |
Teaching Hours:6 |
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Introduction: Evolution of trade unionism
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Collective Bargaining; Rights and immunities of trade unions; Impact of trade unions on Indian industries. | |||||||||
Unit-5 |
Teaching Hours:6 |
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Lay-off, Retrenchment and Closure
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Introduction - Legal Provisions; Employment ;Unfair labour practices | |||||||||
Unit-5 |
Teaching Hours:6 |
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Defining the forms of Harassment and Discrimination
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Introduction of Sexual Harassment (Prevention, Prohibition and Redressal) Act, 2013) and Article 25(2) of the Indian Constitution on discrimination. | |||||||||
Unit-6 |
Teaching Hours:6 |
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Resolution of Industrial conflicts
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Introduction; Conciliation; Arbitration; Adjudication | |||||||||
Text Books And Reference Books: - Richard Mitchell, Petra Mahy & Peter Gahan, The Evolution of Labour Law in India: An Overview and Commentary on Regulatory Objectives and Development - Labour and Industrial Law by H.L.Kumar - Administrative Law, by IP Massey - Industrial Jurisprudence: A Critical Commentary by Dr EM Rao | |||||||||
Essential Reading / Recommended Reading
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Evaluation Pattern
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MAT143 - MATHEMATICS FOR ECONOMICS AND BUSINESS (2023 Batch) | |||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course description: This course aims as an add-on course for the students in reaching a level of increased competence in economics and business. It is designed for students who have a basic mathematical background. Emphasis is placed upon learning mathematical concepts through common economics and business problems. Topics included are Functions of one variable, Calculus and its application in economics, Limits, Maxima and minima etc. Course objectives: This course will help the learner to COBJ 1: Intended to increase the use of mathematical methods in Economics and Business. COBJ 2: To get working knowledge on limits, concavity convexity and points of inflection. COBJ 3: Learn Differentiation, Partial differentiation and its basic applications in Economics and Business. COBJ 4: Study the concepts of increasing and decreasing functions, maxima and minima, and find its applications through functions familiar in Economics and Business.
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Course Outcome |
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CO1: Demonstrate working knowledge on limits, concavity convexity and points of inflection and its uses in Economics and Business. CO2: Use Differentiation and Partial differentiation in Economics and Business. CO3: Study the concepts of increasing and decreasing functions, maxima and minima, and find its applications through functions familiar in Economics and Business. |
Unit-1 |
Teaching Hours:15 |
Introduction to Functions of one variable
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Set Theory, Set Operations, Venn Diagrams, Functions of One real variables, The Domain and Range, Graphs, Graphs of Equations in two variables, Distance formula, circles, Shifting Graphs, Finding slopes, Linear Models, The consumption function, Graphical Solutions of Linear Equations, Polynomials, powers and exponentials, Power and rational functions, Graph of power function, Compound interest. | |
Unit-2 |
Teaching Hours:15 |
Calculus and its Applications
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Meaning of derivatives, rules of differentiation, standard results. Rate of change and their Economic Significance, Limits, Maxima and Minima, concavity, convexity and points of inflection, elasticity of demand, Price elasticity of demand. | |
Unit-3 |
Teaching Hours:15 |
Integration and functions of two or more variables
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Meaning, rules of integration, standard results, Integration by parts, definite integration, Integration by substitution, Marginal cost, marginal revenue, Consumer’s surplus, producer’s surplus, consumer’s surplus under pure competition, consumer’s surplus under monopoly. | |
Text Books And Reference Books: 1. K. Sydsaeter, Peter J. Hammond: Mathematics for Economic Analysis, Pearson, 1995. 2. T. Yamane, Mathematics for Economists, An Elementary Survey, PHI, New Delhi.
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Essential Reading / Recommended Reading 1. V. K. Kapoor, Problems and solutions in Business Mathematics, Sulthan Chand & Sons, Educational Publishers, New Delhi. 2. A. C. Chiang and K. Wainwright, Fundamental Methods of Mathematical Economics, 4th Edition, McGraw-Hill, New York, 2005. 3. M. George, Thomaskutty, A Text Book of Mathematical Economics, Discovery Publishers, New Delhi. 4. E. Don and J. J. Lerner, Schaum’s outlines of Basic Business Mathematics, 2nd ed., McGraw-Hill, 2010. | |
Evaluation Pattern This course is completely depending upon the CIAs, which will be evaluated through assignments and tests/examinations. The component-wise evaluation pattern is given below | |
MED148 - LANGUAGE OF CINEMA: A VISUAL APPROACH (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:45 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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As an art form, cinema possesses a language all its own—a language that transcends cultural boundaries and speaks to the universal human experience. From the evocative power of lighting to the rhythm of editing, every decision made by filmmakers contributes to the creation of meaning and emotion. Throughout this course, we will examine iconic films, analyze groundbreaking techniques, and decode the symbolism that enriches cinematic narratives. Whether you are an aspiring filmmaker, a film enthusiast, or someone eager to gain a deeper understanding of the stories unfolding on the silver screen, "The Language of Cinema" is designed to equip you with the tools to appreciate and critically engage with the diverse and dynamic world of filmmaking. |
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Course Outcome |
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CO1: Develop a comprehensive understanding of visual language and enhance visual literary CO2: Understand how filmmakers employ visual elements along with non-visual elements CO3: Sense the importance of cinematography and editing in visual narration CO4: Develop critical thinking skills in deconstructing a films CO5: Apply cinematic aesthetics in diverse creative expressions |
Unit-1 |
Teaching Hours:15 |
Deconstructing visual language
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Invention of camera, video camera, Narrative development and technological shifts; Composition Techniques-Application of diverse compositions in narration Camera experiments-Russian montage, Mainstream Hollywood practice, Mainstream Indian practice, Diverse and Melodramatic, Dogma 95; Movements, Appeal of reality visual construction in Indian parallel films. | |
Unit-2 |
Teaching Hours:15 |
Cinematic experiments
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Varying focal-length, focus, aspect ratio, Lens, Shooting styles: Found footage, Single shot films, Film’s speed, PoV vs Subjective, Documentary style (Cinema Verite), Aerial view, Virtual reality, camera for green screen. Visual construction in Television, social media and web-series. | |
Unit-3 |
Teaching Hours:15 |
Visual Politics-Inclusion and exclusion
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Framing, Framing techniques, Lighting technique, Camera script vs Shooting script, Front and backdrop for a visual, Reconstruction of Male gaze, portrayal of vulnerable, weaker and stronger characteristics, Replacing talent, camera for graphics. | |
Text Books And Reference Books: 5 C’s of Cinematography, Joseph V. Mascelli, Silman-James Press | |
Essential Reading / Recommended Reading · Cinematography: Theory and Practice: Image Making for Cinematographers and Directors by Blain Brown, Taylor and Francis · Film Lighting Talks with Hollywood's Cinematographers and Gaffers by Kris Malkiewicz, Touchstone · The Filmmaker's Handbook: A Comprehensive Guide for the Digital Age, Steven Ascher, Edward Pincus, Plume. | |
Evaluation Pattern Written exam and submission | |
PHY141A - INTRODUCTION TO ASTRONOMY AND ASTROPHYSICS (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course presents an introduction to basic concepts in astronomy and astrophysics. The course is designed for non-science students with strong interest in astronomy, |
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Course Outcome |
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CO1: Compare and contrast the various ?exotic objects? in the cosmos (Neutron Stars, Black Holes, etc.) CO2: Differentiate between different stellar types, and describe their life cycles. CO3: Compare and contrast the types of galaxies, their distribution and possible evolution. |
Unit-1 |
Teaching Hours:15 |
Solar system
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Astronomical coordinate systems, Kepler’s Laws of planetary motion, Newton’s Law of | |
Unit-2 |
Teaching Hours:15 |
Stars
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Discussion of measurable physical quantities in astronomy, Distance measurement techniques, | |
Unit-3 |
Teaching Hours:15 |
Galaxies
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The Milky Way galaxy, Structure of the Milky way, Motion of Stars in the Milky Way, Types of | |
Text Books And Reference Books: [1].Carroll, B. W., & Ostlie, D. A. (2007). An Introduction to Modern Astrophysics, 2nd Edn: | |
Essential Reading / Recommended Reading 1. Zeilik & Gregory, S. A. (1998): Introductory Astronomy and Astrophysics, Saunders 2. Harwit, M. (1988): Astronomy Concepts: Springer-Verlag. | |
Evaluation Pattern Assessment outline:
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POL144 - INDIA AND THE WORLD (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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This is a survey course on India and its engagement with the World . Objective of this course is to introduce analytical and empirical aspects on the genesis, evolution and practice of India’s foreign policy. Students will study key relations and important themes in India’s Policy on various global issues to understand the changing positions and development of India’s role as a global player. |
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Course Outcome |
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CO1: At the end of this course students will be able to
Demonstrate a basic understanding of the trajectory of Indian foreign policy identifying important changes and factors responsible for the change.
CO2: Identify the key issues in Indian foreign policy and India?s national interests. CO3: Understand and appreciate India?s relations with major powers, role in global governance, India?s regional polices and Nuclear issues. |
Unit-1 |
Teaching Hours:15 |
Introduction
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Unit-2 |
Teaching Hours:15 |
Key Foreign Relations
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Unit-3 |
Teaching Hours:15 |
Key Issues
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1-25 marks CIA 2-25 marks CIA 3-50 marks | |
PSY160 - UNDERSTANDING ADDICTION AND SUBSTANCE USE (2023 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course will focus on understanding addiction through a biopsychosocial and ecological lens in order to address the need for awareness about substance use, behavioural and digital media addictions. The topics will empower students to become ambassadors of change, who can educate and provide peer support. This course will also enable students to learn about community projects, policies, governmental and non governmental programs and resources related to reducing drug use and implications of use. |
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Course Outcome |
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CO1: Explain about the phenomenon of addiction using diverse perspectives (biological, psychosocial and ecological) CO2: Describe and distinguish between different kinds of addictions CO3: Describe and compare existing frameworks/programs for addiction prevention and management. CO4: Demonstrate a capacity to create awareness programs on impact of addiction and preventative strategies that can empower the youth and community to embrace wellness. |
Unit-1 |
Teaching Hours:15 |
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Integrating perspectives on Addiction:
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Biological (brain development), Psychosocial (cognitive, emotional, family and peer influence) and Ecological perspectives. Types of addictions – substance, digital media and behavioural; Protective, potentiating and risk factors in a lifespan perspective.
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Unit-2 |
Teaching Hours:15 |
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Current trends & frameworks of management of Addiction
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Current trends in substance and other addictions – a global comparative understanding, Exploring the Impact of addiction on individuals and society; Existing frameworks and programs for addiction treatment and intervention, and awareness programs. | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:20 |
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Creating Awareness among peers and community
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Building community awareness on addictions with activities and events. Understanding the local needs across different cohorts and demographics on Awareness, Prevention and Treatment of substance and other addictions. | |||||||||||||||||||||||||
Text Books And Reference Books: Svanberg, J. (2018). The Psychology of Addiction. https://doi.org/10.4324/9781315462653
Alavi, S. S. (2012). Behavioural Addiction versus Substance Addiction, Int J Prev Med, 3(4), 290-294. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3354400/
Ambekar, A. et al. (2019). Magnitude of Substance Use in India. https://www.lgbrimh.gov.in/resources/Addiction_Medicine/elibrary/magnitude_substance_abuse_india.pdf Sloboda, Z., & Bukoski, W. J. (Eds.). (2007). Handbook of drug abuse prevention. Springer.
Scheier, L. M. (Ed.). (2015). Handbook of Adolescent Drug Use Prevention: Research, Intervention Strategies, and Practice. American Psychological Association. http://www.jstor.org/stable/j.ctv1chs715
E-Handbook by UNODC https://www.unodc.org/documents/drug-prevention-and-treatment/E_handbook.pdf
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Essential Reading / Recommended Reading Veach, L. J., & Moro, R. R. (2017). The spectrum of addiction: Evidence-based assessment, prevention, and treatment across the lifespan. SAGE Publications. | |||||||||||||||||||||||||
Evaluation Pattern
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SOC142 - CONTEMPORARY SOCIAL PROBLEMS AND CHALLENGES (2023 Batch) | |||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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This course discusses various social issues which are of relevance for contemporary world. These issues surround the broad themes of population, health, development. In relation to population and health this course would cover issues like aging, reproductive health, HIV AIDS, euthanasia, drug abuse, etc. In relation to development this course would look into issues like urban land use, farmer’s suicide, displacement, etc. Course Objective: Students shall be able to identify and analyze contemporary social problems. They will be able to apply interdisciplinary approach to relevant policies at local, national, and international levels.
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Course Outcome |
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Unit-1 |
Teaching Hours:5 |
Sociological Analysis of Social Problems
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Unit-1 |
Teaching Hours:5 |
Sociological Analysis of Social Problems
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Unit-2 |
Teaching Hours:15 |
Population and Health and Social Problems
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Unit-2 |
Teaching Hours:15 |
Population and Health and Social Problems
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Unit-3 |
Teaching Hours:10 |
Development and social problems
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Unit-3 |
Teaching Hours:10 |
Development and social problems
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Unit-4 |
Teaching Hours:15 |
Human Rights Issues
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Unit-4 |
Teaching Hours:15 |
Human Rights Issues
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Text Books And Reference Books: Alavi, H.D and Shanin, T. (Ed.) (1982). Introduction to the Sociology of Developing Societies, London: MacMillan. Ahuja R. (2014). Social problems in India. New Delhi: Rawat Publication. Merton, R. and Nisbet. (1966). Contemporary Social Problems, New York: Harcourt, Brace and World. Shah, G. (2001). Cultural Subordination & Dalit Challenge. Vol. II Weeks, J. (2011). Population: An Introduction to Concepts and Issues. Wadsworth Publishing Company, California. | |
Essential Reading / Recommended Reading Alavi, H.D and Shanin, T. (Ed.) (1982). Introduction to the Sociology of Developing Societies, London: MacMillan. Ahuja R. (2014). Social problems in India. New Delhi: Rawat Publication. Merton, R. and Nisbet. (1966). Contemporary Social Problems, New York: Harcourt, Brace and World. Shah, G. (2001). Cultural Subordination & Dalit Challenge. Vol. II Weeks, J. (2011). Population: An Introduction to Concepts and Issues. Wadsworth Publishing Company, California. | |
Evaluation Pattern CIA 1 10 marks (conducted out of 20 )
CIA 2 10 marks (conducted out of 20 )
CIA 3 25 marks (conducted out of 50 )
Attendance 5 marks |