The programme is offered to students opting for a BSc degree in Life Sciences and BSc (Life Sciences/Honours/Honours with Research). The programme leads the students to higher learning in biological and applied 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. Bachelor of Sciences (BSc) in Life Sciences is a multidisciplinary degree that incorporates biological, environmental, and chemical studies. It gives students a wide range of transferrable skills and a way to continue their education in health-related sectors or animal or plant fields. Students can prepare for various postgraduate programmes in zoology, botany, research, and healthcare with a bachelor's degree in life sciences. They have access to a wide range of job options. They can choose to concentrate on a different branch of biology or on plant or forest biotechnology.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: use skills for critical assessment of a wide range of ideas and complex problems relating to the chosen field of study

PO3: 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

PO4: exhibit critical thinking with scientific temper

PO5: demonstrate and apply the fundamental knowledge of the basic principles in major fields of plant science

PO6: produce competent plant biologists who can employ and implement their gained knowledge in basic and applied aspects that will strongly influence the prevailing paradigm of agriculture, industry, healthcare and environment to provide sustainable development.

PO7: demonstrate and apply the fundamental knowledge of the basic principles in major fields of animal science.

The evaluation scheme for each course shall contain two parts; (a) internal evaluation and (b) external evaluation. 50% weightage shall be given to internal evaluation and the remaining 50% to external evaluation and the ratio and weightage between internal and external is 1:1.  (a) Internal evaluation: The internal evaluation shall be based on predetermined transparent system involving periodic written tests, assignments, seminars and attendance in respect of theory courses and based on written tests, lab skill/records/viva and attendance in respect of practical courses.

Introduction, genesis & evolution of marketing in society, Importance and Scope of Marketing, Elements of Marketing – Need, Want, Demand, Desire, Marketing Philosophies, Mccarthy’s 4P classification, Lauterborn’s 4C’s classification & 4A’s Framework of rural marketing, Product service continuum.

Basics of Marketing Environment, Factors Affecting Marketing Environment, Environmental analysis – SWOT & PESTLE, Marketing Environment in India, Legal & regulatory framework in India, Marketing Mix (Four Ps of Marketing).

Market Segmentation, Basis of segmentation & its types - Demographic, Geographic, Psychographic and behavioral Segmentation etc, Targeting- Five Patterns of Target Market Selection, Positioning-Concept of Positioning, Perceptual Mapping.

Product Life Cycle concept, marketing implications of PLC stages, corresponding strategies, dealing with competition, Perceptual Mapping, Consumer Behaviour – Rational V/s Emotional, Consumer proposition & acquisition process, buying motives, its types, Consumer Behaviour process

Nature, Meaning and Significance of Sales Management and Personal selling; Evolution of Sales Management, Role of Selling in Marketing, Characteristics of a successful Salesman; Types of Selling, Selling Functions, Sales Funnel; Process of Effective Selling: Sales strategies; Prospecting: Meaning, process & methods; Ways to approach a customer

Sales presentation; Handling objections; Closing a sale; Current issues in sales management; Case lets and applications, Meaning of Sales Force Management; Determining the sales force and size of the sales force, Introduction to: Sales organization concepts; Sales territories

1. Kotler, P., & Keller, K. (2015). Marketing management 15th edition. Prentice Hall.
2. Kotler, P. (2013). Marketing management: A south Asian perspective.  13^th edition, Pearson Education India.
3. Panda, T. K., & Sahadev, S. (2^nd Edition, 2011). Sales and distribution management. Oxford Publication.
4. Spiro, R. L., Rich, G. A., & Stanton, W. J. (12^th Edition, 2008). Management of a sales force. McGraw-Hill/Irwin.

1. Ramaswami, S., Namakumari. S,(2013) marketing management–Global Perspective Indian Context, Macmillan Publishers India Ltd, 5th Edition
2. Rajan Saxena, Marketing Management, (2009) 4th edition, Tata McGraw-Hill Education
3. Etzel M.J., Walker B.J. and Stanton William J - Marketing concept & Cases special Indian 14^th Edition Tata Mc Graw Hill.
4. Czinkota, Kotabe, Marketing Management, II edition, Thomson Publications.
5. Still, R. R., Cundiff, E. W., & Govoni, N. A. (1988). Sales management: decisions, strategies, and    cases, New Jersey: Prentice-Hall.
6. Coughlan, A. T., Anderson, E., Stern, L. W., & Adel, I. (2006). El-Ansary. Marketing Channels. Prentice-Hall.
7. Jobber, D., & Lancaster, G. (2007). Selling and sales management. Painos. Harlow: Pearson Education.
8. Cron, Decarlo T. E. (2016). Sales Management concepts and cases: Wiley India
9. Pingali Venugopal (2008). Sales and Distribution Management, Sage Publication 

CIA 2: 20 MARKS ( LATER CONVERTED TO 10 MARKS)

CIA 3: 50 MARKS ( LATER CONVERTED TO 25 MARKS)

Attendance 5 marks 

Total 50 marks 

The course is designed to understand the importance of Sustainability and Green Marketing on consumer satisfaction and environmental safety. Green revolution, going green, environment protection, and sustainable development have become the buzz words today. Consumers are gradually becoming conscious buying eco-friendly products. This course aims at understanding the concept of Green Products and Marketing. This course also revisits the factors that affect consumers’ purchase decision in general. This course will lead the exploration of the leading edge of this paradigm shift that is now underway. This course introduces students to the concepts and processes of Green marketing and takes them deeper into the world of Green marketing.

Course Objectives: This course intends

• To examine green marketing and its importance from the perspective of consumers and businesses.

• To evaluate evidence of emerging green consumer segments and how marketers address those needs.

• To explain the current state of the environment resulting from past and present human consumption practices.

• To elaborate on opportunities, challenges, and issues in designing and implementing sustainable green marketing strategies.

Meaning, Concept and Evolution of Sustainability, Green Marketing, Types of Green Marketing, Difference  between Marketing and Green Marketing, Green Product, Green Marketing, Importance of Green Marketing, Benefits of Green Marketing, Adoption of Green Marketing, Green Marketing Mix, Strategies for Green Marketing

Green Spinning, Green Selling, Green Harvesting, Enviropreneur Marketing, Compliance Marketing, Green Washing, Climate Performance Leadership Index, Promotional Channels of Green Marketing.

Green Firms, HCL’s Green Management Policy, IBM’s Green Solutions, IndusInd Bank’s Solar Powered ATMs, ITCs Paperkraft, Maruti’s Green Supply Chain, ONCGs Mokshada Green Crematorium, Reva’s Electric Car, Samsung’s Eco-friendly handsets, Wipro Infotech’s Eco-friendly computer peripherals

Introduction to Environment, Importance of environmentalism, Environmental movement, Benefits of green environment to society, E-waste exchange, Extended Producer Responsibility Plan, Guidelines for Collection and Storage of E-Waste, Guidelines for Transportation of E-Waste, Guidelines for Environmentally Sound Recycling of E-Waste

Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individuals, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Actions to Promote Sustainable Marketing, Business Actions Toward Sustainable Marketing, Principles and Marketing Ethics.

CIA 2: 20 MARKS ( LATER CONVERTED TO 10 MARKS)

CIA 3: 50 MARKS ( LATER CONVERTED TO 25 MARKS)

Attendance 5 marks 

Total 50 marks 

The present course deals with the study of lower groups of plants 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. The unit of plant pathology discusses the diseases caused in plants and evaluates the symptoms, causal agents and control measures of infected plants.

General characteristics; Ecology and distribution; Range of thallus organization and reproduction; Classification of algae (Fritsch); Morphology and life-cycles of the following: Scytonema, Chlamydomonas, Volvox, Chara, Pinnularia, Sargassum, and Polysiphonia (Development of antheridium and oogonium in Volvox and Polysiphonia). Economic importance of algae

Introduction- General characteristics, ecology and significance, range of thallus organization, cell wall composition, nutrition, reproduction and classification by Ainsworth; True Fungi- General characteristics, ecology and significance, life cycle of Phytophthora (Mastigomycotina), Rhizopus (Zygomycotina) Penicillium, Peziza (Ascomycotina), Puccinia, Agaricus (Basidiomycotina), Colletotrichum (Deuteromycotina). Symbiotic Associations- Lichens: General account, reproduction and significance; Mycorrhiza: ectomycorrhiza and endomycorrhiza and their significance.

Introduction, terms and definitions, Parasitism and its types, disease (different disease cycle: monocyclic, polycyclic, and polyetic. Symptoms of disease, categories of symptoms (Necrotic, Atrophic and hypertrophic). Concept on different types of plant diseases: systemic disease, soil borne disease, seed borne disease, and air borne diseases, dissemination of plant diseases and its types, Epidemiology and disease forecasting, methods used in disease forecasting. Diseases caused by both biotic and abiotic agents. Control of plant diseases, chemicals used in plant disease control. Integrated plant disease management. Classification of plant diseases. 

Study of selected plant disease:

Fungal diseases: Black stem rust of wheat, Tikka disease of groundnut [host, symptoms, causal organism, disease cycle and disease management], 

Bacterial diseases: Citrus Canker [host, symptoms, causal organism, disease cycle and disease management].

Viral Diseases: Tobacco mosaic virus [host, symptoms, causal organism, disease cycle and disease management].

1. Hait Bhattacharya and Ghosh. A Text book of Botany, Volume 1, New Delhi: NCBA, 2012.

2. Pandey, B. P. College Botany, Vol. I: Algae, Fungi, Lichens, Bacteria, Viruses, Plant Pathology, Industrial Microbiology and Bryophyta. New Delhi: S. Chand & Company Ltd, 2001.

 CIAI – Assignments/test/presentation/etc – 10%

 CIAII – Midsemester exam – 25%

 CIAIII - Assignments/test/presentation/etc – 10%

 Attendance – 5%

 End Semester Theory Exam – 50%

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.

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.

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.

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.

General characters and classification down to classes; Type study: Sycon: Spicules; Cell types; Canal system 

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)

General characters and classification down to classes; pathogenicity and prophylaxis of Ascaris lumbricoides and its parasitic adaptations.

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

General characters and classification up to classes; water-vascular system in Asteroidea; affinities of Balanoglossus with Chordata and Nonchordata.

External Assessment: End Semester Examination - 100 marks

Both the assessments will be scaled down to 50

The present course deals with the study of lower groups of plants and the diseases caused in plants. The units of Phycology and Mycology deals with the vegetative and reproductive structures (asexual and sexual stages/spores) of algae and fungi. The unit of plant pathology discusses the diseases caused in plants and evaluates the symptoms, causal agents and control measures of infected plants.

1. Study of vegetative and reproductive structures of Scytonema, Chlamydomonas, Volvox,  Chara, Pinnularia, Sargassum, and Polysiphonia through temporary preparations and permanent slides.

2. Rhizopus and Penicillium: Asexual stage from temporary mounts and sexual structures through permanent slides.

3. Peziza: Sexual stage from temporary mounts (Apothecium) and V. S. of apothecium through permanent slides. 

4. Puccinia: Herbarium specimens of Black Stem Rust of Wheat and infected Barberry leaves; section/tease mounts of spores on Wheat (primary host) for Uredospore and teleutospore observation. Observation of permanent slides of uredospores, teleutospores, pycniospores and aeciospores. 

5. Agaricus: Specimens of button stage and full grown mushroom. 

6. Lichens: Study of growth forms of lichens (crustose, foliose- Parmelia and fruticose - Usnea)

7. Mycorrhiza: ecto mycorrhiza and endomycorrhizae (Photographs)

8. Study of symptoms, causal organisms and control measures of Black stem rust of wheat, Tikka disease of groundnut, Citrus Canker, and Tobacco mosaic virus.

1. Hait Bhattacharya and Ghosh. A Text book of Botany, Volume 1, New Delhi: NCBA, 2012.

2. Pandey, B. P. College Botany, Vol. I: Algae, Fungi, Lichens, Bacteria, Viruses, Plant Pathology, Industrial Microbiology and Bryophyta. New Delhi: S. Chand & Company Ltd, 2001.

CIA-I – Performance – 20 Marks

CIA-II- Mid Semester Practical Examination – 20 Marks

CIA-III – Record – 10 Marks

 ESE - 50 Marks (50%)

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. 

1. Study of microscopes (simple and compound).

2. Methods for collection and preservation of invertebrate animals 

3. Methods for the preparation of permanent and temporary mounting.

4. Study of museum specimens: Amoeba, Euglena, Paramecium, Sycon, Euplectella, Obelia, Physalia, Aurelia, Taenia solium, Faciola hepatica, Male and female Ascaris lumbricoides, Aphrodite, Nereis, Palaemon, Scolopendra, Apis, Chiton, Dentalium, Pila, Pentaceros, Cucumaria, Balanoglossus

5. Spicules and gemmules in sponges

6. Anatomical features of Prawn – nervous system, ovary, appendages (Pictures/ photographs/ slides only)

7. Anatomical features of Cockroach – mouthparts, reproductive organs, salivary glands (Pictures/ photographs/ slides only): 

8. Identification of Insect Orders 

9. Anatomical features of Earthworm – Setae (Pictures/ photographs/ slides only):  Parasitic adaptations of T. solium and A. lumbricodes

1. Clevel and Hickman, Susan Keen, Allan Larson, David Eisenhour (2021) Animal Diversity, 9th Ed. Mc Graw Hill

2. Ruppert and Barnes, R.D. (2006). Invertebrate Zoology, VIII Edition. Holt Saunders International Edition.

1. Barnes, R.S.K., Calow, P., Olive, P.J.W., Golding, D.W. and Spicer, J.I. (2002). The Invertebrates: A New Synthesis, III Edition, Blackwell Science 

2. S.S. Lal, PRACTICAL ZOOLOGY, 1st Edition, 2017-18, Rastogi Publications, Verma P S Advanced Practical Zoology, S Chand & Co Ltd.

3. P.S. Verma, 2009. A Manual of Practical Zoology: Invertebrates, C. CHAND Publications

External Assessment: End Semester Examination - 50 marks

Both the assessments will be scaled down to 25

Mushroom cultivation offers the students theoretical and practical knowledge on mushroom farming.  Course provides the necessary skill sets for the students to identify the mushrooms at species level and will enable the students to differentiate poisonous and edible mushrooms. Prospects and the scope of mushroom cultivation will be detailed in the course. The course introduces methods of growing edible mushrooms, including culture maintenance, basic mushroom substrate selection process. Course also covers an important aspect of pest management and disease control strategy.

Introduction - Present scenario and prospects for Mushroom Cultivation; Nutritional and medicinal value of edible mushrooms; Brief description of Poisonous mushrooms; Types of edible mushrooms available in India - Volvariella volvacea, Pleurotus citrinopileatus, Agaricus bisporus; mushroom growing room and environmental growing systems, sterile techniques, an overview of techniques for mushroom cultivation, strain selection and improvement

Cultivation Technology of mushrooms: Infrastructure, substrates (locally available), Polythene bag, vessels, Inoculation hook, inoculation loop, low-cost stove, sieves, culture rack, mushroom unit (Thatched house), water sprayer, tray, small polythene bag. Pure culture: Medium, sterilization, preparation of spawn, multiplication. Mushroom bed preparation - paddy straw, sugarcane trash, maize straw, banana leaves. Factors affecting the mushroom bed preparation- Low-cost technology, composting technology in mushroom production -Role of composting in Mushroom cultivation, Appropriate materials to prepare different types of compost, Methods of composting – preparation and pasteurization, Determination of quality of compost, Hazards & risks associated with composting.

Disease control and pest Management: diseases of mushrooms, inspection of Mushroom bags or beds for early detection of pests and diseases, sterilized casing to control nematodes, Spraying fungicide after casing to check dry bubbles, Spraying insecticide for control of mites, Use of caustic chemicals to keep rodents away

Short-term storage (Refrigeration – up to 24 hours), Long-term Storage (canning, pickles, papads), drying, and storage in salt solutions, preservation of mushrooms. Nutrition - Proteins - amino acids, mineral elements nutrition - Carbohydrates, Crude fibre content - Vitamins.

Packaging, storing and grading of Mushroom & post-harvest procedures: Sorting the Mushrooms on size and quality, Packaging Mushrooms with labels containing the month and year of harvesting, quantity and type of Mushroom etc, Management of spent substrates and waste disposal of various mushrooms.Use of spent Mushrooms in vermi-composting and organic farming, Preparation of value-added products of Mushroom

Food Preparation: Types of foods prepared from the mushroom. Research Centres - National level and Regional level. Cost-benefit ratio - Marketing in India and abroad, Export Value.

Field Visit & Interaction with Mushroom cultivators and other Support Agencies

2. Tewan and Pankaj Kapoor S.C. 1993. Mushroom cultivation. Mittal Publication. Delhi.

3. Marimuth et al., 1991. Oyster Mushrooms. Dept. of Plant pathology, TNAU, Coimbatore.

 4. Shu Fing Chang, Philip G. Miles and Chang, S.T. 2004. Mushrooms Cultivation, nutritional value, medicinal effect and environmental impact. 2nd ed., CRC press.

 2.      Kumar, N., 1997, Introduction to Horticulture, Rajalakshmi Publications, Nagercoil.

 CIAI – Assignments/test/presentation/etc – 10%

 CIAII – Midsemester exam – 25%

 CIAIII - Assignments/test/presentation/etc – 10%

 Attendance – 5%

 End Semester Theory Exam – 50%

This course covers the basic science and technology of algae cultivation. It provides students with the skills required to work in the algae cultivation (algaculture) industry or create their own algal culture business. Students will learn the controlled environment requirements for successfully cultivating various algae species. The program emphasizes training in algal cultivation technologies, including algal culture extension training. Knowledge acquired will prepare students for jobs as Greenhouse/Agricultural Workers, Plant Technicians, Plant Managers, Laboratory Technicians, Sales Managers, Public Relations and Outreach, Extension Service and/or Business Owners/Managers

Algal taxonomy and classification, Algal life cycle and growth requirements, Algal biochemistry and metabolism, Algal ecology and distribution.

Lab scale culture, Photo-bioreactors: types and optimization, Open systems: Ponds, Organic Spirulina cultivation, Strategies to increase biomass in algal culture systems.

Life history of major commercially important seaweed species of India (Including Kappaphycus, Sargassum, Ulva, Porphyra), Nursery rearing of Zoids of seaweed species, Commercial mariculture methods of seaweeds, Floating raft method, semi-floating raft method, off-bottom method and bottom planting method, Integrated Multi-Trophic Aquaculture.

Major algal species for biofuel research, advantageous for using algae for biofuel production in comparison with terrestrial plants like Jatropha, strategies to increase the oil content of algae, downstream processing for the biofuel production.

Introduction to Carbon Capture and Sequestration (CCS), CCS as mitigation for climate change, CCS through algae, strategies to increase carbon sequestration levels, Major algal species as candidates for CCS.

Algae-based wastewater treatment systems, Nutrient removal and recovery using algae, Algal-bacterial symbiotic systems

Visit to algal cultivation centers, Hands-on experience in algal biomass production, Algal harvesting and processing techniques, Analyzing algal samples and evaluating productivity.

2. Bast, F. (2014). An Illustrated Review on Cultivation and Life History of Agronomically Important Sea plants. In Seaweed: Mineral Composition, Nutritional and Antioxidant Benefits and Agricultural Uses, EdsVitor Hugo Pomin, 39-70. Nova Publishers, New York ISBN: 978-1-63117-571-8

2. Sahoo, D. (2000). Farming the ocean: seaweed cultivation and utilization. Aravali International, New Delhi.

3. Bast, F (2014). Seaweeds: Ancestors of land plants with rich diversity. Resonance, 19(2) 1032-1043 ISSN: 0971-8044

4. Chisti, Y. (2013). Constraints to commercialization of algal fuels. Journal of Biotechnology, 167(3), 201-214.

5. Grossman, A. R., & Bhaya, D. (2014). Algal genomics: exploring the diversity of algal genomes. Genomics of Cyanobacteria, Chloroplasts, and Mitochondria, 339-363.

6. Huesemann, M. H., & Benemann, J. R. (2012). Biofuels from microalgae: a review of technologies for production, processing, and extractions of biofuels and co-products. Renewable and Sustainable Energy Reviews, 16(1), 431-454.

 7. Schnurr, P. J., & Espie, G. S. (2016). Photosynthesis in the marine green alga Ulva: impacts of light and salinity stress on electron flow to oxygen. Journal of Phycology, 52(2), 297-309.

 CIAI – Assignments/test/presentation/etc – 10%

 CIAII – Midsemester exam – 25%

 CIAIII - Assignments/test/presentation/etc – 10%

 Attendance – 5%

 End Semester Theory Exam – 50%

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.

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.

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.

Diversity of ornamental plants in India; identification, importance, propagation and maintenance of ornamental plants;Lighting and aeration

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.

Nutritional requirements of aquarium fishes; Different kinds of feeds; Preparation of dry feeds Aquarium fish feeds. Dry, wet and live feeds. 

Common diseases and their control; Conditioning, packing, transport and quarantine methods. Trade regulations and wildlife act in relation to ornamental fishes.

1. Aquarium : Fish Keeping C B L Srivastava Published by Kitab Mahal. 

2. Aquariums: The Complete Guide to Freshwater and Saltwater Aquariums, Jan 2009 by Thierry Maitre-alain, Chrisitan Piednoir.

Internal Assessment (Test) Theory and Practical - 100 marks

Both the assessments will be scaled down to 50

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.

Sericulture: Definition, history and present status; Silk route: Types of silkworms (Tasar, Muga, and Eri) and their food plants, Mulberry and non-mulberry Sericulture

Morphology and Life cycle of Bombyx mori, Structure of silk gland and secretion of silk.

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).

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.

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.

1. Text Book of Tropical Sericulture. Publ., Japan Overseas Corporation volunteers – 1975. 

2. Silkworm Rearing Techniques in the Tropics, Dr. S. Omura, Japan International Cooperation Agency, 1980. 

3. Muga Silk Industry by S. N. Choudhary, Directorate of Sericulture and weaving, Govt. of Assam, 1982. 

1. The natures and property of soils (9th edition) N. C. Brady (Mac Millan pub. Co. Inc., New York.

2. Studies on soils of India, S. V. Govind Rajan and H. G. Gopala Rao (1970), Vikas Publ. House Pvt. Ltd., New Delhi.

3. Handbook of Practical Sericulture: S.R. Ullal and M.N. Narasimhanna CSB, Bangalore  

4. Appropriate Sericultural Techniques; Ed. M. S. Jolly, Director, CSR & TI, Mysore.  

5. Handbook of Silkworm Rearing: Agriculture and Technical Manual-1, Fuzi Pub. Co. Ltd., Tokyo, Japan1972.  

6. Manual of Silkworm Egg Production; M. N. Narasimhanna, CSB, Bangalore 1988.  

7. Silkworm Rearing; Wupang—Chun and Chen Da-Chung, Pub. By FAO, Rome 1988. 

8. Tasar culture. Dr. M. S. Jolly et. al., CSB, 1974.

Internal Final Assessment: Theory and Practical - 100 marks

Both the assessments will be scaled down to 100

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.

Honey bee species and identification: Introduction to honey bee; Origin, systematics and distribution; Types of honey bees, Species of honey bees. Bee identification

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.

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

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.

Internal Final Assessment: Theory and Practical - 100 marks

Both the assessments will be scaled down to 100

This course will introduce the students to basic concepts of acids and bases including Organic and Analytical Chemistry. In this course the students also acquire knowledge of the applications of bioinorganic chemistry.

Periodic table; Chemistry of s, p, d, block elements: introduction, properties. Chemical compound formation, chemical bonding, ionic bonding; Covalent bonding; general characteristics, sigma and pi bonds, bond length, bond order, formal charge; Hydrogen bond (theories of hydrogen bonding, valence bond treatment); Metallic bond

Metal ions in biological systems, Ion transport, Mechanism of action of sodium potassium pump. Oxygen transport systems- Metalloporphyrins - Haemoglobin and myoglobin, pH of blood.

Metal storage and transport – ferritin and transferrin, Electron transfer proteins-cytochromes, Chlorophyll and photosynthesis (mechanism not expected), Metalloproteins as enzymes – Carbonic anhydrase, Carboxy peptidase, cytochrome P 450, alcohol dehydrogenase

Toxicity of metal ions-Pb, Hg and As. Anticancer drugs: Cis-platin, oxaliplatin and carboplatin –Structure and significance.

Prelearning: Concept of acidity and basicity. Arrheinus concept, Lewis concept Lowry – Bronsted concept of acids and bases. relative strengths of acid base pairs, Lux Flood concept, Solvent system concept, Limitations, relative strength of acids and bases. explanation of levelling effect on the basis of the solvent system concept.

Hard and soft acids and bases- Pearson concept, application of HSAB principles – Stability of compounds / complexes, predicting the feasibility of a reaction.

Classification & nomenclature of organic compounds; Hybridization; Isomerism; 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. Nucleophiles and electrophiles. Types of organic reactions: Addition, elimination, substitution, rearrangement and redox reactions (definition and one example each).

Hydrocarbons; Organic compounds containing halogens, oxygen and nitrogen; Polymers.

Introduction to quantitative and qualitative analysis.

Introduction to separation techniques: crystallization and precipitation, Solvent extraction: Introduction– Classification– Principles and application of solvent extraction.

Nernst’s distribution law, distribution coefficient.

Chromatographic techniques: Introduction, Classification, Principles and Applications of column chromatography, thin layer chromatography, ion exchange chromatography, gas chromatography and high performance liquid chromatography (mention only). solid phase extraction

Consequences of light absorption: The Jablonski Diagram, Laws of photochemistry: Grotthuss-Draper law, Stark-Einstein law, Differences between photophysical and photochemical processes with examples. Comparison of photochemical and thermal reactions.

Kinetics of photochemical reactions: (1) Kinetics of Hydrogen-Chlorine reaction (2) Kinetics of Hydrogen-Bromine reaction (4) Kinetics of dimerisation of anthracene.

Photosensitization, photostationary equilibrium. Singlet and triplet states-Fluorescence, Phosphorescence, Luminescence, Bioluminescence, chemical sensors.

Beer-Lambert’s law: Absorption coefficient and molar extinction coefficient. Applications.

2. B. Mehta, M. Mehta, Organic Chemistry, PHI Learning Private Limited, 2017.

Edition, New Age International Publishers (P) Ltd., New Delhi, 2007.

2. J. D. Lee, Concise Inorganic Chemistry, 5th edn., Blackwell Science, London.

3.. Glasstone Samuel, Textbook of Physical Chemistry. 2 nd ed. Mcmillan, 2007.

Course Description: This course gives an insight into the implications of chemistry in daily life. This course will equip the students with better understanding of how the different forms of matter influences human lives. This also sensitizes them on the judicious use and safe handling of chemicals.

Course Objectives: Non Science students get to know about the various constituents present in household chemicals and use them judiciously.

Explanation of terms like Poison, toxic, irritant, flammable liquid, combustible liquid, corrosive, solvents, etc.

Air quality, air pollution, green house effect, acid rain, destruction of ozone layer, control of air pollution. Water pollution, Water quality criteria for domestic and industrial uses, soil pollution and its causes. Pollution abatement methods.

Mention the following- Mineral resources – Metals and non-metals Fuel and energy resources, different energy sources, Wood, Petroleum and natural gas Nuclear energy – Solar energy –energy sources of tomorrow and green energy sources. Batteries and fuel cells.

Ecofriendly chemicals, biodegradable and non degradable chemicals. (Bleach, ammonia, disinfectants, carpet freshener, air freshener, window cleaner, furniture polish, etc). Laundry products (laundry detergent, fabric softener, etc) Soaps, Detergents and special cleaners.

Classification, uses. Recycling of polymers.

Acid and bases, their general characteristics. Household uses of acids and bases.

Carbohydrates, proteins, Vitamins and minerals – Sources and Deficiency diseases.

Chemicals used as colouring agents and as preservatives. Food adulteration.

Analgesics, antivirals, antibiotics-examples. Health and beauty products (hairspray, hair remover, nail polish, nail polish remover, hair colouring products, talcum powder, lipstick etc).

Paint, varnish, oils and stain removers. Garden chemicals (fertilizers, pesticides, insecticides, herbicides etc.) examples, advantages and disadvantages.

[2] J. Toedt, D. Koza and K. Van Cleef-ToedChemical Composition of Everyday Products 2005.

of Everyday phenomena, 2 nd Ed., 2003.

[2] J. Schwarcz, All new commentaries on the science of everyday food and life, 2005.

[3] Raymond Chang Chemistry, 8 th Ed. Tata Mc Graw-Hill, 2005.

[4] Sriram and P.Yogeeswari, Dorling Medicinal Chemistry, Kindersley Pvt. Ltd., 2007.

1. CIA -1 ………………………. 25Marks

2. Mid-term Test (CIA-2)……………………… 25 Marks

3. End-semester examination ………………… 50 Marks

TOTAL 100 Marks

This course gives an insight into nutrition and its importance in leading a healthy life.

FaFactors Influencing Food Selection: Flavours, appearance and other aspects of food,     Demographics Culture and Religion, Health, Social-Emotional Influences, and Environmental Concerns, Food Industry and the Media.

NNutrition, Energy content in food, Nutrients, Nutrient Density, Characteristics of a Nutritious Diet.

Dietary Reference Intakes, Digestion, Absorption, and Metabolism, Gastrointestinal Tract and secretions, Food groups, Organic Foods, GM foods.

Elements of nutrition - Dietary requirement of carbohydrates, lipids and proteins. Biological value of proteins. Concepts of protein quality. Protein sparing action of carbohydrates and fats. Essential amino acids, essential fatty acids and their physiological functions.

Dietary sources, biochemical functions, requirements and deficiency diseases associated with vitamin B complex, C and A, D, E and K vitamins.

Nutritional significance of dietary sodium, potassium, calcium, phosphorus, magnesium, iron, iodine, zinc and copper.

Prevention of malnutrition, supplementary foods.

Food additives and preservatives.

Food safety, Fermentation, food spoilage and food borne pathogens, food processing.

Life style diseases and personalized nutrition therapy, nutraceuticals and its classifications.

Health organizations, NGO’s etc. 

[2]   Mohinder Singh, 2^nd ed. Health and  food Gyan Publishing House 2003.

[3]   S. A. Iqbal and Y. Mido 1^st ed Food Chemistry. Discovery Publishing House, 2008.

[2]   Anita Tull, 3^rd Food Nutritioned.Oxford University Press, 1997.

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. 

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.

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.

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. 

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

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.

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.

CIA 2- 25 Marks

CIA 3- 50 Marks 

• To expose learners to a variety of texts to interact with
• To help learners classify ideologies and be able to express the same
• To expose learners to visual texts and its reading formulas
• To help learners develop a taste to appreciate works of literature through the organization of language
• To help develop critical thinking
• To help learners appreciate literature and the language nuances that enhances its literary values

• To help learners understand the relationship between the world around them and the text/literature
• To help learners negotiate with content and infer meaning contextually
• To help learners understand logical sequencing of content and process information

·         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.

• 1. The Happy Prince- Oscar Wilde
• 2. Sonnet 18- William Shakespeare

Common errors- subject-verb agreement, punctuation, tense errors  Just a minute talk, cubing

 Why We Travel-Pico Iyer 

Sentence fragments, dangling modifiers, faulty parallelism,

Thinking Like a Mountain  By Aldo Leopold

Note taking

Aarushi-Hemraj Murder Article 

Newspaper report

 My Story- Nicole DeFreece

Essay writing

Paraphrasing and interpretation skills

• Casey at the Bat-  Ernest Lawrence Thayer

CIA 2=50 

CIA 3= 20 

ESE= 50 marks

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.

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.

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.

This module focuses on the evolution of Indian Travel Narratives.

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.

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.

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.

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).

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.

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.

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).

This unit is focussed on ethical framework of games.

The students are expected to narrate and design a basic concept for a game to respond to the questions raised in the course.

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).

https://coe-gamecult.org/

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

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.

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.

Course Description

 Rock Music is a sound and dissonance rich discourse with its own socio-cultural practices and aesthetics. This course is an academic introduction to this space and its role in the identity formation of a generation, of a people and a Nation in motion.

Course Objectives

• To engage with popular music as aural texts 
• To study the popular music practitioner as an activist and artist
• To appreciate the significance of  social critique and a counter cultural aesthetic

Tin Pan Alley and song pluggers, World War II

Sheet Music

Swing and ragtime

Vaudeville

Frank Sinatra: My Way. Strangers in The Night, New York, New York

Nashville, Music Row, Elvis Presley

 Bill Haley 

Chuck Berry

  Buddy Holly   

The Beatles and Beatlemania

Establishing an aesthetic of Mod

  TV and bands 

The Rolling Stones  

Bands as Artists                                                                                                                 

Beatles / Sgt Pepper’s  

Pink Floyd /The Wall

The Who / Tommy

Counter Culture: Vietnam, Draft, Gender, the Mystic East, Woodstock, Ban the Bomb   

Woody Guthrie

Bob Dylan

Joan Baez

Janis Joplin

Simon and Garfunkel

Jimi Hendrix

Pearl Jam

Riot bands

Jon CovachUniversity of Rochester

and the Eastman School of Music

Andrew Flory

Carleton College

W. W. NORTON AND COMPANY

NEW YORK • LONDON

fifth Edition

Camilleri, Lelio. “Shaping Sounds, Shaping Spaces”.  Popular Music, Vol. 29, No. 2 (May 2010): 199-211. JSTOR.  Cambridge University Press. Web. 16August, 2016. <http://www.jstor.org/stable/40926918>

Chrysalis, Thanos. “Spatio-Aural Terrains”. Leonardo Music Journal, Vol. 16, Noises Off: Sound Beyond Music (2006):40-42. JSTOR. The MIT Press. Web. 29 April, 2015. http://www.jstor.org/stable/4540592

Denisoff R.S. The Sounds of Social Change: Studies in Popular USA Culture. 1972. Rand Mcnally& Co.

Denisoff, R. S.  Great Day Coming.  1991. Ann Arbor, MI: U-M-I Out-of-Print Books on Demand.

Denisoff, R. S. "Sing a Song of Social Significance": Political Consciousness and the Song of Persuasion.  1972.  Ohio: Bowling Green State University Popular Press.

Denisoff, R. S. Solid Gold Popular Record Industry.  1975. New Brunswick, New Jersey Transactions Inc

Ewen, D. Great Men of American Popular Song: The History of the American Popular Song told through the Lives, Careers, Achievements, and Personalities of its Foremost Composers and Lyricists--from William Billings of the Revolutionary War through Bob Dylan, Johnny Cash, Burt Bacharach.  1972. Englewood Cliffs, NJ, New Jersey: Prentice-Hall.

Forcucci, S. L. A Folk Song History of America: America through its Songs.  1984. Englewood Cliffs, NJ: Prentice-Hall

Fox, Aaron A.. “The Jukebox of History: Narratives of Loss and Desire in the Discourse of Country Music”. Popular Music, Vol. 11, No. 1 (Jan,1992): 53-72. JSTOR, Cambridge University Press. Web. 18March, 2011. < http://www.jstor.org/stable/853227 >

Ganchrow, Raviv. “Perspectives on Sound-Space: The Story of Acoustic Defense”. Leonardo Music Journal, Vol. 19, Our Crowd—Four Composers Pick Composers (2009): 71-75. JSTOR. The MIT Press. Web. 29April, 2015. <http://www.jstor.org/stable/40926354>

Hamm, C.  Music in the New World. 1983. New York: W.W. Norton and Company.

Hampton, W. Guerrilla Minstrels.  1986. Knoxville: University of Tennessee Press.

Kingman, D.  American Music: A Panorama. 1979. New York: Schirmer books.

Klonsky, M. “Down in The Village: A Discourse on Hip”. New American Review, 13. 1971. New York: Simon and Schuster.

Kostelanetz, Richard. “Text-Sound Art: A Survey (Concluded)”. Performing Arts Journal, Vol. 2, No. 3 (Winter, 1978): 71-84. JSTOR. Performing Arts Journal, Inc. Web. 16 August,2016. <http://www.jstor.org/stable/3245364 >

Kramer, Lawrence. “Music, Metaphor and Metaphysics”.  The Musical Times, Vol. 145, No. 1888 (Autumn, 2004): 5-18. JSTOR.  Musical Times Publications Ltd. Web. 26 March,2011. < http://www.jstor.org/stable/4149109>

Kun, Josh D. “The Aural Border”. Theatre Journal, Vol. 52, No. 1, Latino Performance (March. 2000): 1-21. The John Hopkins University Press. Web. 18March, 2011. < http://www.jstor.org/stable/25068738 >

Poulin, A. The American Folk Scene: Dimensions of the Folksong Revival.  1967. New York: Dell Pub. Co.

Qureshi, Regula Burckhardt. “Music Anthropologies and Music Histories: A Preface and an Agenda”. Journal of the American Musicology Society, Vol. 48, No. 3 (Autumn 1995): 331-342. JSTOR. University of California Press. Web. 18March, 2011. < http://www.jstor.org/stable/3519830 >

Račić, Ladislav. “On the Aesthetics of Rock Music”. International Review of the Aesthetics and Sociology of Music, Vol. 12, No. 2 (Dec.1981): 199-202. JSTOR. Croatian Musicological Society. Web. 1Dec., 2017. < http://www.jstor.org/stable/836562>

Ricks, C.  The Force of Poetry. 1995. Oxford University Press.

Rodnitzky, J. L.  Minstrels of the Dawn: The Folk-Protest Singer as a Cultural Hero. 1976. Chicago: Nelson-Hall.

Tagg, Philip. “Analyzing popular music: theory, method and practice.” Popular Music 1 (1979): 68-70. Web.

Choose a song that has been an effective anthem for a cause or genre and analyse it in about 500-750 words.  

CIA II: (Mid Sem 50 marks) Choose a pivotal figure from Rock history and trace their career and impact on society. Consider image and sound in the construction of this image.

CIA III:(20marks) The class in groups of 5-6 will anthologise a series of songs, artists and their work.

Archiving:

End Semester:

 Identify a Bangalore based band or genre of popular music with approval of your course instructor . Conduct a study of their work and evolution and impact on the city and vice versa. Use data beyond library sources and provide due evidence. Your archive entry must include a 750-1000word reflective essay that validates your choice of artist, understanding of the form and significance of the work. You must also identify, interview and record these interactions. Provide clips from concerts duly cited. Include memorabilia like tickets, album art, newspaper or magazine clips  

Course Description:

This course offers an interdisciplinary exploration of the connections between food and literature, focusing on how food has been represented in literary works from different cultures and time periods. In addition, the course will provide an overview of the history and evolution of food culture, as well as the politics and economics of food production and consumption. By examining culinary themes in literary works, students will gain a deeper understanding of how food functions as a powerful symbol and narrative device in literature, reflecting social, cultural, and historical contexts. This course provides an opportunity for students to explore the rich connections between food and literature, fostering critical thinking, cultural awareness, and personal reflection.

Course Objectives

1.     To enhance the ability to identify and interpret the symbolic, metaphorical, and cultural significance of food within literary works.

2.     To help explore how food reflects and shapes social, historical, and cultural aspects of different societies and communities, shaping individual and collective identities and reflect social hierarchies and inequalities.

3.     To develop the ability to craft vivid and evocative descriptions by learning techniques for using sensory details, imagery, and figurative language to bring culinary experiences to life in their own writing.

Definition and scope; cultural, historical, and social significance of food; overview of how literature incorporates culinary themes

Anton Chekhov: "Gooseberries"

Margaret Atwood: "Bread"

Borden Deal: “The Taste of Watermelon"

Mona Gardner: "The Dinner Party"

Shobha Narayan: “First Foods”Excerpt from Monsoon Diary: A Memoir with Recipes

Li-Young Lee: "Eating Together"

Gwendolyn Brooks: "Kitchenette Building"

Seamus Heaney: "At a Potato Digging "

Risa Potters: "In My Mother’s Things"

Choman Hardi: “My Mother’s Kitchen”

Ligaya Mishan: What We Write About When We Write About Food (NY Times, 2022)

Roland Barthes: Wine and Milk

Jackie Varriano: “How Female Food writers penned their way out of the home kitchen” 

Nimisha Sinha: “Delicious Fictions: Reading Food in Literature”

§  Chekhov, Anton. Gooseberries. United Kingdom, Penguin Books Limited, 2015.

§  Atwood, Margaret. “Bread.” Women on War: An International Anthology of Women's Writings from Antiquity to the Present. United States, Feminist Press at the City University of New York, 2003.

§  Deal, Bordan “The Taste of Watermelon”. 1979

§  Gardner, Mona. “The Dinner Party.” The Saturday Review of Literature. 1941.

§  Narayan, Shoba. Monsoon Diar:  A Memoir with Recipes. India, Penguin Group, 2004.

§  Lee, Young- Li. “Eating Together” Poetry Foundation.< https://www.poetryfoundation.org/poems/43015/eating-together-56d221af2bf26> Accessed on 22 July 2023.

§  Brooks, Gwendolyn. “kitchenette building” Poetry Foundation. < https://www.poetryfoundation.org/poems/43308/kitchenette-building> Accessed on 22 July 2023.

§  Heaney, Seamus. “At a Potato Digging” < https://genius.com/Seamus-heaney-at-a-potato-digging-annotated> Accessed on 22 July 2023.

§  Potters, Risa. “In My Mother’s Things”Rattle. https://www.rattle.com/in-my-mothers-things-by-risa-potters/ Accessed on 22 July 2023.

§  Hardi, Choman. “My Mother’s Kitchen” Poetry Archive. < https://poetryarchive.org/poem/my-mothers-kitchen/> Accessed on 22 July 2023.

§  Mishan, Ligaya. “What We Write About When We Write About Food” The new York Time Style Magazine. 18 February 2022. < https://www.nytimes.com/2022/02/18/t-magazine/food-writing-journalism-criticism.html> Accessed on 22 July 2023.

§  Varriano, Jackie. “How Female Food writers penned their way out of the home kitchen”  02 March 2022. < https://www.seattletimes.com/life/food-drink/how-women-food-writers-penned-their-way-out-of-the-home-kitchen/ > Accessed on 22 July 2023.

§  Barthes, Roland. “Wine and Milk.”Mythologies: The Complete Edition, in a New Translation. United States, Farrar, Straus and Giroux, 2013.

§  Sinha, Nimisha. “Delicious Fictions: Reading Food in Literature.” Caffe Dissensus. 28 January 2020. < https://cafedissensus.com/2020/01/28/delicious-fictions-reading-food-in-literature/> Accessed on 22 July 2023

§  Shahani, Gitanjali G. Food and Literature. United States, Cambridge University Press, 2018.

§  Fitzpatrick, Joan. 2012a. "Food and Literature: An Overview." The Routlege International Handbook of Food Studies. Edited by Ken Albala. Routledge International Handbooks. London. Routledge. pp. 122-34

§  Gilbert, Sandra M.. The Culinary Imagination: From Myth to Modernity. United States, W. W. Norton, 2014.

§  Hosking, Richard. Food and Language: Proceedings of the Oxford Symposium of Food and Cookery 2009. United Kingdom, Prospect Books, 2010.

§  Waxman, Barbara Frey. “Food Memoirs: What They Are, Why They Are Popular, and Why They Belong in the Literature Classroom.” College English, Vol. 70, No. 4, Special Focus: Food (Mar., 2008): 363-383

§  Ferrier, Peyton. “Food in Popular Literature.” Choices, Vol. 29, No. 1 (1st Quarter 2014): 1-6

§  Jones, Michael Owen . “Food Choice, Symbolism, and Identity: Bread-and-Butter Issues for Folkloristics and Nutrition Studies (American Folklore Society Presidential Address, October 2005)” The Journal of American Folklore, Vol. 120, No. 476 (Spring, 2007), pp. 129-177

§  Daly. Suzanne, and Ross G. Forman. “Introduction: Cooking Culture: Situating Food and Drink in the Nineteenth Century.” Victorian Literature and Culture, Vol. 36, No. 2 (2008), pp. 363-373

§  Holtzman, Jon D. “Food and Memory.” Annual Review of Anthropology, Vol. 35 (2006), pp. 361-378

§  Tigner, Amy L., and Carruth, Allison. Literature and Food Studies. United Kingdom, Taylor & Francis, 2017.

§  Fisher, Mary Frances Kennedy. The Gastronomical Me. United States, World Publishing Company, 1948.

§  "Feast and Famine: Food Imagery and Class Identity in Victorian Literature" by Debra L. Gimlin (Victorian Literature and Culture)

§  Albala, Ken. Routledge International Handbook of Food Studies. United States, Taylor & Francis, 2013.The Routledge Companion to Literature and Food. United States, Taylor & Francis, 2018.

§  Counihan, Carole, and Penny Van Esterik. Food and Culture: A Reader. New York: Routledge, 2013. Print.

§  Humble, Nicola. The Literature of Food: An Introduction from 1830 to Present. India, Bloomsbury Publishing.

§  J. Michelle Coghlan. The Cambridge Companion to Literature and Food. India, Cambridge University Press, 2020.

§  Fitzpatrick, Joan, and Boyce, Charlotte. A History of Food in Literature: From the Fourteenth Century to the Present. United Kingdom, Taylor & Francis, 2017.

§  Kara K. Keeling, Scott T. Pollard. Critical Approaches to Food in Children's Literature. N.p., Taylor & Francis, 2012. Print.

§  < https://www.nytimes.com/2022/02/18/t-magazine/food-writing-journalism-criticism.html>

§  Julia Rappaport: “Take a bite out of food writing”

§  < https://www.writermag.com/improve-your-writing/nonfiction/take-bite-food-writing/>

§  < https://www.seattletimes.com/life/food-drink/how-women-food-writers-penned-their-way-out-of-the-home-kitchen/>

§  Ceillie Clark- Keane: “Women Writing Food” < https://blog.pshares.org/women-writing-food/>

§  Barthes, Rolan. “Wine and Mild.” Mythologies. New York: Hill and Wang, 195: 58-61. Print.

§  Kapla, David M. “Introduction: The Philosophy of Food.” The Philosophy of Food. University of California Press, 2012:1-23. <https://www.jstor.org/stable/10.1525/j.ctt7zw2cx.3 >

CIA 1: Presentation (20 Marks)

Create a character diary or character letter in the voice of a character from any chosen literary work.

Mid Semester: Research paper (50 Marks)

Analyze literary works (novel/ poem/short story/ play) for food-related social issue addressed in their narrative and write a research paper in 1000- 1500 words considering the broader social, political or cultural significance of these issues/ representations.

CIA 3: Photo Essay (20 Marks)

Create a photo essay on a particular cuisine, street food, or food markets in Bangalore focusing on any kind of its presentation.

End Semester: Food Narrative Project (50 Marks)

Create a food narrative project based on a specific food culture (local/regional) or a family/ community recipe. The foodscape should focus on these four aspects- recipe, anecdote, history and relevance, the transformative culinary experience and the rationale for the choice of recipe. Recall specific sensory details associated with your chosen theme or focus. Consider the taste, smell, texture, and appearance of the food. Reflect on the ambiance, sounds, and emotions evoked by the culinary experience. Conduct research to explore the cultural, historical, or social context to your food narrative. It should include photographs, videos, or any other visual or auditory elements.

The course seeks to historically explore the features, activities, phenomenon that shaped the Indian Business. Focus of the course is on history that has influenced and informed the contours of modern Indian business not to emphasize the capitalistic foundation of any business. The course traces the interaction between Europe and pre-colonial Indian approaches, caste system influencing the business, impact of Globalisation leading to the fourth industrial revolution shaping the businesses in India.

Objectives:

·       To trace the historical phenomenon influencing the Indian business  

·       To understand that business responds to different political, social, cultural aspects of a society, not a-historical money-making venture

·       What is Business History?

·       Contours of Indian Business History

·       Precolonial trade in India - a. Agency Houses b. Opium Trade c. Banking Houses d. Anglo-Bania Alliance

·       European trading interests in India The East India Company and the manufactures upto 1757 British private trade in eighteenth century East India Company’s trade, 1757-1833

·       European Agency Houses Currency credit and indigenous bankers, 1800-1850 Origins and growth of Managing Agencies- new industries and technology

·       The East India Company

·       The Industrial Revolution & Railroads 

·       Entrepreneurship and Rise of the Industrial Elite

·       The growth of big business in India and abroad

·       Mergers in the 19th and early 20th century

·       Family oriented firms and practices

·       Government industrial policy Growth of Business: 1947-1990

·       Technical innovations

·       Multinationals

·       Shifts in the policy and their critique

·       Roy, Tirthankar. 2011. The Economic History of India, 1857-1947. New Delhi: OUP.

·       Lectures delivered at Godrej Archives, Mumbai 

A Pictorial History of Indian Bussiness

Compiling the history of a Bangalore based family business; write a narrative based on the changes that the business has adopted to survive and responded to the changing business environment - 30 marks

Select a woman entreprenuer who is running a bussiness for the past 10years in Bangalore. Interview her to understand the business from its inception, her business philosophy and her journey as a business woman. Video record the interview. The interview should be atleast for 20min. The video should be accompanied by a reflective essay. - 30marks  

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. 

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”

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

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)

Dobrin, Sidney I. Blue Ecocriticism and the Oceanic Imperative. Routledge, 2021.

Mentz, Steve. An Introduction to Blue Humanities. Routledge, 2023.

·       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.