Syllabus for
BSc (Physics, Mathematics/Honours/Honours with Research)
Academic Year (2023)
1 Semester - 2023 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA141D
TALENT MANAGEMENT
Multidisciplinary Courses
3
3
50
BLS141
INTRODUCTION TO BIOLOGY
Multidisciplinary Courses
3
03
100
BLS142
PRINCIPLES OF FORENSIC SCIENCE
Multidisciplinary Courses
3
3
100
CHE141A
CHEMISTRY AND SOCIETY
Multidisciplinary Courses
3
3
100
CHE141B
NUTRICHEM
Multidisciplinary Courses
3
3
100
COM144
FINANCIAL LITERACY
Multidisciplinary Courses
3
03
100
COM145
CREATIVE ADVERTISEMENT
Multidisciplinary Courses
45
3
100
CSC141
PROGRAMMING IN C
Multidisciplinary Courses
3
3
100
CSC143
WEB DESIGNING USING HTML, PHP AND MYSQL
Multidisciplinary Courses
3
3
100
CSC149
INTRODUCTION TO DATA SCIENCE
Multidisciplinary Courses
3
3
100
DMT141
DANCE MOVEMENT THERAPY
Multidisciplinary Courses
2
3
100
DSC142
PYTHON PROGRAMMING FOR DATA SCIENCE
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
EST145
POETICS , POLITICS AND PIVOTAL PEOPLE OF ROCK N ROLL
Multidisciplinary Courses
3
3
50
EST148
THE OCEANS IN CINEMA: A BLUE HUMANITIES READING
Multidisciplinary Courses
3
3
100
HIS141
HISTORY AND CINEMA
Multidisciplinary Courses
3
3
100
LAW143
LABOUR AND SOCIAL WELFARE
Multidisciplinary Courses
3
3
100
LAW144
ENVIRONMENTAL LAW
Multidisciplinary Courses
3
3
100
MAT003
BRIDGE COURSE FOR DIFFERENTIAL CALCULUS
Bridge Courses
5
0
50
MAT101-1
DIFFERENTIAL CALCULUS
Major Core Courses-I
4
4
100
MAT161-1
INTEGRAL CALCULUS
Skill Enhancement Courses
3
3
50
MED144
HARRY POTTER AND CONTEMPORARY ISSUES
Multidisciplinary Courses
3
3
50
MED146
PUBLIC SPEAKING
Multidisciplinary Courses
3
3
50
PHY001
BRIDGE COURSE IN PHYSICS
Bridge Courses
2
0
50
PHY101-1
MECHANICS
Major Core Courses-I
3
3
100
PHY111-1
MECHANICS LAB
Major Core Courses-I
2
2
50
PHY161-1
BASIC ELECTRONICS
Skill Enhancement Courses
3
3
100
POL141
DEMOCRACY AND ETHICAL VALUES
Multidisciplinary Courses
2
2
100
POL142
SCIENCE, TECHNOLOGY AND INNOVATION IN INTERNATIONAL RELATIONS
Multidisciplinary Courses
3
3
100
POL143
SUBALTERN STUDIES: NARRATIVES OF THE COMMUNITIES
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
PSY159
PSYCHOLOGY OF LEADERSHIP
Multidisciplinary Courses
3
3
100
SOC141
WOMEN'S ISSUES
Multidisciplinary Courses
3
3
50
STA122-1
DATA ANALYSIS USING EXCEL AND R
Allied Core Courses
3
3
100
2 Semester - 2023 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BLS144
PRINCIPLES OF AYURVEDA
-
3
3
100
CHE141
CHEMISTRY IN ACTION
-
3
3
100
COM149
INVESTMENTS AND TRADING STRATEGIES
-
3
3
100
COM150
FINANCIAL LITERACY
-
3
3
100
CSC152
INTRODUCTION TO BLOCKCHAIN
-
3
4
100
CSC154
INTRODUCTION TO PYTHON PROGRAMMING
-
3
3
100
CSC155
USER DESIGN EXPERIENCE (UX)
-
3
3
100
DSC143
DATA VISUALIZATION
-
3
3
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
EST153
PARTITION NARRATIVES
-
3
3
50
EST154
LITERATURE FROM THE NORTHEAST
-
3
3
50
EST155
FORENSIC LINGUISTICS THROUGH CASE STUDIES
-
3
3
50
EST156
RETELLING OF EPICS IN INDIAN LITERATURE
-
3
3
50
LAW144
ENVIRONMENTAL LAW
-
3
3
100
LAW148
LEGAL DIMENSIONS OF MARKETING
-
3
2
100
LAW149
LEGAL ASPECTS OF HUMAN RESOURCE MANAGEMENT
-
3
2
100
LAW150C
CORPORATE SOCIAL RESPONSIBILITY AND HUMAN RIGHTS
-
3
3
100
MAT101-2
INTRODUCTORY ALGEBRA
Major Core Courses-II
3
3
100
MAT102-2
DIFFERENTIAL EQUATIONS
Major Core Courses-II
4
4
100
MAT111-2
CALCULUS USING PYTHON
Major Core Courses-II
2
1
50
MED149
INTRODUCTION TO SEMIOTICS
-
45
3
100
PHY102-2
ELECTRICITY AND MAGNETISM
Major Core Courses-I
3
3
100
PHY103-2
THERMAL PHYSICS AND STATISTICAL MECHANICS
Major Core Courses-I
3
3
100
PHY112-2
ELECTRICITY AND MAGNETISM LAB
Major Core Courses-I
2
2
50
PHY113-2
THERMAL PHYSICS AND STATISTICAL MECHANICS LAB
Major Core Courses-I
2
2
50
POL141
DEMOCRACY AND ETHICAL VALUES
-
2
2
100
POL144
INDIA AND THE WORLD
-
3
2
100
PSY144
BASICS OF CONSUMER BEHAVIOUR
-
3
3
100
PSY160
UNDERSTANDING ADDICTION AND SUBSTANCE USE
-
3
3
100
SOC143
SOCIOLOGY THROUGH CINEMA
-
3
3
50
Introduction to Program:
The department of physics provides high quality physics education, producing well prepared BSc graduates who are confident in their abilities and understanding of physics. It also promotes research and creative activities of students by providing exposure to the realm of physical science and technical expertise.
PO1: Understand and analyse the concepts of physics and apply them to real-world situations
PO2: Develop logical and analytical skills in physical sciences.
PO3: Integrate the concepts in mathematics to solve various scientific problems through computational tools.
PO4: Demonstrate problem-solving skills in mathematical sciences
Programme Specific Outcome:
PSO1: Analyse the concepts of physics and apply them to real-world situations
PSO2: Develop logical and analytical skills in physical sciences and Mathematical Sciences.
Programme Educational Objective:
PEO1: The courses in BSc (Physics, Mathematics)/Honours/Honours with Research) provide students with vital core science concepts and an application-oriented undergraduate education
Assesment Pattern
End Semester Examination Question Paper Pattern (Theory)
Time: 3 hrsMax marks: 100
The question paper will contain 6 questions (10 marks each) that are mandatory and 4 questions (10 marks each) that will have internal choice.
Questions could be designed to test conceptual knowledge, theory and analytical skills. A minimum of 40% of the questions would be to challenge the students for analytical ability.
Human Resource is considered as a valuable resource in every organization. The world class companies compete among themselves to attract the best talent across the globe. They view talent as competitive differentiator and one where the acquisition, engagement, development and retention of talent is considered as a strategic priority of business. This course exposes the students to methods and practices to acquire, engage and develop talent, focus on development of strategic leaders within an organization and also deals with how talent and knowledge can be managed effectively for the development of the organization
Course Outcome
CO 1: 1. Demonstrate an understanding of key concepts, principles and models related to talent and knowledge management
CO 2: 2. Evaluate the importance of talent management in developing organizations
CO 3: 3. Learn to apply the theories and concepts studied in the classroom to practical situations
CO 4: 4. Analyse the various talent and knowledge management practices and their value to organizations
CO 5: 5. Solve the issues pertaining to talent and knowledge management
Unit-1
Teaching Hours:7
Introduction to Talent Management
Meaning and concept of talent management, need and scope for talent management, Talent vs Knowledge, Talent management models: Process and Integrated model, Talent management initiatives, Techniques for potential appraisal, Talent management grid, Benefits of talent management.
Unit-2
Teaching Hours:7
Creating Talent Management Systems
Building blocks for talent management strategy, Developing and implementing Effective Talent Management System, Measuring the effectiveness of talent management, creating talent management system for organizational excellence.
Unit-3
Teaching Hours:7
Competency mapping and approaches to talent management
Competency Mapping- Meaning, Importance and Steps in competency mapping, Competency model, Role of leaders and HR in talent management, Talent Management Approaches, Mapping Business Strategies and Talent Management Strategies, Achieving competitive advantage, Best practices in talent management- Case studies
Unit-4
Teaching Hours:7
Integrating Talent and Knowledge Management
Introduction to knowledge management, types of knowledge, Benefits of Knowledge Management, Integrating talent management and knowledge management, Role of Information technology in talent and knowledge management.
Unit-5
Teaching Hours:7
Recent Trends and Best Practices in Talent Management
Introduction, Use of Technology in Talent Management, Use of AI in Talent Management, Talent Management using Design Thinking
Unit-6
Teaching Hours:10
Project Work: Field study & Report Submission
Experiential Learning Activity: Identifying any one organization in the manufacturing or service sector- Interacting, observing and conducting interviews with their senior HR leaders to understand how they manage and retain talent in their organizations.
Text Books And Reference Books:
●Lance A. Berger, Dorothy Berger (2017): Talent management handbook, McGraw Hill New York.
●Mark Wilcox (2016), Effective Talent Management: Aligning strategy, people and performance, (1st ed.), Routledge Taylor and Francis Group.
●Marshal Gold Smith and Louis Carter (2018): Best practices in talent management, A Publication of the practice institute, Pfeiffer, A Wiley Imprint.
●Atheer Abdullah Mohammed (2019), Integrating Talent and Knowledge Management: Theory and practice, Lamber Publishing co.,
●Cappeli Peter: Talent on Demand –Managing Talent in an age of uncertainty, Harvard Business press.
Sphr Doris Sims, Sphr Matthew Gay(2007),Building Tomorrow’s Talent : A Practitioner’s Guide to Talent Management and Succession Planning, Author House
Evaluation Pattern
Component
Maximum marks
Weightage
Total Marks in Final Grade
CIA1
20
50%
10
CIA2
20
50%
10
CIA3
50
50%
25
Attendance
5
100 %
05
Total = 50
BLS141 - INTRODUCTION TO BIOLOGY (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:03
Course Objectives/Course Description
This course introduces students to the basic principles of biology. Students will learn about the organization of life, including the cell theory and taxonomy, the chemistry of life, genetics, evolution, and ecology. The course will also cover current issues in biology such as biotechnology and environmental sustainability.
Course Outcome
CO1: Students will be able to describe the fundamental principles and concepts of biology, including the organization of life and the chemistry of living systems.
CO2: Students will be able to explain the role of genetics in inheritance, diversity, and evolution.
CO3: Students will be able to analyze the impact of human activities on the environment and the measures that can be taken to promote sustainability.
CO4: Students will be able to evaluate the ethical implications of advances in biotechnology and their impact on society.
Unit-1
Teaching Hours:15
Introduction to Biology
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
Unit-2
Teaching Hours:10
Genetics and Evolution
Mendelian genetics and inheritance patterns; DNA structure and function, gene expression and regulation; Genetic diversity and evolution; Natural selection and adaptation
Unit-3
Teaching Hours:10
Ecology and Environmental Biology
Ecosystems and biomes; Population dynamics and community interactions; Biodiversity and conservation; Human impact on the environment and sustainability
Unit-4
Teaching Hours:10
Biotechnology and Ethics
Applications of biotechnology in medicine, agriculture, and industry, Ethical issues related to biotechnology; The impact of biotechnology on society; Regulations and policies related to biotechnology
Text Books And Reference Books:
Campbell, N. A., & Reece, J. B. (2018). Biology (11th ed.). Pearson.
Freeman, S., Quillin, K., Allison, L., Black, M., Taylor, E., & Podgorski, G. (2017). Biological Science (6th ed.). Pearson.
Essential Reading / Recommended Reading
Begon, M., Townsend, C. R., & Harper, J. L. (2006). Ecology: From Individuals to Ecosystems (4th ed.). Blackwell Publishing.
Ricklefs, R. E., & Relyea, R. A. (2019). The Economy of Nature (8th ed.). W.H. Freeman.
Kuby, J., Owen, J., & Kindt, T. J. (2019). Kuby Immunology (8th ed.). W.H. Freeman.
Thompson, P. B., & Kaplan, D. M. (2019). Encyclopedia of Food and Agricultural Ethics (2nd ed.). Springer.
Evaluation Pattern
Attendance and Class Participation- 10%
Midterm Examination- 30%
Review paper/Research Paper- 20%
Seminar presentation – 10%
Final Examination - 30%
BLS142 - PRINCIPLES OF FORENSIC SCIENCE (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
Forensic science is the application of scientific principles and techniques to the investigation of crimes and legal issues. This course covers the fundamental principles of forensic science, including various scientific analysis techniques used in criminal investigations, legal and ethical issues, and types of evidence collected at crime scenes.
Course Outcome
CO1: Students will be able to Understand the principles and techniques used in forensic science investigations
CO2: Students will be able to describe the legal and ethical considerations associated with forensic science.
CO3: Students will be able to identify and analyze different types of evidence collected at crime scenes
CO4: Students will be able to evaluate scientific evidence in a legal context using proper documentation and reporting techniques
Unit-1
Teaching Hours:15
Introduction to Forensic Science
Introduction to forensic science; Historical development of forensic science; Branches and applications of forensic science; Legal and ethical issues in forensic science
Unit-2
Teaching Hours:10
Physical Evidence
Types of physical evidence; Collection and preservation of physical evidence; Analysis of physical evidence; Interpretation and evaluation of physical evidence
Unit-3
Teaching Hours:10
Biological Evidence
Types of biological evidence; DNA analysis; Serology analysis; Analyzing and interpreting biological evidence
Unit-4
Teaching Hours:10
Digital Forensics
Digital forensic investigations; Evidence collection in digital forensics; Analyzing and interpreting digital evidence; Legal and ethical considerations in digital forensics
Text Books And Reference Books:
Saferstein, R. (2019). Forensic science: From the crime scene to the crime lab. Pearson Education.
Criminal Justice & Forensics. (2017). Cengage.
Fisher, B. A. (2019). Techniques of crime scene investigation. Taylor & Francis Group.
Richard Saferstein, R. (2018). Criminalistics: An Introduction to Forensic Science. Pearson Education.
Houck, M. M., & Siegel, J. A. (2010). Fundamentals of forensic science. Academic Press.
Casey, E. (2018). Digital evidence and computer crime: Forensic science, computers, and the internet. Academic Press.
Nelson, B., Phillips, A., & Steuart, C. (2016). Guide to computer forensics and investigations. Cengage
Essential Reading / Recommended Reading
Lee, H. C. (2016). Forensic science : an illustrated dictionary. CRC Press.
Barry, J., & Cooper, J. (2018). Introduction to forensic science. Routledge.
Houck, M. (2018). Trace evidence analysis: More cases in mute witnesses. Academic Press.
Brown, T. W. (2018). Handbook of Forensic Pathology, Second Edition. CRC Press.
Barbara, J. (2011). Forensic anthropology: An introduction. CRC Press.
Hall, M. (2017). Current practice in forensic medicine. John Wiley & Sons.
Sammons, J., & Jenks, M. (2017). Digital forensics trial graphics: Teaching the jury through effective use of visual aids. Academic Press.
Evaluation Pattern
Attendance and Class Participation- 10%
Midterm Examination- 30%
Review paper/Research Paper- 20%
Seminar presentation – 10%
Final Examination - 30%
CHE141A - CHEMISTRY AND SOCIETY (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
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.
Course Outcome
CO1:: Ability to identify the influence of different chemical substances in daily lives
CO2:: Evaluate the judicious use of different chemicals and their safe handling in day today life
CO3: Ability to analyse the environmental issues and adopt sustainable practices
Unit-1
Teaching Hours:2
Introduction
Explanation of terms like Poison, toxic, irritant, flammable liquid, combustible liquid, corrosive, solvents, etc.
Unit-2
Teaching Hours:6
Environmental chemistry
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.
Unit-3
Teaching Hours:8
Energy and environment
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.
Unit-4
Teaching Hours:7
House hold chemicals and its impact on environment
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.
Unit-5
Teaching Hours:2
Polymers
Classification, uses. Recycling of polymers.
Unit-6
Teaching Hours:3
Acids and Bases
Acid and bases, their general characteristics. Household uses of acids and bases.
Unit-7
Teaching Hours:3
Biomolecules
Carbohydrates, proteins, Vitamins and minerals – Sources and Deficiency diseases.
Text Books And Reference Books:
[1] A. K. De,. Environmental Chemistry 6 th ed, New Age International Pvt Ltd Publishers;2006.
[2] J. Toedt, D. Koza and K. Van Cleef-ToedChemical Composition of Everyday Products 2005.
Essential Reading / Recommended Reading
[1] Kerry k. Karukstis and Gerald R. Van Hecke Chemistry Connections, The Chemical Basis
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.
This course gives an insight into nutrition and its importance in leading a healthy life.
Course Outcome
CO1: Discuss about nutrition and its importance in leading a healthy life.
CO2: Explain the elements of nutrition and dietry requirement.
CO3: Summerise about food analysis, food microbiology and therapeutic nutrition
Unit-1
Teaching Hours:5
Fundamentals of nutrition
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.
Unit-2
Teaching Hours:4
Basic Nutrition Concepts
NNutrition, Energy content in food, Nutrients, Nutrient Density, Characteristics of a Nutritious Diet.
Unit-3
Teaching Hours:6
Nutrient Recommendations
Dietary Reference Intakes, Digestion, Absorption, and Metabolism, Gastrointestinal Tract and secretions, Food groups, Organic Foods, GM foods.
Unit-4
Teaching Hours:6
Nutrition biochemistry
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.
Unit-5
Teaching Hours:3
Vitamins
Dietary sources, biochemical functions, requirements and deficiency diseases associated with vitamin B complex, C and A, D, E and K vitamins.
Unit-6
Teaching Hours:3
Minerals
Nutritional significance of dietary sodium, potassium, calcium, phosphorus, magnesium, iron, iodine, zinc and copper.
Unit-7
Teaching Hours:2
Malnutrition
Prevention of malnutrition, supplementary foods.
Text Books And Reference Books:
[1]Ganesh Narayanan Chauhan, 5th ed Foods that heal. Popular Book Depot 2012
[2]Mohinder Singh, 2nd ed. Health and food Gyan Publishing House 2003.
[3]S. A. Iqbal and Y. Mido 1st ed Food Chemistry. Discovery Publishing House, 2008.
Essential Reading / Recommended Reading
[1]Kittler and Sucher, 5th ed. Food and Culture Thomson Wadsworth 2007.
[2] Anita Tull, 3rdFood Nutritioned.Oxford University Press, 1997.
Evaluation Pattern
No.
Component
Schedule
Duration
Marks
CIA1
Assignment/quiz/group task/ presentations
Before MST
--
10
CIA2
Mid-Sem Test
[MST]
2 Hrs (50 marks)
25
CIA3
Assignment/quiz/group task/ presentations
After MST
--
10
CIA3
Attendance (75-79 = 1, 80-84 = 2, 85-89 = 3,
90-94 = 4, 95-100 = 5)
--
5
ESE
Internal
2 Hrs (50 marks)
50
Total
100
Final score is calculated out of 50
COM144 - FINANCIAL LITERACY (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:03
Course Objectives/Course Description
The course aims at enhancing their financial skills as well as training the students to be financial educators with family and friends. There is a need for students to effectively plan and monitor their spending. The course aims at effectively training students and equipping them with the knowledge and tools to manage their finances and also teach others the same.
Course Outcome
CO1: Understand the basic concepts of financial literacy.
CO2: Apply financial planning and budgeting decisions on a personal and professional front.
CO3: Understand the purpose and functions of the Banking system.
CO4: Understand the role and importance of financial instruments and insurance products.
Unit-1
Teaching Hours:6
Introduction to Financial Literacy
Introduction, Evolution, Meaning and importance of -Income, Expenses, Savings, Budget, Money, Currency, Bank account, savings investment, JAM-balance sheet – purpose features, format – Technology in finance – FinTech, TechFin, Regtech, sandox, Mobile-based Banking – post offices – Savings vs investments – Power of Compounding – risk and Return-Time Value of Money- Simple Interest-Compound Interest-
Unit-2
Teaching Hours:5
Planning and Budgeting
Introduction to Financial Planning - Analysing the resources of the person - Concepts in Financial Planning:The time value of money, Diversification - 'spreading risk', Investment Timing - Financial Products for Savers: Financial Products options for savers, personal budget – family budget – financial planning procedure.
Unit-3
Teaching Hours:12
Banking Products and Services
Introduction and evolution of Banking – Banking in India – RBI – Role of RBI in India– Savings and Deposits – Deposits, Accounts, KYC,e/v KYC Types of Deposits - Saving Bank Accounts, Fixed Deposit Accounts, Recurring Deposit Account, Special Term Deposit Schemes, Loans and Types of loan advanced by Banks and Other secondary functions of Bank – PAN, NSDL: PAN, Meaning of Cheque and types of cheques – CTS_MICR-IFSC – e- Banking – ATM, Debit, Credit, Smart Card, UPI, e-Wallets, Payment Banks-NPCI: Products and role in regulating the online payments, CIBIL – Banking complaints and Banking Ombudsman. Mutual Funds_ Types of Mutual Funds-NAV. Digital Currency-Bitcoin- NFO
Unit-4
Teaching Hours:12
Post Office Products, Retirement planning and Investment Avenues
Post Office Savings Account(SB), National Savings Recurring Deposit Account (RD), National Savings Time Deposit Account (TD), National Savings Monthly Income Account (MIS), Senior Citizens Savings Scheme Account (SCSS), Public Provident Fund Account (PPF), Sukanya Samriddhi Account (SSA), National Savings Certificates (VIIIth Issue) (NSC), Kisan Vikas Patra (KVP), PM CARES for Children Scheme, 2021, Interest rates (New), How to avail services, Schedule of Fee – IPBS – KYC. Employees Provident Fund (EPF) - Public Provident Fund (PPF), Superannuation Fund, Gratuity, Other Pension Plan, and Post-retire Counselling-National Pension Scheme(NPS)
Unit-5
Teaching Hours:10
Life Insurance and Related Services
Life Insurance Policies: Life Insurance, Term Life Insurance, Pension Policies, ULIP, Health Insurance, Endowment Policies, Property Insurance: Policies offered by various general insurance companies. Post office life Insurance Schemes: Postal Life Insurance and Rural Postal Life Insurance (PLI/RPLI). Housing Loans: Institutions providing housing loans, loans under Pradhan Mantri Awas Yojana – Rural and Urban-Atal Pension Yojana (APS),
Text Books And Reference Books:
Chandra, P. (2012). Investment Game: How to Win. New Delhi: Tata McGraw Hill Education
Essential Reading / Recommended Reading
Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. (2015). Financial Planning. New Delhi: Sage Publications India Pvt. Ltd.
The main objective of this course is to enable students to develop creative concepts for advertising of any product or service.
Course Outcome
CO1: To understand the critical role of creativity in advertising and develop creative strategies to be able to position the product/service.
CO2: To become familiar with the approaches and forms of advertising
CO3: To gain technical knowledge in the development of advertising for a company
CO 4: To learn to empathize with the client's needs and create content that meets the purpose in a creative manner.
Unit-1
Teaching Hours:10
Creativity and Aesthetics
Introduction to Creativity- The creativity process- Difference between a creative mind and non creative mind- Patterns of thoughts indicating creativity- How to bring out your creative genius- Philosophy of Aesthetics - Introduction to Creative works of the century
Unit-1
Teaching Hours:10
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Employability,
3.Integration of Cross Cutting Issues:Environment,Professional Ethics,
Creativity and Aesthetics
Introduction to Creativity- The creativity process- Difference between a creative mind and non creative mind- Patterns of thoughts indicating creativity- How to bring out your creative genius- Philosophy of Aesthetics - Introduction to Creative works of the century
Unit-2
Teaching Hours:10
Functions and Forms of Advertising
Types of advertisement, Ethics in advertisement, Position of Products/Services, Interplay of Branding and Advertising- Meaning of Advertising, Creative Ad makers and Advertising Agencies in India and World - Indian and Foreign creative advertisements, the controversial advertisements- The most memorable advertisements - Highly impactful and Creative advertisements.
Unit-2
Teaching Hours:10
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Employability,
3.Integration of Cross Cutting Issues:Professional Ethics,Environment,
Functions and Forms of Advertising
Types of advertisement, Ethics in advertisement, Position of Products/Services, Interplay of Branding and Advertising- Meaning of Advertising, Creative Ad makers and Advertising Agencies in India and World - Indian and Foreign creative advertisements, the controversial advertisements- The most memorable advertisements - Highly impactful and Creative advertisements.
Unit-3
Teaching Hours:10
Advertising and campaign Planning
Marketing strategy and situation analysis; Advertising plan; Advertising objectives; DAGMAR approach; Advertising campaign planning process. The art of copywriting; Advertising copy testing; Creativity in communication; motivational approaches; types of appeals used in advertising; Advertising budget process.
Unit-4
Teaching Hours:5
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Employability,
3.Integration of Cross Cutting Issues:Professional Ethics,Environment,
Elements and Principles of Design
Principles of Design- Lines, Scale, Color, Repetition, Negative Space, Symmetry,
3.Integration of Cross Cutting Issues:Professional Ethics,
Designing Advertisements
Creative brief - Value Questions -Research -Conceptual framework- Development of multiple ideas- Creative concept development process- creative brainstorming- creative differences- editing -refining creative concepts- concept presentation to the client- Appeals in advertising copy writing-print copy elements, headlines-body copy-slogans - Designing print ad- choosing –-choosing layout- -choosing Typefaces
Unit-5
Teaching Hours:10
Designing Advertisements
Creative brief - Value Questions -Research -Conceptual framework- Development of multiple ideas- Creative concept development process- creative brainstorming- creative differences- editing -refining creative concepts- concept presentation to the client- Appeals in advertising copy writing-print copy elements, headlines-body copy-slogans - Designing print ad- choosing –-choosing layout- -choosing Typefaces
Text Books And Reference Books:
Batra, A. M. (2010). Advertising Management. Delhi: Pearson Education.
Essential Reading / Recommended Reading
Chunawala, S .A.(2015). Advertising Management. Mumbai: Himalaya Publishers.
Moriarty, W. B. (2020). Advertising Principles and Practices. New Delhi: Prentice Hall of India.
Evaluation Pattern
100 marks divided into 20 marks each assignment.
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
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.
Course Outcome
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.
Unit-1
Teaching Hours:9
Introduction to C
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
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
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
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
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%
CSC143 - WEB DESIGNING USING HTML, PHP AND MYSQL (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
This course covers the fundamentals of HTML and PHP for web development. Students will learn HTML tags for content structuring and essential PHP scripting concepts, including variables, conditional statements, and error handling. Additionally, they will explore form handling, loops, and MySQL database interactions using PHP. By the end, students will be equipped to create dynamic web applications and understand the essentials of web programming.
Course Outcome
CO1: Understand and apply HTML basics, including tags for structure, lists, images, hyperlinks, and tables.
CO2: Develop PHP scripts with variables, data types, conditional statements, and error handling techniques.
CO3: Utilize PHP for form handling, switch-case statements, loop structures, and working with arrays in MySQL database.
Unit-1
Teaching Hours:9
Unit-1
Basic HTML tags- HTML, HEAD, BODY, TITLE, Paragraphs, Headings, Line Breaks, Dividers- P, H1, …H6, BR, HR, Character Entity References- Quotes, ampersands, angle brackets, and non-breaking spaces Lists- OL, UL, DL, Formatting-URL and Paths, Images- IMG, Hyperlinks, Table-TABLE, TR, TD, TH, Form-FORM, INPUT, TEXTAREA, SELECT, OPTION, Frames-FRAMESET, FRAME
Unit-2
Teaching Hours:9
PHP Basic
Writing PHP scripts - Writing PHP scripts, learn about PHP code structure, how to write and execute a simple PHP script and to add comments within your code.
Variables and Data Types- Learn about Variables, values and Data Types in PHP: boolean, integer, float, string, array, object, Resource, null.
Numbers and mathematical Operators- Introducing Numbers and mathematical 0perators, some PHP functions for more complex operations with numbers.
PHP Strings- Working with strings, using simple and double quotes, escaping quotes and other characters, concatenating strings, some functions for strings.
Constants- Introducing Constants, syntax for defining constants, differences between variables and defined constants.
PHP Error Handling and Debugging-Error Handling, debugging and trigger errors and how to adjust the level of error reporting, handling exceptions.
If ... Else conditionals, Comparative and Logical operators - Make PHP script takes decisions with If, Else, Elseif conditional statements. Compare two values with Comparative and Logical operators. The ternary operator.
Unit-3
Teaching Hours:9
Unit-3
Using HTML Forms - Using HTML Forms, PHP form handling, get data sent from form fields through GET and POST method, form validation.
$_GET, $_POST Variables - How to send data with get and post methods to a PHP script and access it with superglobal $_GET, $_POST variables.
Switch ... Case ... - PHP MySQL course - Switch ... Case ... conditional statement, switch with break and default instructions.
While Loops - Using While and Do Wile Loops. End the While loops with the break instruction. Syntax and examples.
For and For each Loops - Using for () and for each () Loops. End the "For" loops with the break instruction. Syntax and examples.
PHP Arrays - Creating Numeric (indexed) Arrays and Associative arrays. Accessing, modifying and traversing array elements.
Unit-4
Teaching Hours:9
Unit-4
PHP MySQL Introduction, Data Types - PHP MySQL Introduction, database structure, tables. MySQL naming rules, and column's data types.
PHP MySQL - INSERT INTO - Insert data in MySQL table, INSERT INTO query. Insert data from a form into a database.
PHP MySQL - SELECT, ORDER BY - Retrieve and display data from a MySQL table, SELECT SQL command. Determine the number of records. Sort query results with ORDER BY clause (ASC and DESC).
Unit-5
Teaching Hours:9
Unit-5
PHP MySQL - WHERE and LIKE - Selecting specific data from a database with the WHERE clause and Conditionals. Check for string matching with LIKE and NOT LIKE terms.
PHP MySQL – UPDATE - UPDATE query to edit / change existing records in MySQL table.
PHP MySQL – DELETE - The DELETE statement, used to entirely remove records from a database table.
Text Books And Reference Books:
[1] Powell, HTML & XHTM: The Complete Reference, 4th Edition, Tata McGraw-Hill Edition [2] Steven Holzner, PHP: The Complete Reference, McGraw-Hill Higher Education, 2008
Essential Reading / Recommended Reading
[1] Robin Nixon, Learning PHP, My SQL and Java Script, Kindle Edition, O'Reilly Media 2009.
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
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.
Course Outcome
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
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:
Data cleaning – handling missing values – errors and outliers
Unit-2
Teaching Hours:6
Classification
Decision trees – naïve based methods – neural networks – SVM.
Unit-2
Teaching Hours:6
Data Transformation
Application of normalization methods – min-max method –
Performance metrics of tasks – drawing various charts from the results – interpretation of results.
Unit-5
Teaching Hours:6
Tools for data science
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.
Evaluation Pattern
CIA 50%
ESE 50%
DMT141 - DANCE MOVEMENT THERAPY (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:2
Max Marks:100
Credits:3
Course Objectives/Course Description
Course description:
This course has been conceptualized in order to Understanding and exploring theory and practice as two sides of the same coin for academic
excellence in Performing Arts. Benchmarking quality, understanding and exploring adaptability to situations and taking leadership tasks.
Maintaining emotional and aesthetics sensitivity in verbal and non-verbal communication
Course Outcome
CO1: To work on the body schema, body image and physical self-concept
To examine the concept of creativity and imagination.
CO2: To understand and gain practical understanding about the human body expression through the Gross Motor Skills Development, the
Global Motor Coordination Schemes according Bartenieff, the Effort/Shape system of movement analysis according Laban.
CO3: To gain the ability to express emotions
To improved confidence and self-esteem
CO4: To analyse and to gain practical understanding about the concept of Dance: from ancient social function to performance, from performance
to therapy.
To learn how Dance Movement Therapy dances with life: instances of different social areas in which Dmt is practised.
Unit-1
Teaching Hours:20
Introduction on Dance Movement
Definition of Dance and its history
Definition of creativity
History of Dance Movement Therapy theory
To understand and to gain practical understanding about the human body expression
the Gross Motor Skills Development,
the Global Motor Coordination Schemes according Bartenieff,
the Effort/Shape system of movement analysis according Laban.
Unit-2
Teaching Hours:25
Practice
Explore the body: The warm –up in Dance Movement Therapy
The social function of the dance
Text Books And Reference Books:
Essential references: (in APA format)
- Bellia , V. (2020). A body among other bodies. Relational Expressive Dance Movement Therapy. Catania A&G
- Hackney, P. (1998). Making connections. Total body integration through Barrtenieff Fundamentals. Routledge, New York.
- Laban R. (1950). The mastery of movement on the stage. McDonald & Evans, London
- Laban R., Lawrence F.C. (1947). Effort. McDonald & Evans, London
- Schilder P., (1935) The image and appearance of the human body. Taylor & Francis
Essential Reading / Recommended Reading
Essential references: (in APA format)
- Bellia , V. (2020). A body among other bodies. Relational Expressive Dance Movement Therapy. Catania A&G
- Hackney, P. (1998). Making connections. Total body integration through Barrtenieff Fundamentals. Routledge, New
- Schilder P., (1935) The image and appearance of the human body. Taylor & Francis
Evaluation Pattern
Evaluation patterns - final assessment 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
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.
Course Outcome
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
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
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
Unit-3
Teaching Hours:15
Introduction to NUMPY AND PANDAS
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.
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.
Essential Reading / Recommended Reading
[1]Reema Thareja ,Python Programming using problem solving Approach , Oxford University, Higher Education Oxford University Press, 2017
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.
Course Outcome
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:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
1. The Happy Prince- Oscar Wilde
2. Sonnet 18- William Shakespeare
Unit-1
Teaching Hours:7
Language
Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing
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
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.
Course Outcome
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
What is Travel ? A Basic introduction
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
Travel Writing: An Overview
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
Indian Travel Narratives
This module focuses on the evolution of Indian Travel Narratives.
Unit-4
Teaching Hours:10
Women and Travel Writing in India
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.
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.
5) Bohls, E. A. (1995). Women travel writers and the language of aesthetics, 1716-1818 (No. 13). Cambridge University Press.
Evaluation Pattern
Examination and Assessment
Assessment Pattern
20 (CIA 1)
20 (CIA 3)
50 (CIA 2)
50 (End Semester)
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
Max Marks:100
Credits:3
Course Objectives/Course Description
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.
Course Outcome
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
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
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
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
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
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
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:
"The Natural" by Bernard Malamud
"Friday Night Lights" by H.G. Bissinger
"The Art of Fielding" by Chad Harbach
"Seabiscuit: An American Legend" by Laura Hillenbrand
"The Contender" by Robert Lipsyte
"The Loneliness of the Long-Distance Runner" by Alan Sillitoe
"A Fan's Notes" by Frederick Exley
"The Boys of Summer" by Roger Kahn
"The Sportswriter" by Richard Ford
"Open" by Andre Agassi
"Fever Pitch" by Nick Hornby
"The Crossover" by Kwame Alexander (young adult literature)
"The Runner" by Cynthia Voigt (young adult literature)
"The Absolutely True Diary of a Part-Time Indian" by Sherman Alexie (young adult literature)
"The Fighter" by Michael Farris Smith
Essential Reading / Recommended Reading
"The Boxer" by Joyce Carol Oates
"The Runner" by Don DeLillo
"Blindside" by Michael Lewis
"The Tennis Partner" by Abraham Verghese
"Basketball" by John Updike
"The Chariot" by Ray Bradbury
"The Trophy" by Alberto Alvaro Ríos
"The Catch" by W.P. Kinsella
"In the Ring" by Andre Dubus
"Roller Derby Queen" by Margot Livesey
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
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.
Course Outcome
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
Unit I: What is gaming ? Basic introduction
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
Unit II: Gaming, Society and Narration
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
Unit III: Games and Ethics
This unit is focussed on ethical framework of games.
Unit-4
Teaching Hours:5
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.
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 Front12, 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.
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.
Evaluation Pattern
Examination and Assessment
Assessment Pattern
20 (CIA 1)
20 (CIA 3)
50 (CIA 2)
50 (End Semester)
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.
EST145 - POETICS , POLITICS AND PIVOTAL PEOPLE OF ROCK N ROLL (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3
Course Objectives/Course Description
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
Course Outcome
CO1: ? To critically appreciate characteristics and concerns of popular music
CO2: To read popular music as cultural artefact and socio-political entities
CO3: ? To regard popular music as the voice and identity of a generation and locate its historical trajectory
CO4: ? To engage with artists and performances as cultural texts
Unit-1
Teaching Hours:10
A brief history of Popular Music before the Beatles
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
Unit-2
Teaching Hours:15
Birth of a Genre (From Gospel to Rock)
Bill Haley
Chuck Berry
Buddy Holly
Unit-3
Teaching Hours:15
Classic Rock and the British Invasion
The Beatles and Beatlemania
Establishing an aesthetic of Mod
TV and bands
The Rolling Stones
Unit-4
Teaching Hours:15
Art Rock and the Album Era: Concept Albums and Album Art
Bands as Artists
Beatles / Sgt Pepper’s
Pink Floyd /The Wall
The Who / Tommy
Unit-5
Teaching Hours:15
The Politics of Rock n Roll Folk rock: People power; Guerrilla Minstrels Folksong as Protest
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
Text Books And Reference Books:
Whats that sound? An introduction to Rock and its history .
Jon CovachUniversity of Rochester
and the Eastman School of Music
Andrew Flory
Carleton College
W. W. NORTON AND COMPANY
NEW YORK • LONDON
fifth Edition
Essential Reading / Recommended Reading
Baugh, Bruce. “Prolegomena to Any Aesthetics of Rock Music”. The Journal of Aesthetics and Art Criticism, Vol. 51, No. 1 (Winter, 1993): 23-29. JSTOR. The American Society for Aesthetics. Web. 26Jul, 2016. < http://www.jstor.org/stable/431967>
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 >
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.
Evaluation Pattern
Assessment: (20 marks).
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
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
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.
Course Outcome
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
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”
Unit-2
Teaching Hours:13
Mapping the Ocean: Reading through Blue Humanities
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
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)
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.
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
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.
Course Outcome
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
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
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
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
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).
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
LAW143 - LABOUR AND SOCIAL WELFARE (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
It is a solitary principle of industrial relations that a happy and content labourer is an indispensable asset for any employer. However, labourers have not received their due on account of historical wrongs, and in this era of a market economy, labourers do not seem to get the minimum standards of social security. As a result, industrial peace and harmony have remained a distant dream. Hence, constant efforts are being made by the governments to ameliorate the working conditions of labour in order to ensure minimum welfare for the workers.
Course Outcome
CO 1 : Explain the general concept of labour social welfare and also the constitutional foundation of the same
CO 2 : Analyse the role of the International Labour Organisation in the protection of Labour Welfare
CO 3 : Describe existing provisions relating to the working conditions of Labourers
CO 4 : Describe the legal provisions relating to the health, safety, and welfare conditions of the
employees.
CO 5 : Analyze the legal provisions relating to Maternity benefits in workplaces
CO 6: Describe the legal provisions relating to and regulation of Contractual employment in India
Unit-1
Teaching Hours:9
INTRODUCTION
Meaning and nature of social security; Public assistance v. Public insurance; Constitutional foundations and the role of ILO
Unit-2
Teaching Hours:9
HEALTH, SAFETY AND WELFARE OF WORKERS
Introduction; Manufacturing and hazardous processes; Health, safety and welfare in factories; Working hours and employment of young persons
Unit-3
Teaching Hours:9
EMPLOYEES' INSURANCE
Introduction; Important definitions; ESI Corporation; Various benefits
Unit-4
Teaching Hours:9
MATERNITY BENEFIT
Introduction; Employment of or work by women; Right to payment of maternity benefit; Dismissal and deduction of wages
Unit-5
Teaching Hours:9
CONTRACT LABOUR
Introduction: nature and meaning; Licensing of contractors; Regulation and abolition of Contract Labour
Text Books And Reference Books:
Industrial Jurisprudence: A Critical Commentary by Dr EM Rao., Lexis Nexis., Second Edition 2015 p. 14-21
Labour and Industrial Law by H.L.Kumar., Universal Law Publishing Co., 2 volumes 15th edition 2010.,p.2082-2125
P.L.Malik‟s Industrial Law 2 Volumes., Eastern Book Company., 23rd Edition 2011.,p.2398-2405
Pai, G. B. Labour Law in India. New Delhi: Butterworth, 2001. Rao, E. M. Industrial Jurisprudence, New Delhi: LexisNexis (India), 2004.
Essential Reading / Recommended Reading
Industrial Jurisprudence: A Critical Commentary by Dr EM Rao., Lexis Nexis., Second Edition 2015 p. 14-21
Labour and Industrial Law by H.L.Kumar., Universal Law Publishing Co., 2 volumes 15th edition 2010.,p.2082-2125
P.L.Malik‟s Industrial Law 2 Volumes., Eastern Book Company., 23rd Edition 2011.,p.2398-2405
Pai, G. B. Labour Law in India. New Delhi: Butterworth, 2001. Rao, E. M. Industrial Jurisprudence, New Delhi: LexisNexis (India), 2004.
Evaluation Pattern
Assessment outline: There are in all 3 components in the scheme of evaluation. Weightage for the components is indicated in percentage.
CIA I- Class Test carrying 25 marks
CIA II – Class Test carrying 25 marks
CIA III – Class Test carrying 50 marks
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
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:
To impart an in-depth knowledge of environmental legislations to students from diverse backgrounds.
To interpret, analyse and make a critique of the legislations and Case laws relating to environment
To provide a brief understanding of various developments that has taken place at international level to check various environmental harms.
Course Outcome
CO1: learn about environmental law
C02: make students environmentally conscious
Unit-1
Teaching Hours:5
INTRODUCTION
INTRODUCTION
Unit-2
Teaching Hours:5
INDIAN CONSTITUTION AND ENVIRONMENT
INDIAN CONSTITUTION AND ENVIRONMENT
Unit-3
Teaching Hours:5
JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL POLLUTION
JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL POLLUTION
Unit-4
Teaching Hours:5
ENVIRONMENT (PROTECTION) ACT, 1986
ENVIRONMENT (PROTECTION) ACT, 1986
Unit-5
Teaching Hours:5
ENVIRONMENT (PROTECTION) ACT, 1986
ENVIRONMENT (PROTECTION) ACT, 1986
Unit-6
Teaching Hours:5
WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974
WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974
Unit-7
Teaching Hours:5
FORESTS AND CONSERVATION LAWS
FORESTS AND CONSERVATION LAWS
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
MAT003 - BRIDGE COURSE FOR DIFFERENTIAL CALCULUS (2023 Batch)
Total Teaching Hours for Semester:15
No of Lecture Hours/Week:5
Max Marks:50
Credits:0
Course Objectives/Course Description
This course aims to enable the students to bridge the gap between the knowledge of the topics studied earlier and the current course, Differential Calculus.
Course Outcome
CO1: To lay the foundations of the preliminaries of Differential Calculus.
CO2: Gain conceptual clarity on Sets, Relations and Functions.
CO3: Acquire problem-solving skills in differential calculus.
Unit-1
Teaching Hours:15
Limits, Continuity and Differentiability
Sets and Relations, Functions: Representations, types, properties; Limits and Continuity: Basic concepts; Differentiability: Derivatives of standard functions, rules of differentiation.
Text Books And Reference Books:
G.B. Thomas, M.D.Weir and J. Hass, Thomas Calculus, 12th ed., Pearson Education India, 2015.
Essential Reading / Recommended Reading
N. P. Bali, Differential Calculus, New ed. New Delhi, India: Laxmi Publications (P) Ltd., 2012.
Ralph P. Grimaldi, Discrete and Combinatorial Mathematics – An applied introduction, Pearson Addison Wesley, 5th Edition, 2004.
Evaluation Pattern
Internal Assessment: 40%;
End Semester Examination: 60%
MAT101-1 - DIFFERENTIAL CALCULUS (2023 Batch)
Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4
Course Objectives/Course Description
Course Description:Calculus is a discipline of mathematics that studies limits, motion, and rates of change. Proficiency in calculus is vital for math students for a better understanding of the subject and the advancement of the field. This course offers a modern introduction to calculus with a conceptual knowledge of the underlying mathematical concepts as its primary objective.
Course objectives: This course will help the learner to
COBJ1:develop a solid understanding of the concepts in differential calculus such as limit, continuity and differentiability and their inter-relationships.
COBJ2: to acquire the ability to think logically and precisely; understand, apply and generalise mathematical ideas.
COBJ3. recognize the appropriate tools of calculus to solve applied problems.
Course Outcome
CO1: understand limits, continuity, and derivatives of functions.
CO2: apply mean value theorems, Taylor series and optimality tests in practical problems.
CO3: demonstrate mastery of partial differentiation of functions of several variables and their applications to various fields.
CO4: employ the knowledge in differential calculus to tackle practical problems.
Unit-1
Teaching Hours:20
Limits, Continuity and Differentiability
Rates of change and tangent lines to curves, limit of a function and limit laws, the precise definition of a limit, one-sided limits, continuity, limits involving infinity; asymptotes of graphs, derivative at a point, derivative as a function, differentiation rules, derivative as a rate of change, rules of differentiation.
Unit-2
Teaching Hours:20
Application of Derivatives
Extreme values of functions on closed intervals, Rolle's theorem, mean value theorem, monotonic functions and the first derivative test, indeterminate forms, Taylor and Maclaurin series, curvature, and radius of curvature.
Unit-3
Teaching Hours:20
Partial Derivatives
Functions of several variables, limits and continuity in higher dimensions, partial derivatives, the chain rule, Jacobians, directional derivatives and gradient vectors, tangent planes and differentials, extreme values and saddle points, Lagrange multipliers, Taylor’s formula for two variables, partial derivatives with constrained variables.
Text Books And Reference Books:
G. B. Thomas, J. Hass, C. Heil, and M. D. Weir, Thomas’ Calculus, 14th ed. New Jersey, USA: Pearson Education, Inc., 2018.
Essential Reading / Recommended Reading
H. Anton, I. Bivens, and S. Davis, Calculus: Early Transcendentals, 11th ed., New York, USA: Wiley, 2016.
E. Mendelson, Schaum's Outlines Calculus, 6th Ed., USA: Mc. Graw Hill, 2021.
N. P Bali, Differential Calculus, New Delhi: Laxmi Publications, 2019.
J. Stewart, Single Variable Essential Calculus: Early Transcendentals, 2nd Ed., Belmont, USA: Brooks/Cole Cengage Learning., 2013.
S. Narayanan, T. K. M. Pillay, Calculus, Reprint, S. Viswanathan Pvt. Ltd., India, 2009. (vol. I & II.).
J. Edwards, An elementary treatise on the differential calculus: With applications and numerous examples, Reprint, Charleston, USA: Biblio Bazaar, 2010.
Evaluation Pattern
Component
Mode of Assessment
Parameters
Points
CIA I
MCQ,
Written Assignment,
Reference work, etc.,
Mastery of the core concepts
Problem solving skills
10
CIA II
Mid-semester Examination
Basic, conceptual and analytical knowledge of the subject
25
CIA III
Written Assignment, Project
Problem solving skills
10
Attendance
Attendance
Regularity and Punctuality
05
ESE
Basic, conceptual and analytical knowledge of the subject
50
Total
100
MAT161-1 - INTEGRAL CALCULUS (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3
Course Objectives/Course Description
Course Description: This course aims at enabling the students to know various principles, problem solving skills in integral calculus and enables the students in applying it in finding length of arcs, surface areas and volumes of solids of revolution, improper integrals.
Course Objectives: This course will help the learner to
COBJ 1:understand the fundamentals of integration and definite integration.
COBJ 2:establish reduction formulae for the integration of various types of functions.
COBJ 3:understand and apply integration.
Course Outcome
CO1: Compute definite and indefinite integrals of algebraic, trigonometric, logarithmic and exponential functions using formulas and substitution.
CO2: Solve integration problems using basic techniques of integration, including integration by parts and partial fractions, improper integrals.
CO3: Evaluate multiple integrals and apply integrals theorems.
CO4: Appreciate the use of reduction formulae in solving problems.
CO5: Solve applied problems using integration.
Unit-1
Teaching Hours:15
Elements of Integral Calculus
Recapitulation of methods of integration and Definite Integral, Reduction Formulae: ∫sin𝑛𝑥 𝑑𝑥, ∫cos𝑛𝑥 𝑑𝑥, 0∫𝜋/2sin𝑛𝑥 𝑑𝑥, ∫sin𝑚𝑥 cos𝑛𝑥 𝑑𝑥, ∫tan𝑛𝑥 𝑑𝑥, ∫cot𝑛𝑥 𝑑𝑥 ∫sin𝑚𝑥 sin𝑛𝑥𝑑𝑥, ∫cos𝑚𝑥 cos𝑛𝑥𝑑𝑥, ∫ 𝑥𝑛𝑒𝑎x𝑑𝑥, ∫𝑥𝑚sin𝑛𝑥𝑑𝑥, ∫𝑥𝑚cos𝑛𝑥𝑑𝑥, ∫(𝑥2+𝑦2)−𝑛 𝑑𝑥, ∫𝑥𝑚(𝑎+𝑏𝑥𝑛)𝑝 𝑑𝑥 , ∫(𝑎2+𝑥2)𝑛/2𝑑𝑥 and related examples– Leibnitz rule for differentiation under integral sign.
Unit-2
Teaching Hours:15
Line and Multiple Integrals
Line Integrals, double integrals, triple integrals, and integral theorems (Only statements).
Unit-3
Teaching Hours:15
Applications of Integral Calculus
Application of Integral Calculus: Length of arcs – Surface areas and Volumes of solids of revolutions for standard curves in Cartesian and Polar forms, Improper Integrals – beta and gamma functions – properties – relation between beta and gamma functions.
Text Books And Reference Books:
S. Narayanan and T. K. M. Pillay, Calculus, Reprint, India: S. Viswanathan Pvt. Ltd., 2009. (vol.I and II.)
G. B. Thomas, J. Hass, C. Heil and M. D. Weir, Thomas’ Calculus, 14th Ed., New Jersey, USA: Pearson Education, Inc., 2018.
Essential Reading / Recommended Reading
1.J. Stewart, Single Variable Essential Calculus: Early Transcendentals, 2nd ed.: Belmont, USA: BROOKS/COLE Cengage Learning, 2013.
2.S. Narayan, Integral Calculus, 10th revised ed. New Delhi: S. Chand and Company Ltd., 2005.
3.G. K. Ranganath, Text book of B.Sc., Mathematics, Revised ed., New Delhi, India: S Chand and Co., 2013.
4.F. Ayres and E. Mendelson, Schaum's Outline of Calculus, 6th ed. USA: Mc. Graw Hill., 2013.
5.N. P. Bali, Integral Calculus, 11th ed. New Delhi, India: Laxmi Publications (P) Ltd.., 2011.
6.D. Bhardwaj, Integral Calculus made easy, 1st ed. NewDelhi: Laxmi Publications (P) Ltd., 2006.
7.M. Spivak, Calculus, 3rd ed., Cambridge University Press, 2006.
The course is evaluated based on continuous internal assessments (CIA). The parameters for evaluation under each component and the mode of assessment are given below.
Component
Mode of Assessment
Parameters
Points
CIA I
Written Assignment,
Reference work, etc.,
Mastery of the core concepts
Problem solving skills
10
CIA II
Mid-semester Examination
Basic, conceptual and analytical knowledge of the subject
25
CIA III
Written Assignment
Problem solving skills
10
Attendance
Attendance
Regularity and Punctuality
05
Total
50
MED144 - HARRY POTTER AND CONTEMPORARY ISSUES (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3
Course Objectives/Course Description
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.
Course Outcome
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
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
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
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
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
MED146 - PUBLIC SPEAKING (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3
Course Objectives/Course Description
Public Speaking is an essential skill in the twenty first century that offers a lot of benefits for thos excel in it. Thise who have the gift of the gab are bound to interact with people with a lot of confidence and exert influence on how others respond. It boosts the chances of anyone to build their professional profile. Apart from these obvious positives in the personal and interpersonal spheres, those with Public Speaking skills are often seen as potential leaders. This course on Public Speaking aims to provide a solid conceptual foundation and a lot of opportunities for the participants to build their public speaking skills and excel at different levels.
Course Outcome
CO1: The student will be able to demonstrate one's capacity to positively manage stage fright.
CO2: The student will be able to organise the content of one's speech strategically.
CO3: The student will be able to speak confidently and employ different mechanisms to create an impact on the audience.
Unit-1
Teaching Hours:15
Public Speaking - Basics
Why Public Speaking?
Sample Public Speeches
Understanding the Psychological and Physiological states while speaking
Overcoming Stage Fright
Understanding context, objectives and the audience
Unit-2
Teaching Hours:15
Manner of speaking
In this unit, the students will learn how to speak.
Voice and delivery: Volume, texture, pauses, pace, variance
Body language: Gestures, postures, movement
Stage Presence: Using the mike, the podium and the rostrum; positioning, spatial interactions
Unit-3
Teaching Hours:15
Matter of speaking
Organisation: Beginning, middle and ending
Working on the desired impact
Practice and feedback
Text Books And Reference Books:
Gallo, C. (2017). Talk like TED. Pan Books.
Acker, M. (2019). Speak with no fear: Go from a Nervous, Nauseated, and Sweaty Speaker to an Excited, Energized, and Passionate Presenter. Advance, Coaching and Consulting.
Essential Reading / Recommended Reading
Gallo, C. (2017). Talk like TED. Pan Books.
Acker, M. (2019). Speak with no fear: Go from a Nervous, Nauseated, and Sweaty Speaker to an Excited, Energized, and Passionate Presenter. Advance, Coaching and Consulting.
Evaluation Pattern
Evaluation 1: One-minute self introduction
Evaluation 2: three-minute speech on one's chosen topic
Evaluation 3: five-minute speech on a given topic
PHY001 - BRIDGE COURSE IN PHYSICS (2023 Batch)
Total Teaching Hours for Semester:15
No of Lecture Hours/Week:2
Max Marks:50
Credits:0
Course Objectives/Course Description
This course is an introduction to some of the basic understanding in physics required in the first year of the undergraduate programme. One module of the course will be an introduction to the mathematical tools that is essential in understanding physics. The second module will cover basics of mechanics, thermodynamics, and electromagnetism.
Course Outcome
CO1: Understand the basic physical aspects of logarithms, trigonometry, and calculus, and solve real world physical problems using these mathematical tools.
CO2: Students will also be able to apply the basics of mechanics in higher level concepts in these areas.
Unit-1
Teaching Hours:10
Mathematical tools in Physics
Trigonometry: Basics of trigonometry, physical interpretation of the ratios, unit circle interpretation, graphs, identities, understanding the physical meaning of the identities and nature of the graphs, problem solving.
Logarithms: Natural and common log, inverse log and Euler’s number, physical phenomenon, human perception, and logarithm, problem solving.
Calculus: Physical origin of calculus, arriving at differential and integral formulae from graphical and physical basis, understanding the physical meaning of differentiation and integration, maxima and minima, problem solving.
Unit-2
Teaching Hours:5
Fundamentals of mechanics
Vectors: Scalars and vectors, basics of vectors, vector algebra.
J. Nearing, Mathematical Tools for Physics, University of Miami Press, 2003
D. Halliday, J. Walker, R. Resnick, Fundamentals of Physics, Wiley India Pvt Ltd (6th Edition), 2006
Essential Reading / Recommended Reading
K.F. Riley, M.P. Hobson, S.J. Bence, Mathematical Methods for Physics and Engineering, Cambridge University Press, 2006
M. L. Boas, Mathematical Methods in the Physical Sciences, John Wiley, 2005
Evaluation Pattern
There will be pre and post-assessment of the bridge course. The post-assessment will be out of 50 and the student will be deemed pass or fail.
PHY101-1 - MECHANICS (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
This course aims to provide a thorough knowledge of the basic mechanics, such as kinematics, gravitation, work, energy, oscillations, properties of matter and solving problems on related topics, which develop the students' critical and analytical thinking skills.
Course Outcome
CO1: Understand and conceptualize the forces acting on static and dynamic systems.
CO2: Solve problems related to the central force field and gravitation.
CO3: Analyze oscillatory motion, and evaluate simple harmonic motion. Understand the elastic properties and apply them to different materials.
Unit-1
Teaching Hours:15
Conservation of momentum and energy and fluid properties
Vector analysis: Review of vector algebra (Scalar and Vector product), applications for scalar and vector products, Vector derivatives, 1st order and second-order differential equations. Gradient, divergence, Curl and their significance, Vector Integration, Line, surface and volume integrals of Vector fields, Gauss divergence theorem and Stoke's theorem of vectors (statement only).
Conservation of momentum and energy: Review of Newton’s laws of motion - Conservative and non-conservative forces, Dynamics of a system of particles., Definition of centre of mass, centre of mass of two particles, group of particles. Conservation of momentum and energy, work–energy theorem and proof for the case of a falling body under gravity, the motion of rockets- equation of motion of space vehicle. Rotational motion: Angular velocity and angular momentum, torque, conservation of angular momentum.
Fluid properties: Surface tension - synclastic and anti-synclastic surface, excess of pressure, application to spherical and cylindrical drops and bubbles, variation of surface tension with temperature - Jaeger's method, drop weight method. Viscosity: Viscosity - Rate flow of liquid in a capillary tube - Poiseuille’s formula - Determination of coefficient of viscosity of a liquid - Stoke's method, variation of viscosity of a liquid with temperature.
Unit-2
Teaching Hours:15
Gravitation and oscillations
Gravitations: Newton’s law of gravitation. Motion of a particle in a central force field (general equation of motion in a plane, prove that angular momentum is conserved, areal velocity is constant). Kepler’s laws (qualitative). Satellite in circular orbit and applications. Geosynchronous orbits. Weightlessness. Basic idea of global positioning system (GPS).
Oscillations: Simple harmonic motion – simple pendulum: derivation of frequency of oscillation and total energy. Differential equation of SHM and its solutions. Kinetic and potential energy, total energy and their time averages. Damped oscillations.
Unit-3
Teaching Hours:15
Elasticity
Elasticity: Hooke’s law - Stress-strain diagram - Elastic moduli-Relation between elastic constants - Poisson’s Ratio-Expression for Poisson’s ratio in terms of elastic constants - Work done in stretching and work done in twisting a wire - Twisting couple on a cylinder - Determination of rigidity modulus by static torsion, torsion pendulum - Determination of Rigidity modulus and moment of inertia – Derivation for q, η and σ by Searle’s method.
Text Books And Reference Books:
Kittel C. (1965). Mechanics Berkeley Physics Course, New Delhi: Tata Mcgraw Hill.
Adler C. G. (1987). Does Mass Really Depend on Velocity? American Journal of Physics, 55(8), 739-743.
Halliday D., Resnick R. and Walker J. (2016). Principles of Physics Extended, International Student Version, New Delhi: Wiley India Pvt. Ltd.
Essential Reading / Recommended Reading
Reese R. L. (2003). University Physics, Brooks Pacific Grove, CA: Brooks/Cole Pub. Co.
Evaluation Pattern
Continuous Internal Assessment (CIA) 50%, End Semester Examination (ESE) 50%
The mechanics-related experiments included in this course enable the students to understand the theory better and develop application skills in a practical situations.
Course Outcome
CO1: Understand the theory and apply it to different mechanical systems.
CO2: Acquire basic skills in constructing the experimental design effectively.
Unit-1
Teaching Hours:30
List of experiments
1. Length or diameter of an object using a vernier calliper, screw gauge and travelling microscope.
2. Moment of inertia of a flywheel.
3. Elastic constants of a wire by Searle’s method.
4. Acceleration due to gravity (g) by bar pendulum.
5. Acceleration due to gravity (g) and velocity of a freely falling body using digital timing technique.
6. Surface and interfacial tension between kerosene and water.
7. Coefficient of viscosity of a given liquid by Stoke’s method.
8. Modulus of rigidity of a wire by dynamic method.
9. Modulus of rigidity of a rod by the static method.
10. Verification of the law of conservation of energy.
11. To study the motion of a spring and calculate the spring constant and value of g.
Text Books And Reference Books:
Worsnop B. L. and Flint H. T. (2005). Advanced Practical Physics (3rd ed.), New Delhi: Prentice Hall of India.
Nelkon M. and Ogborn J. M. (1985). Advanced Level Physics Practicals (4th ed.), Portsmouth, NH: Heinemann Educational Publishers.
Essential Reading / Recommended Reading
Panigrahi S. and Mallick B. (2015). Engineering Practical Physics, New Delhi: Cengage Learning India Pvt Ltd.
Prakash I. and Krishna R. (2011). A Textbook of Practical Physics, Mumbai: Kitab Mahal Publisher.
Evaluation Pattern
Continuous Internal Assessment (CIA) 50%, End Semester Examination (ESE) 50%
Component
Duration
Marks
CIA
Class work, Pre-lab assessment, MSE
25
ESE
Experiment and viva voce
3 hours
25
Total
50
Each student should complete a minimum of 75 per cent of the allotted experiments to be eligible to attend practical ESE. The fair record of each experiment is to be attested by the lab faculty in charge in the same week.
PHY161-1 - BASIC ELECTRONICS (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
This skill enhancement course on basic electronics includes the fundamental concepts in Electronic devices and circuits. This paper also gives an opportunity to the students to learn the basic procedure in the designing of electronic circuits and also troubleshooting methods. In order to enable students to have an experience of electronics circuit design, the simulator tools are introduced in the course. The course also discusses e-waste and its hazards to sensitize the students as a part of societal engagement.
Course Outcome
CO1: Understand the basics of electronic devices, functioning of electronic circuits and basic instruments.
CO2: Apply the principles of electronic circuits to describe the applications of electronic systems
CO3: Analyze the circuits and solve numerical problems.
Unit-1
Teaching Hours:15
Fundamentals of electronics
Introduction, Major sectors of electronics industry and common applications, Electronic components, DC and AC voltage sources, ideal and practical representations and description. Electrical safety measures. Passive Components - Resistors, types, colour code, numerical examples on resistive circuits, Capacitors, principle, types, Inductor, principle, types. Active components - diode, Zener diode, construction, working and characteristics. Transistor, types, construction, operating modes and characteristics. Data sheet reference for the electrical specifications of the transistors.
Unit-2
Teaching Hours:15
Applications of semiconductor devices
Semiconductor diode as rectifier, halfwave and fullwave circuits, waveforms, applications. Filter circuits, need for filters, types, circuit diagram and description with waveforms. Zener diode as voltage regulator, DC power supply block diagram. Practical applications. Transistor as an electronic switch, circuit diagram, analysis of its working. Transistor as an amplifier, single stage amplifier, description, expressions for voltage gain, basic design procedure for the voltage gain, power amplifiers, types and applications (qualitative). Hands on with simulators (online/offline) to build and test the circuits with passive and active devices.
Unit-3
Teaching Hours:15
Electronic measuring instruments
Multimeter, need for multimeter, types - analog and digital, measurement options, Cathode Ray Oscilloscope - basic principle, simplified block diagram, working, applications. Digital Oscilloscope (mention only). Signal generator, basic principle, simplified block diagram, working, applications. 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]. Malvino A. P. (2011). Principles of Electronics (7th ed.), New Delhi: Tata McGraw Hill.
[2]. Mehta V. K. (2014). Principles of Electronics (11th ed.), New Delhi: S. Chand & Co.
[3]. Darr J. and Horn D. T. (2000). How to Test Almost Everything Electronic, New York:McGraw-Hill Inc.
Essential Reading / Recommended Reading
[4]. Frenzel Jr. L. E. (2010). Electronics Explained: The New Systems Approach to Learning Electronics, New York,Newnes.
Evaluation Pattern
No.
Components
Marks
CIA 1
Assignment/Test
10
CIA2
Mid Semester Exam
25
CIA 3
Quiz, online test, presentation, minor project
10
Attendance
05
ESE
50
Total
100
POL141 - DEMOCRACY AND ETHICAL VALUES (2023 Batch)
Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2
Course Objectives/Course Description
This course has been conceptualized to introduce and discuss the moral foundations of democracy in principle, and democratic institutions, in particular. The students are initiated to various types of moral discourses in political philosophy. Further, this course looks at the development of democracy, in the global as well as the national realm. Democracy as an ideal gets fructified in the form of a government, which in turn is based on the principles of justice, freedom, equality, and fraternity. Ethics acts as the premise on which a successful democracy rests.
Course Outcome
CO1: By the end of the course the learner should be able to:
Demonstrate civic and political consciousness
CO2: To have a dedicated and empathetic band of students who would act as agents of change in society.
Unit-1
Teaching Hours:10
DEMOCRACY AND ETHICS: AN INTRODUCTION
Democracy
Conceptual development of Democracy
Principles of Democracy: Freedom, Equality and Fraternity
Ethics
Concept of Values, Morals and Ethics
Democracy vis-a-vis Ethics
Government by Consent
Constitutional Government and Rule of Law
Democracy and Human Rights
Unit-1
Teaching Hours:10
DEMOCRACY AND ETHICS: AN INTRODUCTION
Democracy
Conceptual development of Democracy
Principles of Democracy: Freedom, Equality and Fraternity
Ethics
Concept of Values, Morals and Ethics
Democracy vis-a-vis Ethics
Government by Consent
Constitutional Government and Rule of Law
Democracy and Human Rights
Unit-2
Teaching Hours:10
PERSPECTIVES ON ETHICS
Western Thought
Duty Ethic
Utilitarianism
Indian Thought
a. Hindu Tradition: Dharma and Karma, Purusharthas
b. Buddhist Tradition: Four Noble Truths and Eight-fold Path
c. Indian syncretic traditions-Ashoka, Kabir and Akbar
Unit-2
Teaching Hours:10
PERSPECTIVES ON ETHICS
Western Thought
Duty Ethic
Utilitarianism
Indian Thought
a. Hindu Tradition: Dharma and Karma, Purusharthas
b. Buddhist Tradition: Four Noble Truths and Eight-fold Path
c. Indian syncretic traditions-Ashoka, Kabir and Akbar
Unit-3
Teaching Hours:10
CHALLENGES TO INDIAN DEMOCRACY
Institutional
Free and fair elections
Ethical Code of Conduct for Politicians
Character record of members of the legislature
Ethical use of majority in parliament
Avoidance of ‘floor crossing’ and defection
Alliance of political parties to form brittle governments
Independence of judiciary and media
Safeguard national history and avoid distortion
Political neutrality in educational institutions.
Judicious allocation of central funds to states
Freedom of Press
Citizen Centric
Free speech and Expression
Right to dissent
Preventive detention and Sedition
Unit-3
Teaching Hours:10
CHALLENGES TO INDIAN DEMOCRACY
Institutional
Free and fair elections
Ethical Code of Conduct for Politicians
Character record of members of the legislature
Ethical use of majority in parliament
Avoidance of ‘floor crossing’ and defection
Alliance of political parties to form brittle governments
Independence of judiciary and media
Safeguard national history and avoid distortion
Political neutrality in educational institutions.
Judicious allocation of central funds to states
Freedom of Press
Citizen Centric
Free speech and Expression
Right to dissent
Preventive detention and Sedition
Text Books And Reference Books:
Christiano, Thomas, ed., Philosophy and Democracy, Oxford: Oxford University Press, 2002.
Dewey, John, “Philosophy and Democracy” [1919] and “The Ethics of Democracy” [1888] in The Political Writings, ed. D. Morris, I. Shapiro, Indianapolis: Hackett, 1993.
Finnis, John. Fundamentals of Ethics. Oxford: Clarendon Press, 1983.
Gandhi, M. K. An Autobiography or The Story of My Experiments with Truth. Ahmedabad: Navajivan Mudranalaya, 1927.
Granville, Austin, The Indian Constitution: Cornerstone of a Nation. New Delhi: Oxford University Press, 2000.
Jain, Subhash, The Constitution of India: Select Issues and Perceptions. New Delhi: Taxmann, 2000.
Walzer, Michael, “Philosophy and Democracy”, Political Theory, Vol.9, No.3, 1981, 379-399.
Essential Reading / Recommended Reading
Locke, John, Second Treatise on Civil Government, (1690), ed. C. B. MacPherson, Indianapolis, IN: Hackett, 1980.
Kant, Immanuel. Foundations of the Metaphysics of Morals. trans. Lewis White Beck, Indianapolis: Bobbs-Merril, 1959.
Kant, Immanuel, Critique of Practical Reason, trans. Lewis White Beck, Indianapolis: Bobbs-Merril, 1956.
Machiavelli, The Prince [1513], ed. Q. Skinner, Cambridge, Cambridge University Press, 1988.
Plato, The Republic, revised/trans. by Desmond Lee, Harmondsworth, UK: Penguin Books, 1974.
Rawls, John, Political Liberalism, New York: Columbia University Press, 1996
Sandel, Michael (ed.), Justice—A Reader, Oxford University Press, 2007.
Singer, Peter, Democracy and Disobedience, Oxford: Oxford University Press, 1973.
Evaluation Pattern
CIA 1-25
CIA 2-25
CIA 3-50
POL142 - SCIENCE, TECHNOLOGY AND INNOVATION IN INTERNATIONAL RELATIONS (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
The main objectives of the course are to:
●Present an overview of the major concepts, debates, and historical facets of STI in IR.
●Create a foundation for the students to pursue further research in various aspects of STI in IR, and provide a systemic understanding of its impact on the economy, politics, culture, society, and foreign relations of India and other countries.
Providing an academic understanding in the current context of emerging technologies, its impact and influences in the society, as well as create avenues for interdisciplinary understanding and research.
Course Outcome
CO1: - Understand the nature, scope and significance of STI in International Relations (IR).
- Understand the concepts, ideas, and debates in Science, Technology and Innovation vis-a-vis International Relations.
CO2: - Learn to use conceptual tools to understand new developments which of Science, Technology and Innovation in International Relations.
- Analyze the major theories/approaches of Science, Technol-ogy and Innovation.
- Develop a critical perspective on the major international regimes/ issues in STI in International Relations.
CO3: - Develop a thorough understanding on the scientific, technological and innovation-related process in major powers and national economies, especially India.
- Explore the ways and Science, Technology and Innovation issues confronted by the world from a foreign policy perspective.
Unit-1
Teaching Hours:6
Introduction
Science, Technology and Innovation (STI) in International Relations;
History and Evolution of STI in International Relations;
STI and Globalization;
STI and Diplomacy;
State, non-State actors and Stakeholders;
STI and International Institutions;
International Scientific Relations (ISR)
Unit-2
Teaching Hours:6
Basic Concepts and Theories:
Digital Westphalia,
Technonationalism,
Cyberspace and related facets of sovereignty, warfare, security, espionage, terrorism, and crime;
Data sovereignty, Technocolonialism; Digital imperialism,
Security v Privacy debate,
STI and Sustainable Development Goals (SDGs)
Unit-3
Teaching Hours:6
Global STI Landscape
History and Evolution of Global STI Landscape;
Fourth Industrial Revolution;
Knowledge Economy;
STI and Human Capital;
International Political Economy of STI
Unit-4
Teaching Hours:6
India:
India’s STI Policies: history, evolution, implementation and challenges;
Spin-offs: civilian, military;
Research and Development (R&D);
Political Economy of India’s STI Ecosystem;
Institutions and Organisations
Unit-5
Teaching Hours:6
Case Studies:
STI landscape in countries: Emergent Technologies and Institutions, Internet of Things; Artificial Intelligence; Big Data; Blockchain
Text Books And Reference Books:
Aghion, P., David, P.A. and Foray, D. (2008). Science, Technology and Innovation for Economic Growth: Linking Policy Research and Practice in 'Stig Systems'. Research Policy 38(4): 681-693.
Del Canto Viterale, F. (2021). International Scientific Relations: Science, Technology and Innovation in the International System of the 21st Century. Anthem Press.
Ogburn, W.F. (1949). Technology and international relations. Chicago: The University of Chicago Press.
Colglazier, E.W. and Montgomery, K. (2022). Opportunities and Challenges for Science Diplomacy. Science & Diplomacy.
Hieronymi, O. (1987). Technology and International Relations. London: Palgrave Macmillan.
Leijten, J. Innovation policy and international relations: directions for EU diplomacy. Eur J Futures Res 7, 4 (2019).
M. Mayer, M. Carpes, & R. Knoblich. (eds.). (2014). The Global Politics of Science and Technology - Vol. 1. Springer Berlin, Heidelberg.
Ruffini, P.-B. (2017). Science and Diplomacy: A New Dimension of International Relations. Paris: Springer International Publishing AG.
Klein, U. (2020). Technoscience in History: Prussia, 1750-1850. MIT: The MIT Press.
McIlwain, C.H. (1933). A Fragment on Sovereignty. Political Science Quarterly, Vol. 48(1), pp. 94-106.
Negroponte, N. (1995). Being Digital. Hodder and Stoughton: Great Britain.
Reghunadhan, R. (2022). Cyber Technological Paradigms and Threat Landscape in India. First Edition., Palgrave Macmillan, Springer Singapore, ISBN: 978-981-1691-27-0.
Office of the United States Trade Representative (USTR). (2017a). Findings of The Investigation into China’s Acts, Policies, and Practices Related to Technology Transfer, Intellectual Property, and Innovation Under Section 301 of The Trade Act of 1974. https://ustr.gov/sites/default/files/Section%20301%20FINAL.PDF: 3-18
Schmidt, J.C. (2021). Philosophy of Interdisciplinarity: Studies in Science, Society and Sustainability. History and Philosophy of Technoscience. Oxford: Routledge.
Schultz, T.W. (1961). Investment in Human Capital. The American Economic Review 51(1): 1-17.
Trencher, G. (2018). Towards the smart city 2.0: Empirical evidence of using smartness as a tool for tackling social challenges, Technological Forecasting and Social Change 142: 117-128.
Suttmeier, R.P., Cao, C. and Simon, D.F. (2006). China’s Innovation Challenge and the Remaking of the Chinese Academy of Sciences. Innovations: Technology, Governance, Globalization 1(3d): 78-97.
Landes, D. (2006). Why Europe and the West? Why Not China? The Journal of Economic Perspectives 20(2): 3-22.
M. Z. Taylor. (2016). The Politics of Innovation: Why Some Countries Are Better Than Others at Science and Technology. Oxford: Oxford University Press
Villa-Henriksen, A., Edwards, G.T.C., Pesonen, L.A., Green, O. and Sørensen, C.A.G. (2020). Internet of Things in arable farming: implementation, applications, challenges and potential. Biosys. Eng. 191: 60–84
Zhang, W. (2019). Constitutional Governance in India and China and Its Impact on National Innovation. In Liu, K-C. and Racheria, U. (eds.). Innovation, Economic Development, and Intellectual Property in India and China. ARCIALA Series on Intellectual Assets and Law in Asia. Springer Singapore: Singapore: 39-67.
Department of Science and Technology (DST). (2020). Science, Technology, and Innovation Policy. Government of India. https://dst.gov.in/sites/default/files/STIP_Doc_1.4_Dec2020.pdf
Reghunadhan, R. (2022). Cyber Technological Paradigms and Threat Landscape in India. First Edition., Palgrave Macmillan, Springer Singapore, ISBN: 978-981-1691-27-0.
Kharbanda and Ashok Jain. (eds.). Science and Technology Strategies: for Development in India and China. New Delhi: Har-Anand Publications Pvt Ltd: 93-134.
P.K. Pattnaik et al. (eds). IoT and Analytics for Agriculture, Volume 3. Studies in Big Data, vol 99, Singapore: Springer, pp. 201-225, ISBN: 978-981-16-6210-2.
Krishnan Saravanan et al. (eds.). Handbook of Research on Blockchain Technology, London: Academic Press (Elsevier), pp. 1-34, ISBN: 9780128198162.
Essential Reading / Recommended Reading
Department of Science and Technology (DST). (2020). Science, Technology, and Innovation Policy. Government of India. https://dst.gov.in/sites/default/files/STIP_Doc_1.4_Dec2020.pdf
Reghunadhan, R. (2022). Cyber Technological Paradigms and Threat Landscape in India. First Edition., Palgrave Macmillan, Springer Singapore, ISBN: 978-981-1691-27-0.
Kharbanda and Ashok Jain. (eds.). Science and Technology Strategies: for Development in India and China. New Delhi: Har-Anand Publications Pvt Ltd: 93-134.
Evaluation Pattern
Written analyses in about 800-1500 words submitted
Multiple Choice Questions (MCQs) covering wide range of facets that focus on knowledge, skill and attitude of the student and their understanding on the topic.
Subjective type question(s): Understanding the emerging complexities and dynamics in the region
Application of the understanding to the situation
Solutions to the problems given
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
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.
Course Outcome
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
Foundation of Subaltern Studies Collective, Ranajit Guha, Need of subaltern studies, Resources, Subaltern life narratives
Unit-2
Teaching Hours:6
Communities Countering the Dominance
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
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
-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
- 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.
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
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
This course has been conceptualized to help learners in delving into the conversation between gender and psychology. Through the lens of socio-historico location of an individual an attempt will be made to locate gender, cognize the spaces of performing, reproducing and perpetuating gender. Looking through psychological and feminist theoretical lenses, the course will analyze the connection of the psychology of gender to the discourse of power and socio-political economical structures. Learners are encouraged to evaluate and envision possible new grounds for a better world, considering the changing cultural diversity in the present Indian society, therefore, reinforcing them to approach gendered issues through cultural, social constructionist and post-structuralist lens to analyze its implications.
Course Outcome
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
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
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
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
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
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
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
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
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
Course Outcome
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.
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.
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
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
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.
Course Outcome
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
Unit-1
Teaching Hours:10
Well-being
Well-being - components of well-being: subjective happiness and life satisfaction
·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.
Essential Reading / Recommended Reading
.
Evaluation Pattern
CIA1
CIA2
CIA3
Class attendance & Participation
20 marks
20 marks
50 marks
10
PSY158 - STRESS MANAGEMENT (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
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.
Course Outcome
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
Understanding the Meaning and Nature of Stress
Explain the nature of stress, long-term effects and illnesses that can result from stressors at physiological, Psychological and behavioural levels
Unit-1
Teaching Hours:15
Understanding the Meaning and Nature of Stress: (15 hours)
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
Coping Strategies
Evaluate personal stressors at various domains of life
Unit-2
Teaching Hours:10
Coping Strategies (10 hours) Styles of Coping
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
Stress Management Approaches
Use various stress management techniquesto achieve and maintain well-being.
Unit-3
Teaching Hours:20
Stress Management Approaches (20 hrs)
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
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
CIA 1
CIA 2
CIA 3
Attn+CP
20 marks
20 marks
50 marks
10 marks
PSY159 - PSYCHOLOGY OF LEADERSHIP (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
This multidisciplinary course examines the concept of leadership and the psychological and social processes that characterize leadership. We will explore the qualities of effective leadership and the role of situational factors that make some forms of leadership more effective than others. We will explore paradox and complexity in discussions of leadership and will explore the dynamics of identity and power in the unfolding of leadership. In this course, students will not only learn about leadership in traditional ways, such as readings and discussion, but will explore their personal leadership style and plan their goals for personal leadership growth.
Course Objectives:
- To understand and differentiate leadership models, styles, and functions.
- To enhance learners’ knowledge about leading and sustaining diverse teams under diverse circumstances.
- To develop a personal leadership plan using leadership models.
Course Outcome
CO1: Understand and differentiate leadership models, styles, and functions.
CO2: Enhance learners? knowledge about leading and sustaining diverse teams under diverse circumstances.
CO3: Develop a personal leadership plan using leadership models.
Unit-1
Teaching Hours:15
Understanding Leadership
Introduction, Functions of a leader, Models, and theories of leadership, Styles in leadership, and Qualities of effective leadership.
Unit-2
Teaching Hours:15
Factors Influencing Leadership
Leadership and Power, Leadership and Gender, Leadership and Personality, Leadership and EQ, Leadership and Morals. Leadership and Decision making.
Unit-3
Teaching Hours:15
Personal Leadership Development
Personal leadership development models, self analysis and strength mapping, goal setting models.
Text Books And Reference Books:
Haslam, S. A., Reicher, S. D. & Platow, M. J. (2020): The New Psychology of Leadership: Identity, Influence and Power. Routledge
Barling, J. (2014). Science of leadership. Oxford: Oxford University Press.
Rowe, W. G., & Guerrero, L. (2016). Cases in leadership (4th ed.). Sage.
Essential Reading / Recommended Reading
Kotter, J.P. (2012). Leading Change. Harvard Business Review
Northouse, P.G. (2022). Leadership Theory and Practice. ISE Sage.
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
SOC141 - WOMEN'S ISSUES (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3
Course Objectives/Course Description
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
Course Outcome
Unit-1
Teaching Hours:10
Unit I: Sociological Understanding of Social Problem with a Gender Perspective
Conceptualization of a social problem
Structural and functional perspective, cultural roots, and critical analysis of social issues under power, ideology, and hegemony.
Understanding Gender and subjugation of gender.
Unit-1
Teaching Hours:10
Unit I: Sociological Understanding of Social Problem with a Gender Perspective
Conceptualization of a social problem
Structural and functional perspective, cultural roots, and critical analysis of social issues under power, ideology, and hegemony.
Understanding Gender and subjugation of gender.
Unit-2
Teaching Hours:12
Unit II: Problems of Inequality
Poverty - Concept of poverty, its multidimensional manifestations, Feminization of Poverty.
Caste Inequality - Concept of caste, nature of inequality and position of women within it.
Unit-2
Teaching Hours:12
Unit II: Problems of Inequality
Poverty - Concept of poverty, its multidimensional manifestations, Feminization of Poverty.
Caste Inequality - Concept of caste, nature of inequality and position of women within it.
Unit-3
Teaching Hours:15
Unit III: Problems of Violence and Discrimination
Violence against Women: Cultural setting, Dowry, acid attacks, physical and sexual abuse, Global Sex Market.
Missing Millions- Skewed sex ratio, son preference
Unit-3
Teaching Hours:15
Unit III: Problems of Violence and Discrimination
Violence against Women: Cultural setting, Dowry, acid attacks, physical and sexual abuse, Global Sex Market.
Missing Millions- Skewed sex ratio, son preference
Unit-4
Teaching Hours:8
Unit IV: Problem of Personal Well-being
Women and Health : Reproductive health
Aging and women
Unit-4
Teaching Hours:8
Unit IV: Problem of Personal Well-being
Women and Health : Reproductive health
Aging and women
Text Books And Reference Books:
Bhasin, K. (1994). What is Patriarchy? New Delhi: Kali for Women.
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
Merton, R and Nisbet. (1966). Contemporary Social Problems, New York: Harcourt, Brace and World.
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
STA122-1 - DATA ANALYSIS USING EXCEL AND R (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
This course is designed to build the logical thinking ability and to provide hands-on experience to explore and visualize data and perform statistical analysis using MS Excel and R with problem solving approach.
Course Outcome
CO1: Demonstrate the logics of using excel features.
CO2: Demonstrate the building blocks of excel, excel shortcuts, sample data creation and analyzing data.
CO3: Analyze the data sets using Data Analysis Pack.
CO4: Demonstrate data handling using statistical tool R
Unit-1
Teaching Hours:9
Basics of Excel
Introduction: Spreadsheet structure - Menu bar - Quick access toolbar - Mini toolbar - Excel options - Formatting: Format painter - Font - Alignment - Number - Styles - Cells, Clear - Page layout - Symbols - Equation - Editing - Link - Filter - Charts - Formula Auditing -pivot operationsExcel tables and properties - Collecting sample data and arranging in definite format in Excel tables
Unit-2
Teaching Hours:9
Data analysis using Excel
Data analysis tool pack: measures of central tendency - dispersion - skewness - kurtosis - partition values - graphical and diagrammatic representation of data: histogram - bar diagram - charts - line graphs - Ogive - covariance - correlation - linear regression.
Unit-3
Teaching Hours:9
Introduction to R
Introduction and preliminaries - The R environment - R and statistics - R commands - Data permanency and removing objects - Simple manipulations - Numbers and Vectors – Objects modes and attributes - Ordered and unordered Factors - Arrays and Matrices.
Unit-4
Teaching Hours:9
Lists and Data Frames
Constructing and modifying lists - Making Data frames - attach( ) and detach( ) - Working with data frame - Reading data from files using read.table( ) - scan( ) - Grouping - Conditional execution: if statements - Repetitive execution: for loops - repeat and while loops - Functions.
Unit-5
Teaching Hours:9
Data Exploration for Univariate and Bivariate Data
Univariate Data - Handling categorical data and numerical data using R - Bivariate Data - Handling bivariate categorical data using R - Categorical vs. Numerical - Numerical vs. Numerical.
Text Books And Reference Books:
1. Alexander R, Kuselika R and Walkenbach J, Microsoft Excel 2019 Bible, Wiley India Pvt Ltd, New Delhi, 2018.
2.W. N. Venables, D. M. Smith, An Introduction to R, R Core Team, version 4.0.3, 2020
Essential Reading / Recommended Reading
1. Paul M, Microsoft Excel 2019 formulas and functions, Pearson Education, 2019
2. John Verzani, Using R for Introductory Statistics, 2nd Edition, CRC Press, Taylor & Francis Group, 2018
Evaluation Pattern
CIA 50%
ESE 50%
BLS144 - PRINCIPLES OF AYURVEDA (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
This course is an introduction to Ayurveda, the traditional Indian system of medicine. The course covers topics such as the history and philosophy of Ayurveda, principles of Ayurvedic diagnosis and treatment, and the use of Ayurveda in maintaining health and preventing disease. Students will also learn about the role of Ayurveda in contemporary medicine and the current state of Ayurvedic research.
Course Outcome
CO1: Understand the history and philosophy of Ayurveda.
CO2: Identify the basic principles of Ayurvedic diagnosis and treatment
CO3: Apply Ayurvedic principles in maintaining health and preventing disease
CO4: Evaluate the role of Ayurveda in contemporary medicine
Unit-1
Teaching Hours:12
Introduction to Ayurveda
History and philosophy of Ayurveda
Basic principles of Ayurveda
Doshas and their functions
The importance of digestion in Ayurveda
Unit-2
Teaching Hours:11
Ayurvedic Diagnosis and Treatment
Pulse diagnosis in Ayurveda
Ayurvedic herbs and their uses
Ayurvedic therapies, including Panchakarma
Yoga and Ayurveda
Unit-3
Teaching Hours:11
Ayurveda for Health and Wellness
Ayurvedic diet and nutrition
Ayurvedic lifestyle practices
Ayurvedic approaches to mental health
Ayurveda and women's health
Unit-4
Teaching Hours:11
Ayurveda in Contemporary Medicine
The role of Ayurveda in integrative medicine
The regulation of Ayurvedic products and practices
The current state of Ayurvedic research
The future of Ayurveda
Text Books And Reference Books:
Lad, V. (1998). The complete book of Ayurvedic home remedies. Harmony.
Frawley, D., & Ranade, S. (2001). Ayurveda, nature's medicine. Lotus Press.
Essential Reading / Recommended Reading
Sharma, H. (2011). Ayurvedic healing: A comprehensive guide. Singing Dragon.
Svoboda, R. (1999). Prakriti: Your Ayurvedic constitution. Lotus Press.
Evaluation Pattern
·Attendance and Class Participation- 10%
·Midterm Examination- 30%
·Review paper/Research Paper- 20%
·Seminar presentation – 10%
·Final Examination - 30%
CHE141 - CHEMISTRY IN ACTION (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
This course deals with the abundance of elements on earth and in biological systems and their inevitable role in the functioning of the living systems and the universe
This course highlights the chemistry in action in drug usage, detection of disease, infection, drunken drive, in metal extraction process, in working principle of home appliances, in recreation, in archaeology, and in human system
This course deals with the application of chemistry in forensics
This course emphasis the need for sustainable energy and environment.
This course is intended to
Evoke an understanding on the inevitable role of chemistry in biological system as well as the environment
Make students appreciate chemistry in action in different fields of application and in daily life
Create an awareness regarding need for sustainable energy and environment.
Course Outcome
CO1: Gains understanding on the inevitable chemistry in action in biological system
CO2: Gains understanding on the abundance of different elements and their action in biological system and in the universe
CO3: Able to practice the principles of sustainable chemistry and proper usage of energy in daily life
Unit-1
Teaching Hours:5
Distribution of elements on Earth and in living systems
Natural abundance of elements, Elemental composition of human body.
Sodium chloride a common and important ionic compound- hydrated salts and their applications (cement).
Eg.Alums, plaster of paris- 1 hr (asynchronous)
Unit-2
Teaching Hours:6
Carbon atom: The building block of life
Carbon based molecules in Biological systems-proteins, nucleic acids, carbohydrates, fats. Carbon cycle,
Changes in carbon cycle. Allotropes of carbon-2 hr (asynchronous)
Unit-3
Teaching Hours:5
Design in molecules
Molecules and perception- the molecular basis of smell and taste.
The design in light and
Fire- (synchronous)
The versatile molecule: water.
The design in oxygen-
(asynchronous)
Unit-4
Teaching Hours:5
Common drugs including drugs of abuse
Classification of drugs and their effects.
1. Paracetamol
2. Ibuprofen
3. botox
4. chloramphenicol (synchronous)
5. cocaine, 6. Cannabis (asynchronous)
Unit-5
Teaching Hours:5
Chemistry of Atmosphere
Phenomena in the outer layers of atmosphere, Depletion of ozone in the stratosphere,
volcanoes, The greenhouse effect, Photochemical smog (synchronous)
Acid rain, Indoor pollution(asynchronous)
Unit-6
Teaching Hours:4
Out of Oxygen
Industrial, commercial, medical and scientific applications of oxygen-Steel making, in rocket
engines, water and waste treatment processes.
Oxygen crisis-Does the earth run out of oxygen. Burning oil, coal, gas, wood or other organic materials, the O2 we breathe, to break carbon-hydrogen bonds and release energy. Combustion, carbon dioxide. The concept of oxygen bar- (synchronous)
Unit-7
Teaching Hours:5
Chemistry in Daily Life
Breath analyser, metals from sea, microwave ovens-dipole moments at work. Ice skating,
desalination-reverse osmosis. Determining the age of artifacts.
(synchronous)
Haemoglobin, pH of blood.
antacids and pH balance in stomach. How an egg shell is made ?- (asynchronous)
Text Books And Reference Books:
[1] Nina Morgan Chemistry in Action: The Molecules of Everyday Life, 1 st ed, Oxford
University Press, 1995.
[2] John T. Moore Chemistry for Dummies 1 st ed. For Dummies, 2002.
Essential Reading / Recommended Reading
[3] Raymond Chang, Chemistry. 8 th ed, Mc Graw Hill, 2002..
[4] Kirpal Singh Chemistry in Daily Life, 2 nd ed Prentice-Hall of India Private
Limited, 2008.
Evaluation Pattern
1.CIA -1 ………………………. 25Marks
2.Mid-term Test (CIA-2)………………………25 Marks
3.End-semester examination …………………50 Marks
TOTAL100 Marks
COM149 - INVESTMENTS AND TRADING STRATEGIES (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
The course provides basic knowledge of investment alternatives available for individuals and outlines the functioning of primary and secondary markets. It also focuses on giving exposure to students on stock market trading and strategies.
Course Outcome
CO1: Understand the various investment options available to investor.
CO2: Apply various techniques used by professionals for analyzing and valuing investment options.
CO3: Make a good investment plan.
CO4: Analyze past price movement of securities and predict future price movement.
CO5: Understand the trading strategies in both stock and derivatives segments of trading
Unit-1
Teaching Hours:7
Introduction to Investment
Investment meaning- definitions- Investment v/s speculation- Investment process- investment categories- characteristics of investments- objectives of investments- types of investors- Hedging- Financial instruments – Risk and Return – Introduction to Portfolio Management
Unit-2
Teaching Hours:7
Capital Market in India
Indian Market-overview – players-participants and stock exchanges – Primary and Secondary market – SEBI and its functions - Functioning of stock exchange in India – stock market index
Unit-3
Teaching Hours:7
Trading in Secondary market
Terms relating to trading in cash market – stock market indices – stock symbols - Types of order – market order – limit order – stop loss order – stop limit order – trailing stop order - Method of placing an order- Inter day and intraday trading in cash market
Unit-4
Teaching Hours:8
Fundamental Analysis
EIC analysis- Economic analysis- tools for economic analysis- Industry analysis- standard industrial classification- tools for industry analysis- quantitative industry analysis- company analysis- tools for company analysis.
Unit-5
Teaching Hours:8
Technical Analysis
Meaning of Technical analysis and basic principles of technical analysis- Trends and Chart patterns -Eliot wave theory - Dow Theory, support and resistance level - different types of Charts - Mathematical indicators and Market indicators. Fundamental Vs technical analysis.
Unit-6
Teaching Hours:8
Derivatives market
Introduction to Derivatives Trading – Terms relating to Derivatives – Types of Derivatives – Forward – Future – Option – Swap – Derivative markets in India – stock exchanges trading derivative instruments.
Text Books And Reference Books:
Punithavathy Pandian (2021). Security analysis and portfolio management Vikas publishing house Pvt Ltd.
Essential Reading / Recommended Reading
Bhalla, V. (20188). Investment Management. New Delhi: Sultan Chand Publications
John C Hull, (2018), Options, future & Other Derivatives, Pearson edition
websites - bseindia.com; nseindia.com; moneycontrol.com etc.
Evaluation Pattern
Assessment Component
Description
Weightage
CIA I
Google class room MCQs
One-hour duration. Units 1 and 2.
20%
CIA II
Group Assignment/Project
25%
CIA III
Online Exam - ESE
MCQ test based on Case study analysis -
conducted online using google classroom
50%
Attendance
5%
Total
100%
COM150 - FINANCIAL LITERACY (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
The course aims at enhancing their financial skills as well as training the students to be financial educators with family and friends. There is a need for students to effectively plan and monitor their spending. The course aims at effectively training students and equipping them with the knowledge and tools to manage their finances and also teach others the same.
Course Outcome
CO1: Understand the basic concepts of financial literacy.
CO2: Apply financial planning and budgeting decisions on a personal and professional front.
CO3: Understand the purpose and functions of the Banking system.
CO4: Understand the role and importance of financial instruments and insurance products.
Unit-1
Teaching Hours:6
Introduction to Financial Literacy
Introduction, Evolution, Meaning and importance of - Income, Expenses, Savings, Budget, Money, Currency, Bank account, savings investment, JAM-balance sheet – purpose features, format – Technology in finance – FinTech, TechFin, Regtech, sandox, Mobile-based Banking – post offices – Savings vs investments – Power of Compounding – risk and Return-Time Value of Money- Simple Interest-Compound Interest
Unit-2
Teaching Hours:5
Planning and Budgeting
Introduction to Financial Planning - Analysing the resources of the person - Concepts in Financial Planning:The time value of money, Diversification - 'spreading risk', Investment Timing - Financial Products for Savers: Financial Products options for savers, personal budget – family budget – financial planning procedure.
Unit-3
Teaching Hours:12
Banking Products and Services
Introduction and evolution of Banking – Banking in India – RBI – Role of RBI in India– Savings and Deposits – Deposits, Accounts, KYC,e/v KYC Types of Deposits - Saving Bank Accounts, Fixed Deposit Accounts, Recurring Deposit Account, Special Term Deposit Schemes, Loans and Types of loan advanced by Banks and Other secondary functions of Bank – PAN, NSDL: PAN, Meaning of Cheque and types of cheques – CTS_MICR-IFSC – e- Banking – ATM, Debit, Credit, Smart Card, UPI, e-Wallets, Payment Banks-NPCI: Products and role in regulating the online payments, CIBIL – Banking complaints and Banking Ombudsman. Mutual Funds_ Types of Mutual Funds-NAV. Digital Currency-Bitcoin- NFO
Unit-4
Teaching Hours:12
Post Office Products, Retirement planning and Investment Avenues
Post Office Savings Account(SB), National Savings Recurring Deposit Account (RD), National Savings Time Deposit Account (TD), National Savings Monthly Income Account (MIS), Senior Citizens Savings Scheme Account (SCSS), Public Provident Fund Account (PPF), Sukanya Samriddhi Account (SSA), National Savings Certificates (VIIIth Issue) (NSC), Kisan Vikas Patra (KVP), PM CARES for Children Scheme, 2021, Interest rates (New), How to avail services, Schedule of Fee – IPBS – KYC. Employees Provident Fund (EPF) - Public Provident Fund (PPF), Superannuation Fund, Gratuity, Other Pension Plan, and Post-retire Counselling-National Pension Scheme(NPS)
Unit-5
Teaching Hours:12
Life Insurance and Related Services
Life Insurance Policies: Life Insurance, Term Life Insurance, Pension Policies, ULIP, Health Insurance, Endowment Policies, Property Insurance: Policies offered by various general insurance companies. Post office life Insurance Schemes: Postal Life Insurance and Rural Postal Life Insurance (PLI/RPLI). Housing Loans: Institutions providing housing loans, loans under Pradhan Mantri Awas Yojana – Rural and Urban-Atal Pension Yojana (APS),
Text Books And Reference Books:
Chandra, P. (2012). Investment Game: How to Win. New Delhi: Tata McGraw Hill Education
Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. (2015). Financial Planning. New Delhi: Sage Publications India Pvt. Ltd.
CIA-1 MCQ test, 25 Questions carrying one mark each using Google Forms
CIA -2 Mid-semester Exam, 50 marks ( 5 Questions carrying 10 marks each)
CIA-3 Group presentation and report submission, (10+15=25 marks)
CSC152 - INTRODUCTION TO BLOCKCHAIN (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:4
Course Objectives/Course Description
Blockchain is an emerging technology platform for developing decentralized applications and data storage, over and beyond its role as the technology underlying cryptocurrencies. This course serves as an introduction to the exciting new world of blockchain technologies and related applications.
Course Outcome
CO1: Students will be able to learn Blockchain basics
CO2: Understand the technologies and applications of blockchain
CO3: Understand emerging models of blockchain
Unit-1
Teaching Hours:8
INTRODUCTION & BASIC DISTRIBUTED COMPUTING
Need for Distributed Record Keeping; Modeling faults and adversaries; Byzantine Generals problem; Consensus algorithms and their scalability problems; Why Nakamoto came up with Blockchain based cryptocurrency? Technologies Borrowed in Blockchain – hash pointers, consensus, byzantine fault-tolerant distributed computing, digital cash etc. Atomic Broadcast, Consensus, Byzantine Models of fault tolerance.
Unit-2
Teaching Hours:10
BASIC CRYPTO PRIMITIVES
Introduction to Cryptography, Cryptographic hash functions, Hash functions: SHA, Puzzle friendly Hash, Collision resistant hash, digital signatures, public key Cryptography, verifiable random functions, Zero-knowledge systems.
Unit-3
Teaching Hours:8
BLOCKCHAIN 1.0
Bitcoin blockchain, the challenges, and solutions, proof of work, Proof of stake, alternatives to Bitcoin consensus, Bitcoin scripting language and their use.
Unit-4
Teaching Hours:8
BLOCKCHAIN 2.0 & BLOCKCHAIN 3.0
Ethereum and Smart Contracts, The Turing Completeness of Smart Contract Languages and verification challenges, Using smart contracts to enforce legal contracts, comparing Bitcoin scripting vs. Ethereum Smart Contracts.
Case Study.Hyperledger Fabric, the plug-and-play platform and mechanisms in permissioned blockchain
Unit-5
Teaching Hours:6
PRIVACY, SECURITY ISSUES IN BLOCKCHAIN
Pseudo-anonymity vs. anonymity, Zcash and Zk-SNARKS for anonymity preservation, attacks on Blockchains – such as Sybil attacks, selfish mining, 51% attacks - advent of algorand, and Sharding based consensus algorithms to prevent these.
Text Books And Reference Books:
[1] Draft version of “S. Shukla, M. Dhawan, S. Sharma, S. Venkatesan, ‘Blockchain Technology: Cryptocurrency and Applications’, Oxford University Press, 2019.
[2] Josh Thompson, ‘Blockchain: The Blockchain for Beginnings, Guild to Blockchain Technology and Blockchain Programming’, Create Space Independent Publishing Platform, 2017.
[2] Keizer Söze, “BLOCKCHAIN Novice to Expert”, Sabi Shepherd Ltd.
Evaluation Pattern
CIA-50%
CIA-50%
CSC154 - INTRODUCTION TO PYTHON PROGRAMMING (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
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.
Course Outcome
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-
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
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-
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-
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
Object Oriented Concept, Features,Classes: Classes and Instances-Inheritance, Exception handling mechanism- Exception Handling: Catching and Raising Exceptions, Custom Exceptions
[2]T.R.Padmanabhan, Programming with Python,Springer Publications,2016.
Essential Reading / Recommended Reading
[1] Zhang.Y ,An Introduction to Python and Computer Programming, Springer Publications, 2016.
Evaluation Pattern
CIA 50%
ESE 50%
CSC155 - USER DESIGN EXPERIENCE (UX) (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
The UXD course provides insight details about user experience design. In this course, students will learn the core principles of visual design, including building storyboards, choosing color schemes, and visualizing the ideal user interface to improve the user experience. This course will help to create intuitive and great-looking software products.
Course Outcome
CO1: Describe design principles.
CO2: Demonstrate impactful visual design and color concepts.
CO3: Apply design principles and skills for design prototypes.
CO4: Design an intuitive design for software products.
Unit-1
Teaching Hours:9
Introduction
HCI-Human computer Interaction-Fundamentals of Design-people and design-Visual Design-overview -the difference between visual & UI/UX, UI design trends, Roles of a UI designer, UI UX process-UX- UX terminologies-elements-layers-roles-user centered vs. value-centered design-usertypes.
User Experience Design-Charts and User Pathway -Information Architecture-Wireframes-Prototype-User Research-Scenarios
Unit-4
Teaching Hours:9
Voice user experience design
Introduction- a brief history of VUIs- What is VUI design? -Chatbots.Basic Voice user experience design principles-Designing for mobile devices versus IVR systems-Conversational Design-Error Handling-Personas, Avatars, Actors and video games-Speech Recognition Technology-Advanced Voice User Interface Design-User testing for VUI.
Unit-5
Teaching Hours:9
Case Studies
Case studies- Web-Mobile-product interaction-Mock-ups-Designing Wireframes-Learn through cheat-sheets
Pre Requisite: As a prerequisite the students should have the fundamental knowledge of Python programing
Course description: This course is designed to build the logical thinking ability and to provide hands-on experience in data visualization using Python with hands-on experience. The course provides the platform to explore various data visualization libraries and techniques used to analyze, and interpret data visually.
Course Objectives:
To provide understanding about data visualization
To learn Python tools and libraries used for data visualization
To gain practical knowledge about data visualization techniques
Course Outcome
CO1: Possess hands-on experience of visualization techniques using Python.
CO2: Ability to tell a compelling story by visualizing data.
CO3: Able to analyze and interpret the data using data visualization techniques.
Unit-1
Teaching Hours:15
Introduction to Data Visualization
Introduction: Definition- Need- Advantages-Applications- Data Visualization Process-Knowing your Data- Python as Visualization Tool-Visualization Libraries - Data Visualization techniques.
Unit-2
Teaching Hours:15
Basic and Specialized Visualization Techniques
Line Plot – Pie Charts-Histograms-Bar Charts -Box Plots- Scatter Plots – Swarm Plot - Pivot Table-Waffle Charts - Word Cloud – regression Plot- Heat Map - Maps with Markers- Geo Spatial Charts - Choropleth Maps
Visualization Libraries: Plotting with Matplotlib - Plotting with Seaborn
Unit-3
Teaching Hours:15
Data Story Telling with Dashboards
Dashboarding Overview -Introduction to Plotly-Introduction to Dash-Make Dashboards Interactive -Understanding the Lab Environment.
Real world case studies using dashboard.
Text Books And Reference Books:
1. 1. Igor Milovanovic, Giuseppe Vettigli and Dimitri Foures, Python Data Visualization Cookbook, Second-Edition, Packt Publishing Ltd., Bringham Mumbai, India 2018.
2. 2. Ossama Embarak, Data Analysis and Visualization Using Python, Apress, United States of America, 2018.
Essential Reading / Recommended Reading
Wes McKinney, Python for Data Analysis, Orielly, United States of America,2013
Evaluation Pattern
CIA 50%
ESE 50%
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
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 andinfrastructure projects rule over the environmental spaces.
Course Outcome
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
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
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
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
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
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
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.
Course Outcome
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
Witches’ Loaves
O Henry
Unit-1
Teaching Hours:4
language
Presentation skills
Unit-2
Teaching Hours:6
Fashion
In the Height of Fashion-Henry Lawson
Unit-2
Teaching Hours:6
Language
Report writing
Unit-3
Teaching Hours:4
Management
The Story of Mumbai Dabbawalas- ShivaniPandita
Unit-3
Teaching Hours:4
Language
Resume Writing
Unit-4
Teaching Hours:3
Language
Interview skills and CV writing
Unit-4
Teaching Hours:3
Management
If
By Rudyard Kipling
Unit-5
Teaching Hours:4
History
Who were the Shudras?
By Dr Ambedkar
Unit-5
Teaching Hours:4
language
Developing arguments- debating
Unit-6
Teaching Hours:3
language
Developing arguments- debating
Unit-6
Teaching Hours:3
History
Dhauli
By JayantaMahapatra
Unit-7
Teaching Hours:4
language
email writing
Unit-7
Teaching Hours:4
Social Media
An Occurrence at Owl Creek Bridge by Ambrose Bierce
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
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:
Define Popular Culture and outline its significance in Gender Studies with a historical overview
Underline the impact of performative elements of popular culture on the body, thereby on gender performativity
Help students recognize how hegemonic ideologies are narrativised through language, the gaze, and structural elements of the text/ media
Enable close inter-textual readings of gender in multiple popular culture narratives including fiction, oral and performance narratives, visual media such as film, television, advertisements and social media
Recognize Popular Culture as a counter-narrative and highlight elements of resistance through language, form and narrative technique
Course Outcome
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
Unit-1
Teaching Hours:15
Gender and Popular Culture: Archetypes and Stereotypes
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
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
Introduction: Media, Gender and Popular Culture in India
Dani Cavallaro: “Why the Body?”
Unit-2
Teaching Hours:15
Framework
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
Concepts, theories and texts related to embodiment, language of the body, the gaze, body image, fetishism, voyeurism
Unit-2
Teaching Hours:15
Texts
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
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
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?
Elements and forms of subversion in popular culture
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
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:
To introduce students to the art of thinking for themselves.
To enable students to study how humans have reflected upon the riddles of human existence.
To encourage students to understand the course through some of the important philosophers, their thoughts, their times and climes.
To equip students with skills necessary for being a thinker in the field of philosophy.
To encourage students to become citizens of the world by exposing them to ideas and events (literary and otherwise) that shape our world.
To develop the interest of the students in reading, appreciating and critiquing the philosophies and societies of the world with genuine empathy.
To develop their skills of thinking, reading, understanding and writing the Self and the world – logos redeemed by pathos.
Course Outcome
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
Unit II 20 Hours
Schools of Indian philosophy - Darsana
This unit focuses on some of the important schools of Indian Philosophy.
A Critical Survey of Indian Philosophy - Chandradhar Sharma
The Story of Indian Philosophy - Prasanna Gautam
Unit-1
Teaching Hours:5
Unit 3 - 20 Hours
Unit III 20 Hours
This unit attempts to briefly introduce some of the important currents and cross-currents in Western Philosophy.
The Story of Philosophy – Will Durant
From Socrates to Sartre: The Philosophic Quest - T. Z. Lavine
Text Books And Reference Books:
Unit I 05 Hours
Philosophy: An Introduction
Key Questions and problems:
What is Darsana - Vichara and Anviksiki?
What is Philosophy?
The Non-translatables
Tentative Texts:
“On the Concept of Philosophy in India” - Mind, Language and World - Bimal Krishna Matilal
“Introduction” - The Story of Indian Philosophy - Prasanna Gautam
“On the Uses of Philosophy” - The Story of Philosophy - Will Durant
“On Thinking for Oneself” - Arthur Schopenhauer
Unit II 20 Hours
Schools of Indian philosophy - Darsana
This unit focuses on some of the important schools of Indian Philosophy.
A Critical Survey of Indian Philosophy - Chandradhar Sharma
The Story of Indian Philosophy - Prasanna Gautam
Unit III 20 Hours
This unit attempts to briefly introduce some of the important currents and cross-currents in Western Philosophy.
The Story of Philosophy – Will Durant
From Socrates to Sartre: The Philosophic Quest - T. Z. Lavine
Tentative Additional Reading List:
The Cultural Heritage of India: Ramakrishna Mission Institute for Culture
Outlines of Indian Philosophy – M. Hiriyanna
Eastern Religions and Western Thought – Sarvapalli Radhakrishnan
The Varieties of Religious Experience: A Study in Human Nature – William James
Great Philosophers: From Socrates to Sartre - Gary Cox
Sophie’s World - Jostein Gaarder
Essential Reading / Recommended Reading
The Cultural Heritage of India: Ramakrishna Mission Institute for Culture
Outlines of Indian Philosophy – M. Hiriyanna
Eastern Religions and Western Thought – Sarvapalli Radhakrishnan
The Varieties of Religious Experience: A Study in Human Nature – William James
Great Philosophers: From Socrates to Sartre - Gary Cox
Sophie’s World - Jostein Gaarder
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:
Analytic and not Descriptive– 5 marks
Comparative in nature – 5 marks
Contemporary relevance – 5 marks
Inventiveness in the use of language and grammatical correctness – 5 marks
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.
Incisive articulation - 5
Contemporary relevance - 5
Dialogic - 5
Analytic argumentation - 5
The students have to debate ideas that matter.
Analytic – 5 marks
Comparative in nature – 5 marks
Contemporary relevance – 5 marks
Inventiveness in presenting and arguing philosophically – 5 marks
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.
Analytic
Contemporaneity
Originality
Argumentative
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.
EST153 - PARTITION NARRATIVES (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3
Course Objectives/Course Description
Course Description:
Partition is a significant and recurring theme in the history of many nations. It represents not just a division of land but also a rupture in the lives of people, impacting their identities, cultures, and relationships. Through a diverse selection of literature, this course seeks to examine the complex, multifaceted, and often painful narratives that emerge from partition events around the world. It is an engaging and thought-provoking exploration of literary works that delve into the multifaceted and often traumatic experiences of partition in various countries. This course delves into the human, emotional, and societal consequences of dividing nations and communities, providing a comprehensive view of this historical phenomenon. The course will journey into different regions (with a focus on Indian Partition), exploring literary responses to partition, both in the form of creative works such as novels, short stories, and poetry, as well as critical essays that provide theoretical frameworks for understanding these narratives.
Course Objectives:
CO1: To develop a nuanced understanding of the historical, cultural, and human dimensions of partition through the study of literature from various affected countries.
CO2: To analyze and critically engage with the ways in which literature serves as a medium for reflecting the impact of partition on individuals and societies.
Course Outcome
CO1: Students will demonstrate an in-depth understanding of the complex historical, social, and cultural contexts of partition in various countries.
CO2: Students will be able to critically analyze and interpret literary works that explore the emotional, psychological, and societal ramifications of partition.
Unit-1
Teaching Hours:3
Unit 1 - Introduction
Introduction to Partition and connected themes - Identity and Belonging, Displacement and Migration, Violence and Trauma, Loss and Grief, Family and Relationships, Nationalism and Politics, Cultural and Social Changes, Memory and Remembrance, Reconciliation and Healing, Borders and Geopolitics, Nation-Building, Resistance and Resilience
Unit-2
Teaching Hours:12
Unit 2 - Short Stories
“Toba Tek Singh” – Saadat Hasan Manto
“Cranes” – Hwang Sun-Won
“East-West Tale of a Sundered City” – Jill Smolove (non-fiction)
Unit-3
Teaching Hours:6
Unit 3 - Visual/Audio Text
Earth – Deepa Mehta (movie)
“Dekh Tere Sansaar ki Haalat kya ho gayi Bhagwan”- Nastik – Pradeep (song)
The Migration Series – Jacob Lawrence (select paintings)
Unit-4
Teaching Hours:15
Unit 4 - Poetry
“Blind Smoke” – Arjan ‘Shad’ Mirchandani
“To Waris Shah” – Amrita Pritam
“Migrations” – Keki Daruwalla
“Neither an Elegey nor a Manifesto” – John Hewitt
“A Poem that Came Easily” - Yun Tongju
Unit-5
Teaching Hours:9
Unit 5 - Critical Works
"Sri Lanka: The Last Phase in Eelam War IV" - SinhaRaja Tammita-Delgoda (Case-study)
Introduction to Remembering Partition: Violence, Nationalism, and History - Gyanendra Pandey
“Berlin Wall anniversary: Stories from the wall from those who remember” – BBC (video)
Text Books And Reference Books:
Lynch, Robert. The Partition of Ireland 1918-1925. Cambridge, United Kingdom, Cambridge University Press, 2019.
Anindya Raychaudhuri. Narrating South Asian Partition : Oral History, Literature, Cinema. New York, Ny, Oxford University Press, 2019.
Pandey, Gyanendra. "Remembering Partition: Violence, Nationalism, and History." Modern Asian Studies, vol. 31, no. 3, 1997, pp. 763-810.
Creative Writing – Partition Memoir – Write a fictional memoir/journal entries/short story from the perspective of someone who has lived through any historical partition
CIA II (Mid Semester) – 20 Marks
1.Partition and Popular Culture – Group presentation
These are suggested examples of CIAs. However, during the course of teaching, there could be other suggestions, and CIAs could be slightly modified based on class dynamics and caliber of students.
End Semester Project – 50 Marks
Partition-inspired/themed Visual Art or Multimedia Project: Choose a partition event or theme and create a visual art piece or multimedia project (video, photography exhibit, or digital storyboard) that conveys the impact of partition.
EST154 - LITERATURE FROM THE NORTHEAST (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3
Course Objectives/Course Description
The Northeast has been a region lying in the peripheries of the mainstream for years. Along with politics and economy, literature from this region also has been marginalized. This course will introduce to the students, an array of literature from North-East India. It intends to create exposure and in-depth understanding of the societies of Assam, Nagaland, Manipur, Mizoram, Tripura, Meghalaya, Arunachal Pradesh, and Sikkim, through literature.
CO1: Students will gain exposure about literature from the North-East.
CO2: Students will understand and appreciate cultural differences that exists between NE India and other regions.
CO3: Students will gain knowledge on writings and culture of various regions of NE India.
Course Outcome
CO1: Students will have gained exposure and knowledge about literature from the NE.
CO2: Students will look at cultural differences with a more holistic and broadened approach.
CO3: Students will have acquired knowledge and exposure about culture from various region of NE India.
Unit-1
Teaching Hours:5
Introduction
1.Tilottoma Misra: Literary Traditions in North East India: Shrinking Frontiers
2.Vivek Menezes: Why is Writing from the North East often ignored by mainland Indian literary culture?
Unit-2
Teaching Hours:10
Novella
1.Chetan Raj Shrestha: The King’s Harvest
Unit-3
Teaching Hours:10
Poetry
1.Guru T Ladakhi: Jhunkyang: The Last Dream
2.Saratchand Thiyam: Sister
3.Chandrakanta Murasingh: Oh, Poor Hachukrai
4.Robin Nganom: My Invented Land
5.Kynpham Sing Nongkynrih: When the Prime Minister Visits Shillong the Bamboos Watch in Silence
Unit-4
Teaching Hours:20
Short story
1.Janice Pariat: Laitlum
2.Indra Goswami: Sanskar
3.Temsula Ao: The Curfew Man
4.Mamang Dai: The Strange Case of Kalen, the Hunter
5.Parshu Dahal: The Lama Who Never Was
Text Books And Reference Books:
1.Tilottoma Misra: Literary Traditions in North East India: Shrinking Frontiers
2.Vivek Menezes: Why is Writing from the North East often ignored by mainland Indian literary culture?
1.Chetan Raj Shrestha: The King’s Harvest
1.Guru T Ladakhi: Jhunkyang: The Last Dream
2.Saratchand Thiyam: Sister
3.Chandrakanta Murasingh: Oh, Poor Hachukrai
4.Robin Nganom: My Invented Land
5.Kynpham Sing Nongkynrih: When the Prime Minister Visits Shillong the Bamboos Watch in Silence
1.Janice Pariat: Laitlum
2.Indra Goswami: Sanskar
3.Temsula Ao: The Curfew Man
4.Mamang Dai: The Strange Case of Kalen, the Hunter
Parshu Dahal: The Lama Who Never Was
Essential Reading / Recommended Reading
·Baishya, Amit. Contemporary Literature from Northeast India: Deathworlds, Terror and Survival. Routledge, 2019
·Chowdhury, Payel Dutta. Folktales from India’s Northeast. Heritage Publishers, 2020
·Shrestha, Cgetan Raj. The King’s Harvest: Two Novellas. Aleph Book Company, New Delhi, 2013
·Misra, Tilottoma (ed.). The Oxford Anthology of Writings from North-East India (Volume I and II). Oxford University Press, 2010
·Ngangom, Robin S and Kynpham S Nongkynrih (ed.). Dancing Earth. Penguin Books, 2009
·Ngangom, Robin S. The Desire of Roots. Red River, 2019
·Zama, Margaret Ch. (ed.). Emerging Literatures from North-East India: The Dynamics of Culture, Society and Identity. Sage, 2013
·Islam, Baharul K M. Literatures from the Northeast India: Beyond the Centre-Periphery Debate. Routledge India, 2022.
Evaluation Pattern
CIA I: 20 marks
Classroom participation through maintaining reflective journals
Essays based on the texts
3.Presentation
CIA II: 20 marks
1.Written test
2.Perspective assessment through GD
End Semester Submission: 50 marks
Video Presentation of Case Study based on the CO.
EST155 - FORENSIC LINGUISTICS THROUGH CASE STUDIES (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3
Course Objectives/Course Description
This course attempts to showcase the potential of language in aiding judicial proceedings and crime investigations through case studies. This course introduces Forensic Linguistics by providing definitions, overview, and methods of analysis through close reading and analysis of the case studies.
CO1 – To create an understanding of how the knowledge of linguistics can be applied to crime investigations, jurisdictions, and law enforcement.
CO2 –To generate informed discussions on language sciences concerning interdisciplinary studies.
Course Outcome
CO1: Students will be able to understand the potential of language in the preview of law, crime, and investigation.
CO2: Students will be able to understand the role of an expert in forensic linguistics.
CO3: Students will be able to identify the different types of linguistic data used as evidence.
Unit-1
Teaching Hours:6
Introduction to Forensic Linguistics & phonetics
This unit will provide an introduction to forensic linguistics and phonetics.
Unit-1
Teaching Hours:6
An Overview of Forensic LInguistics
This unit will discuss the emergence of forensic linguistics and phonetics.
Unit-1
Teaching Hours:6
Methods and Test Materials
The data and methods that are used in the process of linguistic and phonetic analysis are discussed.
Unit-1
Teaching Hours:6
Branches of Forensic Linguistics
This unit provides a detailed list and description of various branches of forensic linguistics and forensic phonetics
Unit-2
Teaching Hours:16
Earnest Miranda
A case study in detail. (background, people involved, data, analysis of data, approaches, and findings)
Unit-2
Teaching Hours:16
The Lindberg Kidnapping
A case study in detail. (background, people involved, data, analysis of data, approaches, and findings)
Unit-2
Teaching Hours:16
Derek Bentley
A case study in detail. (background, people involved, data, analysis of data, approaches, and findings)
Unit-2
Teaching Hours:16
Paul Prinzivalli
A case study in detail. (background, people involved, data, analysis of data, approaches, and findings)
Unit-3
Teaching Hours:16
Unabomber
A case study in detail. (background, people involved, data, analysis of data, approaches, and findings)
Unit-3
Teaching Hours:16
The Yorkshire Ripper
A case study in detail. (background, people involved, data, analysis of data, approaches, and findings)
Unit-3
Teaching Hours:16
Kurt Cobain suicide letters
A case study in detail. (background, people involved, data, analysis of data, approaches, and findings)
Unit-3
Teaching Hours:16
Timothy John Evans
A case study in detail. (background, people involved, data, analysis of data, approaches, and findings)
Unit-4
Teaching Hours:7
Language Crime
This unit discusses various language-related crimes from real-life scenarios.
Unit-4
Teaching Hours:7
Language and Law
This unit explores the interrelatedness between Law and Language.
Unit-4
Teaching Hours:7
Discourse Analysis
This unit will focus on the examination and analysis of written and spoken language in a forensic linguistic context.
Text Books And Reference Books:
Baldwin, J., & French, P. (1990). Forensic phonetics. Pinter.
Coulthard, M., & Johnson, A. (2017). An introduction to forensic linguistics : language in evidence. Routledge.
Olsson, J. (2008). Forensic Linguistics. Bloomsbury Publishing.
Essential Reading / Recommended Reading
Behrens, S. J., & Parker, J. A. (2010). Language in the Real World. Routledge.
Hollien, H. (2001). Forensic speaker identification. Apuk.
Hollien, H. (2013). The Acoustics of Crime. Springer Science & Business Media.
Evaluation Pattern
CIA I
In-class or take-home assignments (20 marks)
CIA II
Case study and analysis (500-700 words write-up/presentation) (20 marks)
CIA – III
Group projecton discourse analysis (50 marks)
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
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.
Course Outcome
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
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)
·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.
·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.
·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.
·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.
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)
LAW148 - LEGAL DIMENSIONS OF MARKETING (2023 Batch)
Total Teaching Hours for Semester:30
No of Lecture Hours/Week:3
Max Marks:100
Credits:2
Course Objectives/Course Description
21st century is certainly an age of advertisements and consequent consumerism. Advertisements have occupied a large chunk of the daily lives of people, and are considered to be the major crowd-pullers for any marketing manager. Virtually, everything under the sky-- from pin to parenthood-- is within the grip of a marketing technique namely advertisements. However, with this shift in marketing strategy, complications in industry have also raised manifold. Many a time, the seemingly simple situations land up in legal disputes of vast ramifications. Hence, this Course is designed to address the various legal aspects that may arise out of marketing strategies pursued by managers. Issues pertaining to contracts, product liability, competition practices are dealt with, and legal aspects of marketing of various products and services are discussed.
Course Objective of this course are –
1.To give an understanding on the concept of Marketing vis-à-vis constitutional law
2.To explain requirement of contract law in marketing
3.To give an overview of law relating to protection Consumer and product liability
4.To familiarize students with law relating competition in marketing
5.To acquaint students with various laws for the prohibition and regulation of advertisement of products and services
Course Outcome
CO1: Explain general concept of marketing and also constitutional foundation of the same
CO2 : Describe existing contractual requirements in marketing
CO3: Assess the nature of law relating to consumer and product liability
CO4: Evaluate the concerns of competition law relating to marketing
CO5: Analyze the laws which permits advertisements of certain products and services
Unit-1
Teaching Hours:3
Unit 1
Introduction
Marketing's brush with law; expanding role of marketing managers; Freedom to advertise – Constitutional framework
Unit-2
Teaching Hours:3
Unit 2
Contracts
Fundamental Principles of Contract – Offer, acceptance, Consideration, Free Consent, Capacity of the parties. Specific Contracts - Dealership agreements; Principal and agency relationship; Legal requirements
Unit-3
Teaching Hours:3
Unit 3
Consumer and Product Liability
Unit-4
Teaching Hours:3
Unit 4
Legal Aspects of Competition
Introduction; Anti-competitive agreements; Abuse of dominant position under Competition Law
Unit-5
Teaching Hours:3
Unit 5
Other marketing Issues
Role of ASCI, Products and services banned from advertisements, Regulation of advertisement of Professions
Text Books And Reference Books:
PRINCIPLESOF MARKETING, by Kotler, Philip
Indian Constitutional Law by J.N.Pandey
Facets of Media Law by Madhavi Goradia Diwan
Indian Contract act by Avtar Sing
Consumer Protection Act, by Avtar Sing
Competition law in India: Policy, Issue and development
Essential Reading / Recommended Reading
Competition law in India: Policy, Issue and development
Evaluation Pattern
Evaluation Pattern
Assessment outline
CIA I- MCQ Quiz
CIA II: Research Paper
CIA III: Final Examination
100 Marks
25 Marks
25 Marks
50 Marks
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
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.
Course Outcome
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
General Introduction
Historical evolution of labour laws in India; constitutional and statutory foundations; Understanding the legal implications of the HR function.
Unit-2
Teaching Hours:3
Introduction of Strikes and Lock-outs
Reasons for Strikes and Lock-outs; Ramifications; Legal Issues involved Strikes and Lock-out.
Unit-3
Teaching Hours:3
Ensure HR Contracts and Policies align with Labour Law and contract law:
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
Introduction: Evolution of trade unionism
Collective Bargaining; Rights and immunities of trade unions; Impact of trade unions on Indian industries.
Unit-5
Teaching Hours:6
Lay-off, Retrenchment and Closure
Introduction - Legal Provisions; Employment ;Unfair labour practices
Unit-5
Teaching Hours:6
Defining the forms of Harassment and Discrimination
Introduction of Sexual Harassment (Prevention, Prohibition and Redressal) Act, 2013) and Article 25(2) of the Indian Constitution on discrimination.
- 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
1.Administrative Law, by IP Massey published by EBC Edition 2014 Pg 200-300
2.Indian Contract Act, 1872 (Termination of contract)
5. Principle of Natural Justice (Article 14 and Article 21 of the Indian Constitution.
Evaluation Pattern
Assessment outline
CIA I- MCQ Quiz
CIA II: Research Paper
CIA III: Final Examination
100 Marks
25 Marks
25 Marks
50 Marks
LAW150C - CORPORATE SOCIAL RESPONSIBILITY AND HUMAN RIGHTS (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
Corporate Social Responsibility or CSR, as it is popularly referred to, is a combination of ethical, philanthropic, legal and economic responsibilities of a corporate organization towards the social transformation by addressing the social issues in collaboration with Government and NGOs. The corporate entities are more into profit making business and in this race, they often forget that their activities are causing harm to and not protecting the environment as well as human rights of the people.
This course, thus, has been specifically designed for the non-law people. It aims to address the linkages between the corporate and the human rights in the form of CSR. It critically analyses one significant question – whether the issues of human rights should be addressed by the corporate sector mandatorily or voluntarily, in different social contexts? The strengths and weaknesses of the CSR initiatives in India and other countries are analysed. Also, the international commitments, with special reference to the role of United Nations are seen.
Course Outcome
CO1: The students will be able to understand the meaning and origin of Corporate Social Responsibility (CSR) and human rights and establish the linkage between the two.
CO2: The students will be able to understand the legal regime of CSR in India and its impact on protection of human rights.
CO3: The students will be able to analyze the CSR initiatives in India and the International commitments thereof, with special reference to the role played by the UN.
CO4: The students will be able to evaluate the strengths and weaknesses of the CSR initiatives in terms of promotion of Human rights, in India as well as globally.
CO5: The students will be able to suggest the various ways and methods to eliminate the lacunas or at least improve the CSR initiatives for better protection of human rights in India and globally as well.
Unit-1
Teaching Hours:9
INTRODUCTION
Meaning and origin of CSR; Meaning of human rights; Linkage between human rights and CSR
Unit-2
Teaching Hours:9
INDIA AND OTHER COUNTRIES
CSR by companies in India affecting human rights; CSR and the provisions of the Companies Bill, 2012; CSR by companies in other countries affecting human rights
Unit-3
Teaching Hours:9
INTERNATIONAL LEGAL REGIME
United Nations commitments on CSR relating to human rights; other international commitments on CSR affecting human rights
Unit-4
Teaching Hours:9
CONTEMPORARY POSITION
Strengths and weakness of CSR in terms of promotion of human rights in India as well as globally
Unit-5
Teaching Hours:9
RECOMMENDATIONS
Suggestions to improve upon the weaknesses of the CSR for the protection of human rights
Text Books And Reference Books:
1.Corporate Social Responsibility: Doing the Most Good for Your Company and Your Cause by Philip Kotler and Nancy Lee
2.Who’s Responsible for Corporate Social Responsibility? By Christine Bader
3.Making Sustainability Work: Best Practices in Managing and Measuring Corporate Social, Environmental and Economic Impacts by Marc J. Epstein and Adriana Rejc Buhovac
4.Social-Impact Efforts That Create Real Value by George Serafeim
5.Corporate Social and Human Rights Responsibilities- Global, Legal and Management Perspectives by Karin Buhmann, Lynn Roseberry and Mette Morsing
6.Corporate Social Responsibility in India by Sanjay Kr. Agarwal
7.Human Rights and Indian CSR Laws by Dr. Commander Bhushan Dewan
8.Universal Declaration of Human Rights, 1948
9.Constitution of India, 1950
10.Companies Act (Including all recent amendments)
Essential Reading / Recommended Reading
1.Corporate Social Responsibility: Doing the Most Good for Your Company and Your Cause by Philip Kotler and Nancy Lee
2.Who’s Responsible for Corporate Social Responsibility? By Christine Bader
3.Making Sustainability Work: Best Practices in Managing and Measuring Corporate Social, Environmental and Economic Impacts by Marc J. Epstein and Adriana Rejc Buhovac
4.Social-Impact Efforts That Create Real Value by George Serafeim
5.Corporate Social and Human Rights Responsibilities- Global, Legal and Management Perspectives by Karin Buhmann, Lynn Roseberry and Mette Morsing
6.Corporate Social Responsibility in India by Sanjay Kr. Agarwal
7.Human Rights and Indian CSR Laws by Dr. Commander Bhushan Dewan
8.Universal Declaration of Human Rights, 1948
9.Constitution of India, 1950
10.Companies Act (Including all recent amendments)
Evaluation Pattern
CIA I - 25%
CIA II - 25%
CIA III -50%
MAT101-2 - INTRODUCTORY ALGEBRA (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
Course Description: This course aims at developing the ability for logical arguments and perform mathematical computations. It also helps the students to understand the theory of equations and matrices and develop a solid foundation in mathematics.
Course Objectives: This course will help the learner to
COBJ1: Develop logical foundations to understand and construct logical arguments to support or refute mathematical assertions.
COBJ2: Understand the techniques to solve polynomial equations of higher degrees.
COBJ3: Gain knowledge in matrix algebra, spectral theory, and their applications.
Course Outcome
CO1: Demonstrate mathematical logic to write mathematical proofs and solve problems.
CO2: Demonstrate proficiency in solving algebraic equations.
CO3: Apply matrix theory to model real-life problems and find their solutions.
CO4: Communicate the basic and advanced concepts of the topic precisely and effectively.
Unit-1
Teaching Hours:15
Mathematical Logic
Propositions, logical operators, truth tables, implications and equivalences, tautology and contradictions, rules of inference, predicates, quantifiers, nested quantifiers, arguments, formal proof methods and strategies.
Unit-2
Teaching Hours:15
Theory of Equations
General properties of equations, solving equations, relations between roots and coefficients, symmetric functions of roots, transformations of equations, Descarte’s rule of signs, Cardon’s method for cubic equations, solutions to biquadratic equations.
Unit-3
Teaching Hours:15
Theory of Matrices
Types of Matrices: Idempotent, nilpotent Hermitian, skew-Hermitian, and unitary matrices and its properties. Elementary row operations, rank, inverse of a matrix using row operations, Echelon forms, normal forms, system of homogeneous and non-homogeneous equations, Cayley Hamilton theorem, eigenvalues and eigenvectors, diagonalization of square matrices, quadratic forms.
Text Books And Reference Books:
H. Rosen, Discrete Mathematics with Applications, 8th ed., New York: McGraw-Hill Higher Education, 2019.
H. Krishnan, Theory of Equations, New Delhi: Atlantic Publishers and Distributors, 2022
B S Vatsa, S Vatsa, Theory of Matrices, London: New Academic Science, 2012.
Essential Reading / Recommended Reading
J. P. Tremblay and R. Manohar, Discrete Mathematical Structures with Application to Computer Science, Reprint, India: Tata McGraw Hill Education, 2008.
R. P. Grimaldi, Discrete and Combinatorial Mathematics: An Applied Introduction, 5th ed., New Delhi: Pearson, 2014.
H. S. Hall, S. A. Knight, Higher Algebra, Culcutta: Sreeedhar Prakashani, 1957.
A. Singh, Introduction to Matrix Theory, Switzerland: Springer, 2016.
L. E. Dickson, First Course in Theory of Equations, New York: John Wiley & Sons, 1922.
S. Narayan and P.K. Mittal, Textbook of Matrices, 10th ed., New Delhi: S Chand and Co., 2004.
Evaluation Pattern
Component
Mode of Assessment
Parameters
Points
CIA I
MCQ,
Written Assignment,
Reference work, etc.,
Mastery of the core concepts
Problem solving skills.
10
CIA II
Mid-semester Examination
Basic, conceptual, and analytical knowledge of the subject
25
CIA III
Written Assignment, Project
Problem solving skills
10
Attendance
Attendance
Regularity and Punctuality
05
ESE
Basic, conceptual, and analytical knowledge of the subject
50
Total
100
MAT102-2 - DIFFERENTIAL EQUATIONS (2023 Batch)
Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4
Course Objectives/Course Description
Course Description:This course aims at introducing the students to the methods of solving ordinary and partial differential equations.
Course objectives: This course will help the learner to
COBJ1. Solve first and higher order ordinary differential equations.
COBJ2. Form PDE and solve linear and nonlinear PDE’s of the first order
COBJ3. Apply the concepts of ODE and PDE to solve real-world problems.
Course Outcome
CO1.: Recognize different types of first order differential Equations and use appropriate methods to solve.
CO2.: Solve higher order Differential Equations with constant and variable coefficients.
CO3.: Investigate real-world problems using Differential Equations.
Unit-1
Teaching Hours:20
First Order ODE's
Solution of ordinary differential equations of the first order and first degree: Variable separable, homogeneous, linear and exact differential equations. Solution of first order and higher degree differential equations - Clairaut’s equation. Orthogonal trajectory.
Unit-2
Teaching Hours:20
Solution for Second and Higher Order Ordinary Differential Equations
Linear homogeneous equations with constant coefficients, linear non-homogenous equations, the Cauchy-Euler equation, simultaneous differential equations with constant coefficients. Second order linear differential equations with variable coefficients by the following methods: (i) when a part of complementary functions is given, (ii) reducing to normal form, (iii) change of independent variable, and (iv) variation of parameters, and (v) by finding the first integral (exact equation), and the equations of the form dx/P=dy/Q=dz/R.
Unit-3
Teaching Hours:20
Partial differential equations
Order and degree of partial differential equations, formation of first order partial differential equations, linear partial differential equation of first order - Lagrange’s equation, non-linear partial differential equation of first order, Charpit’s method.
Text Books And Reference Books:
G. F. Simmons, Differential Equations with Applications and Historical Notes, 2nd ed., New York McGraw Hill, 2006.
I. Sneddon, Elements of Partial Differential Equations, McGraw-Hill, Reprint, Courier Corporation, 2013.
Essential Reading / Recommended Reading
M. D. Raisinghania, Ordinary and Partial Differential Equation, S. Chand & Co. Ltd., 18th Ed., 2015.
D. G. Zill, W. S. Wright, Advanced Engineering Mathematics, 4th Ed., Jones and Bartlett Publishers, 2010.
S. L. Ross, Differential Equations, 3rd Ed. (Reprint), John Wiley and Sons, 2007.
Evaluation Pattern
Component
Mode of Assessment
Parameters
Points
CIA I
MCQ,
Written Assignment,
Reference work, etc.,
Mastery of the core concepts
Problem solving skills
10
CIA II
Mid-semester Examination
Basic, conceptual and analytical knowledge of the subject
25
CIA III
Written Assignment, Project
Problem solving skills
10
Attendance
Attendance
Regularity and Punctuality
05
ESE
Basic, conceptual and analytical knowledge of the subject
50
Total
100
MAT111-2 - CALCULUS USING PYTHON (2023 Batch)
Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:1
Course Objectives/Course Description
Course Description: This course aims toprovide fundamentals of Python programming language like data structures, programming structures, functions, plotting 2D, 3D graphs. Students will explore python tools, libraries, packages to use in Algebra, Calculus and differential equations.
Course Objectives: This course will help the learner to
COBJ1: gain proficiency in using Python for programming. COBJ2: acquire skills in usage of suitable functions/packages of Python. COBJ3: apply the knowledge of python for Algebra, Calculus and Differential equations.
Course Outcome
CO1: acquire proficiency in using programming and its features.
CO2: demonstrate the use of programming concepts and visualizing data.
CO3: illustrates the use of python tools, libraries and packages in Algebra, Calculus and differential equations.
Unit-1
Teaching Hours:10
Fundamentals of Python Programming
Installation, Getting started with python, Variables, Data structures, Modules, Functions, programming structures, Standard plots (2D, 3D), Scatter plots, Slope fields, Vector fields, Contour plots, stream lines.
Unit-2
Teaching Hours:10
Symbolic and Numeric Computations
Use of SymPy and NumPy package, Basic algebraic operations with polynomials/rational functions, trigonometric simplifications, exponential and logarithms functions, solving algebraic equations, Calculus-limits, derivatives, integrals, series expansion.
Unit-3
Teaching Hours:10
Solving Differential Equations
Finding solutions and plotting the solution curves of first and second order differential equations, Mathematical models of first order differential equations.
Text Books And Reference Books:
H. P. Langtangen, A Primer on Scientific Programming with Python, 2nd ed., Springer, 2016.
Essential Reading / Recommended Reading
H. Brian, A Practical Introduction to Python Programming, Creative Commons Attribution, 2012.
A. Saha, Doing Math with Python: Use Programming to Explore Algebra, Statistics, Calculus, and More!, No Starch Press, 2015.
Evaluation Pattern
The course is evaluated based on continuous internal assessments (CIA) and the lab e-record. The parameters for evaluation under each component and the mode of assessment are given below.
Component
Parameter
Mode of Assessment
Maximum
Points
CIA I
Mastery of the concepts
Lab Assignments
20
CIA II
Conceptual clarity and analytical skills
Lab Exam - I
10
Lab Record
Systematic documentation of the lab sessions.
e-Record work
07
Attendance
Regularity and Punctuality
Lab attendance
03
95-100% : 3
90-94% : 2
85-89% : 1
CIA III
Proficiency in executing the commands appropriately.
Lab Exam - II
10
Total
50
MED149 - INTRODUCTION TO SEMIOTICS (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:45
Max Marks:100
Credits:3
Course Objectives/Course Description
Course Description:
The Department of Media Studies offers this course to introduce students from different disciplinary backgrounds to the world of signs, symbols, and icons. Besides, this course also aims to familiarise the students with the basic concepts and theories of visual culture. The visual in the forms of photographs, advertisements, and films shape our everyday experiences, so it becomes necessary to understand how these visuals could be deconstructed to identify literal, connotative, subjective, and metaphorical meanings. Further, this course will also explore the relationships among visual culture, digital media, and power. It will explore the analysis of specific visual texts and will reflect on understanding the larger cultural meanings assigned to the visual. The learning objectives are for students to develop the skills necessary to perform such critical analysis of visual texts and show an overall understanding of how the visual operates.
Course Outcomes/Objectives:
By the end of the course the learner will be able to:
·Understand the critical and theoretical concepts relating to visual culture.
·Demonstrate the process of meaning generation in visual media.
·Interpret the levels of meanings in any given visual text.
·Recognize the role of photographs, advertisements and films in contemporary visual culture.
·Apply the theories of visual culture to interpret visual media messages and understand their relation to power.
Course Outcome
CO1: Understand the critical and theoretical concepts relating to visual culture.
CO2: Demonstrate the process of meaning generation in visual media.
CO3: Interpret the levels of meanings in any given visual text.
CO4: Recognize the role of photographs, advertisements, and films in contemporary visual culture.
CO5: Apply the theories of visual culture to interpret visual media messages and understand their relation to power.
Unit-1
Teaching Hours:15
Introduction to Visual Culture
Introduction to Visual Culture: Concept and Definition; Critical Representation of/in Visual Culture. Recent Trends in Visual Culture.
Unit-2
Teaching Hours:15
Semiotics: Semiology
Branches of Semiotics; Dyadic Model of Signs; Meaning & types of Signs. Meaning-Making Process: Seeing.
Unit-3
Teaching Hours:10
Study of selected visual texts
Levels of meanings: Denotational meaning, and Connotation meaning.
Unit-4
Teaching Hours:5
Gaze and Power
Meaning of gaze; Relation of gaze and power; Theory of Panopticism; Types of cinematic gazes, viz. male gaze, and feminist gaze.
Text Books And Reference Books:
1.Chandler, D. (2007). Semiotics: The Basics. London: Routledge.
2.Mirzoeff, N. (2012). The Visual Culture Reader (3rd ed.). London: Routledge.
3.Seppaenen, J. (2006). The Power of the Gaze: An Introduction to Visual Literacy (New Literacies and Digital Epistemologies). NY: Peter Lang Publishing.
The course shall not have a regular CIA- MSE -ESE model. Instead, the student will be given a series of assignments spread across the semester, leading to a building up of a holistic understanding of visual culture and how different signs, symbols, and icons operate in our day-to-day world in creating larger societal realities and worldviews. The teaching facilitator will consider the level of intelligibility in the class and the learning needs of the students and decide what assignment to give regularly.
Sample Assignments:
●Summarising the four episodes of ‘Ways of Seeing’ by John Berger, and critically reflecting on the aspect of how in our day-to-day life it is contextual and relevant.
●Analyze an advertisement and present it to the class.
●Analyze a photograph and present it to the class.
●Analyze scenes of a film and present them in the class.
PHY102-2 - ELECTRICITY AND MAGNETISM (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
This course on electricity and magnetism enables the students to understand the fundamentals of electrostatics, alternating currents, magnetostatics, electromagnetic induction and electromagnetic theory.
Course Outcome
CO1: ● Understand the definitions of Coulomb's law and Gauss' law in electrostatics.
CO2: ● Relate the electrostatic field and electrostatic potential.
CO3: ● Calculate the magnetic fields using Ampere's law
CO4: ● Use the Faraday's law to solve problems related to induced current.
CO5: ● Understand the need for combining both electric and magnetic fields through Maxwell?s equations.
Unit-1
Teaching Hours:15
Electrostatics and alternating currents
Review of electrostatics: Coulomb’s theorem, superposition principle, continuous distribution of charges, electric field and electric flux. Gauss’s theorem (integral and differential form), electric field due to a uniformly charged solid sphere, electric field a conservative force. Electric potential, electric field as the negative gradient of the potential, potential due to a uniformly charged solid sphere and spherical shell. Calculation of electric field from potential, energy per unit volume in electrostatic field. Review of capacitors, energy stored in a capacitor.
Review of alternating currents: Basics of AC, AC response of resistance, inductance and capacitance, rms value of the current and voltage. RC circuit, LC circuit, LCR circuit, series and parallel resonance circuits, voltage, current, quality factor, sharpness of the circuits and power dissipated in the circuits.
Unit-2
Teaching Hours:15
Magnetism
Magnetostatics: Biot-Savart's law & its applications- straight conductor, circular coil, solenoid carrying current. Divergence and curl of the magnetic field. Magnetic vector potential.
Ampere's circuital law. Magnetic properties of materials: Magnetic intensity, magnetic induction, permeability, Magnetization, magnetic susceptibility and their relations. Brief introduction of dia, para and ferro-magnetic materials. Electromagnetic Induction: Universal form of Faraday's laws of electromagnetic induction, Lenz's law, self and mutual inductance, L of a single coil, M of two coils. Energy stored per unit volume of an inductor.
Unit-3
Teaching Hours:15
Electromagnetic theory
Maxwell’s equations and Electromagnetic wave propagation: Equation of continuity of current, Displacement current, Electrodynamics before Maxwell, Inconsistency in Ampere’s law, Maxwell’s modification of Ampere’s law, Maxwell's equations, Poynting vector, energy density in the electromagnetic field, electromagnetic wave propagation through vacuum and isotropic dielectric medium, transverse nature of EM waves, polarization.
Text Books And Reference Books:
Theraja B. L. and Theraja A. K. (1997). A Textbook of Electrical Technology, New Delhi: S. Chand & Co.
Griffiths D. J. (2005). Introduction to Electrodynamics (4th ed.), New Delhi: Prentice Hall India Learning Pvt. Ltd.
Purcell E. M. and Morin D. J. (2013). Electricity and Magnetism, UK: Cambridge University Press.
Essential Reading / Recommended Reading
Reese R. L. (2003). University Physics, Belmont CA, USA:Thomson Brooks/Cole.
Tayal D. C. (2007). Electricity and Magnetism (4 th ed.), New Delhi: Himalaya Publishing House.
Evaluation Pattern
Continuous Internal Assessment (CIA) 50%, End Semester Examination (ESE) 50%
PHY103-2 - THERMAL PHYSICS AND STATISTICAL MECHANICS (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
This course explores the behaviour of matter and energy, covering thermodynamics, kinetic theory of gases, statistical mechanics, and quantum statistics. It will enable the students to understand and apply the concepts of thermodynamic processes, thermodynamic potentials, and the behaviour of gases in terms of temperature, pressure, and energy. The course also introduces statistical methods, including quantum statistics.
Course Outcome
CO1: ● Understand the theory and methods of statistical physics and thermodynamics
CO2: ● Explain the procedures for deriving the relation between thermodynamic parameters such as pressure, temperature, entropy and heat capacity from the distribution functions.
CO3: ● Apply the methods of statistical physics in other fields of physics and related fields.
Unit-1
Teaching Hours:15
Thermodynamics
Review of I and II laws of thermodynamics. Thermodynamic variables, adiabatic processes for an ideal gas, entropy, Carnot’s theorem, entropy changes in reversible & irreversible processes, entropy-temperature diagrams, principle of increase of entropy, Carnot’s cycle on T-S diagram, entropy of a perfect gas, Third law of thermodynamics. Enthalpy, Gibbs, Helmholtz, and Internal Energy functions and their significance. Maxwell’s thermodynamic relations & applications: Clausius-Clapeyron equation, variation of internal energy with volume, expression for (CP – CV), CP/CV and TdS equations, Liquefaction of gases: Joule-Thomson Effect and expression for Joule-Thomson coefficient.
Unit-2
Teaching Hours:15
Thermoelectricity
Thermo emf, laws of thermoelectricity, Seebeck effect, thermoelectric curve, neutral temperature, Peltier effect, experiments to demonstrate Peltier effect, Peltier coefficient, Thomson effect, experiments to demonstrate Thomson effect, Thomson coefficient, thermoelectric power, applications of thermodynamics to a thermocouple, thermoelectric diagrams and its applications, applications of thermoelectricity, Boy’s radiometer, thermopile.
Unit-3
Teaching Hours:15
Kinetic theory of gases and statistical mechanics
Postulates of kinetic theory of gases. Transport phenomena: derivation of coefficients of viscosity, conduction and diffusion. Statistical mechanics: Probability, principle of equal a priori probability, macrostate and microstate, thermodynamic probability, static and dynamics systems, phase space, fundamental postulates of statistical mechanics, ensembles and average properties, Maxwell-Boltzmann law - derivation of distribution of velocity, most probable velocity, mean velocity, rms velocity, and expression for mean free path. Quantum statistics: Fermi-Dirac distribution law, electron gas, Bose-Einstein distribution law, photon gas, comparison of three statistics.
Text Books And Reference Books:
Garg S., Bansal R. and Ghosh C. (1993). Thermal Physics, New Delhi : Tata McGraw-Hill.
Lal B. Subrahmanyam N. and Hemne P. S. (2007). Heat, Thermodynamics and Statistical Physics, New Delhi: S.Chand & Co.
Essential Reading / Recommended Reading
Fermi E. (1956). Thermodynamics, New York: Dover Publications.
Saha M. N. and Srivastava B. N. (1969). A Treatise on Heat, New Delhi: Indian Press.
Zemasky M. W. and Dittman R. (1981). Heat and Thermodynamics, New York: McGraw Hill.
Sears F. W. and Salinger G. L. (1988).Thermodynamics, Kinetic Theory & Statistical Thermodynamics, New Delhi: Narosa Publishing House.
Ronald L. R. (2003). University Physics, California: Pacific Grove Thomson Brooks/Cole.
Kumar A. and Taneja S. P. (2014). Thermal Physics, New Delhi: S. Chand & Co.
Evaluation Pattern
Continuous Internal Assessment (CIA) 50%, End Semester Examination (ESE) 50%
PHY112-2 - ELECTRICITY AND MAGNETISM LAB (2023 Batch)
Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2
Course Objectives/Course Description
The experiments related to electricity and magnetism included in this course enable the students to understand the theory better and develop application skills.
Course Outcome
CO1: ● Measure resistances, voltages, current, charge density, magnetic field strength, self inductance of a coil and mutual inductance of a pair of coils using appropriate instruments and experimental setup.
CO2: ● Develop experimental skills.
Unit-1
Teaching Hours:30
Electricity and Magnetism experiments
1. Measurement of resistances, AC and DC voltages and DC current using a multimeter.
2. Experiments with ballistic galvanometer: Measurement of (i) charge and current sensitivity,
(ii) CDR, (iii) a high resistance by leakage method and self inductance of a coil by Rayleigh’s
method.
3. Comparison of capacitances using De Sauty's bridge.
4. Measurement of field strength B and its variation in a solenoid (dB/dx).
5. Characteristics of a series RC circuit.
6. Characteristics of a series LR circuit.
7. Resonant frequency and quality factor of series LCR circuits.
8. Anti-resonant frequency and quality factor of parallel LCR circuit.
9. Measurement of low resistance by Carey Foster’s bridge.
10. Identification of L, C and R in a black box and determination of their values.
11. Mutual inductance between a pair of coils.
Text Books And Reference Books:
Worsnop B. L. and Flint H. T. (2005). Advanced Practical Physics (3rd ed.), New Delhi: Prentice Hall of India.
Prakash I. and Krishna R. (2011). A Textbook of Practical Physics, Mumbai: Kitab Mahal Publisher.
Essential Reading / Recommended Reading
Nelkon M. and Ogborn J. M. (1985). Advanced Level Physics Practicals (4th ed.), Portsmouth, NH: Heinemann Educational Publishers.
Panigrahi S. and Mallick B. (2015). Engineering Practical Physics, New Delhi: Cengage Learning India Pvt Ltd.
Evaluation Pattern
Continuous Internal Assessment (CIA) 50%, End Semester Examination (ESE) 50%
Component
Duration
Marks
CIA
Class work, Pre-lab assessment, MSE
30
ESE
Experiment and viva voce
3 hours
20
Total
50
Minimum of 75 per cent of the allotted experiments should be completed by each student to be eligible to attend practical ESE. The fair record of each experiment is to be attested by the lab faculty in-charge in the same week.
PHY113-2 - THERMAL PHYSICS AND STATISTICAL MECHANICS LAB (2023 Batch)
Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2
Course Objectives/Course Description
The experiments related to thermodynamics, thermoelectricity and statistical mechanics included in this course provides a thorough understanding of the theory and expose the students to the method of detailed analysis and inferences.
Course Outcome
CO1: Investigate the principles of thermal physics and demonstrate an understanding of the underlying concepts.
CO2: Analyze and interpret their experimental data using appropriate mathematical and computational techniques.
Unit-1
Teaching Hours:30
List of experiments
1. Verification of Stefan’s law of radiation.
2. Coefficient of thermal conductivity of copper by Searle’s apparatus.
3. Coefficient of thermal conductivity of copper by Angstrom’s method.
4. Coefficient of thermal conductivity of a bad conductor by Lee and Charlton’s disc method.
5. Temperature coefficient of resistance by platinum resistor.
6. Variation of laws of thermoemf.
7. Cooling temperature of a hot object as a function of time using a thermocouple and suitable
data acquisition system.
8. Thermal conductivity of rubber.
9. Specific heat of a given liquid by Newton’s law of cooling.
10. Emissivity of a given surface.
Text Books And Reference Books:
Worsnop B. L. and Flint H. T. (2005). Advanced Practical Physics (3rd ed.), New Delhi: Prentice Hall of India.
Prakash I. and Krishna R. (2011). A Textbook of Practical Physics, Mumbai: Kitab Mahal Publisher.
Essential Reading / Recommended Reading
Khandelwal D. P. (1985). A Laboratory Manual of Physics, Delhi: Vani Educational Books.
Nelkon M. and Ogborn J. M. (1985). Advanced Level Physics Practicals (4th ed.), Portsmouth, NH: Heinemann Educational Publishers.
Evaluation Pattern
Continuous Internal Assessment (CIA) 50%, End Semester Examination (ESE) 50%
Component
Duration
Marks
CIA
Class work, Pre-lab assessment, MSE
30
ESE
Experiment and viva voce
3 hours
20
Total
50
Minimum of 75 per cent of the allotted experiments should be completed by each student to be eligible to attend practical ESE. The fair record of each experiment is to be attested by the lab faculty in-charge in the same week.
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
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.
Course Outcome
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
Foreign Policy: Meaning, Making of FP, National Interest
Determinants of Indian Foreign Policy: Domestic and External
Principles, Objectives and Evolution of India’s Foreign Policy
Unit-2
Teaching Hours:15
Key Foreign Relations
India’s Neighborhood Policy
India’s Relations with US
Indian’s Relations with Russia
India Relations with China
Unit-3
Teaching Hours:15
Key Issues
Look(Act) East Policy
India and Global Governance
India’s Nuclear Posture
India’s emergence as a Global Power
Text Books And Reference Books:
S. Ganguly and M. Pardesi, (2009) ‘Explaining Sixty Years of India’s Foreign Policy’, in India Review, Vol. 8 (1), pp. 4–19.
J. Bandhopadhyaya, (1970) The Making Of India’s Foreign Policy, New Delhi:Allied Publishers.
S. D.Muni, (2003) ‘Problem Areas in India’s Neighbourhood Policy’, in South Asian Survey,Vol. 10 (2), pp. 185-196.
V. Sood, (2009) ‘India and regional security interests’, in Alyssa Ayres and C. Raja Mohan(eds), Power realignments in Asia: China, India, and the United States, New Delhi: Sage.
H. Pant, (2011) ‘India’s Relations with China’, in D. Scott (ed.), Handbook of India’s International Relations, London: Routeledge, pp. 233-242.
GulshanSachdeva (2011), India’s relations with Russia, in in David Scott (ed.), Handbook of India’s International Relations, London: Routeledge
David Scott (2011), India’s relations with the USA, in in David Scott (ed.), Handbook ofIndia’s International Relations, London: Routeledge
David Scott (2011), India’s relations with Pakistan, in in David Scott (ed.), Handbook ofIndia’s International Relations, London: Routeledge
PoorviChitalkar and David M. Malone (2015), “India and Global Governance”, in David M.Malone et.al. (ed) The Oxford Handbook of Indian Foreign Policy, New Delhi: OUP
Manu Bhagavan (2015), “India and the United Nations- or Things Fall Apart”, in David M.Malone et.al. (ed) The Oxford Handbook of Indian Foreign Policy, New Delhi: OUP
Essential Reading / Recommended Reading
C. Rajamohan, (2013) ‘Changing Global Order: India’s Perspective’, in A. Tellis and S. Mirski (eds.), Crux of Asia: China, India, and the Emerging Global Order, Carnegie Endowment for International Peace: Washington.
Chris Ogden (2011), “India and nuclear weapons” in David Scott (ed.), Handbook of India’s International Relations, London: Routledge
Ashley J.Tellis (2003), Toward a ‘Force-in-Being’: The Logic, Structure, and Utility of India’s Emerging Nuclear Posture, in SumitGanguly (ed.) India as an Emerging Power, London: FRANK CASS PUBLISHERS, pp. 58-103
Ch. Ogden, (2011) ‘International ‘Aspirations’ of a Rising Power’, in David Scott (ed.), Handbook of India’s International Relations, London: Routeledge, pp.3-31
Evaluation Pattern
CIA 1-25 marks
CIA 2-25 marks
CIA 3-50 marks
PSY144 - BASICS OF CONSUMER BEHAVIOUR (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3
Course Objectives/Course Description
This course is offered as a marketing elective in the second semester. It is a three-credit course that helps students understand the behavior of consumers before and after purchase. The course helps students gain valuable conceptual knowledge of how the concepts of motivation, perception, personality and other behavioral studies influence the consumer in making purchase decisions. It also gives an insight to the students about the decision-making process and the growing significance of the consumer behavior study in various other areas of marketing
Course Outcome
1: Explain the scope and current trends in Consumer Psychology
2: Understand the application of consumer behavior knowledge and consumer decision making model
3: Evaluate the concepts related to consumer behaviour and the factors that influence consumer behavior
Unit-1
Teaching Hours:15
Unit 1
Definition, Significance,
Applying consumer behaviour knowledge, Consumer decision-making model
Unit-2
Teaching Hours:15
Unit 2
Market segmentation, bases of market segmentation,
Product positioning and repositioning
Unit-3
Teaching Hours:15
Unit 3
Personality and self-concept, Motivation
Information processing, Learning in understanding consumer behaviour
Influence of groups and social media, online consumer behaviour
Text Books And Reference Books:
Loudon, D. L., & Della, B. A. J. (2010). Consumer behavior: Concepts and applications. McGraw-Hill.
Essential Reading / Recommended Reading
Blackwell,Roger D. (2000). Consumer Behavior / By Roger D.Blackwell - New Delhi: Cengage Learning, - 784p
Evaluation Pattern
Total Credits: 03
Total Teaching Hours: 45
Attendance marks will be added as per the attendance policy
SN
CIA Details
Marks Details
1
CIA I
20
2
CIA II
20
3
CIA III
50
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
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.
Course Outcome
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
Integrating perspectives on Addiction:
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.
Unit-2
Teaching Hours:15
Current trends & frameworks of management of Addiction
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
Creating Awareness among peers and community
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.
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
Veach, L. J., & Moro, R. R. (2017). The spectrum of addiction: Evidence-based assessment, prevention, and treatment across the lifespan. SAGE Publications.
Evaluation Pattern
Course outcomes
CIA1 (Total 20 marks)
CIA2 (Total 20 marks)
CIA3 (Total 50 marks)
CO1:
10
10
CO2:
10
5
5
CO3:
15
5
CO4:
30
Note (if any):
SOC143 - SOCIOLOGY THROUGH CINEMA (2023 Batch)
Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3
Course Objectives/Course Description
This course will begin with a session on the Sociology of Cinema and the tools and techniques necessary to analyze the films that will be used in this course as a vehicle to examine society sociologically. This course introduces the student to the discipline of Sociology through cinema from India and elsewhere. It aims to allow students to critically examine society through cinema and its representation.
Course objectives:
To enable students to view cinema as a text for sociological analysis
To gain an introduction to the discipline of sociology through cinema
Course Outcome
Unit-1
Teaching Hours:5
Introduction to Sociology
Sociology as a discipline
Sociological Imagination
Theoretical perspectives
Unit-1
Teaching Hours:5
Introduction to Sociology
Sociology as a discipline
Sociological Imagination
Theoretical perspectives
Unit-2
Teaching Hours:10
Social Structure
Community, Association and Institution
Status and role
Power and authority
Films: Dor (2006), Prem Rog (1982), Roja (1992)
Unit-2
Teaching Hours:10
Social Structure
Community, Association and Institution
Status and role
Power and authority
Films: Dor (2006), Prem Rog (1982), Roja (1992)
Unit-3
Teaching Hours:15
Culture and Socialization
Culture
Socialization
Conformity and Deviance
Films: Taare Zameen Par (2007)
Unit-3
Teaching Hours:15
Culture and Socialization
Culture
Socialization
Conformity and Deviance
Films: Taare Zameen Par (2007)
Unit-4
Teaching Hours:15
Social Stratification
Sex and gender
Race and Ethnicity
Caste and Class
Films: Lajja (2001), India Untouched: Stories of a People Apart (2007)
Unit-4
Teaching Hours:15
Social Stratification
Sex and gender
Race and Ethnicity
Caste and Class
Films: Lajja (2001), India Untouched: Stories of a People Apart (2007)
Text Books And Reference Books:
Burton, E. (1988 ). Sociology and the feature film. Teaching Sociology 16: 263-271.
Dudrah, R K. (2006). Bollywood: Sociology goes to the Movies. New Delhi: Sage Publications.
Prendergast, C. (1986 ). Cinema Sociology: Cultivating the Sociological Imagination through Popular Film. Teaching Sociology 14: 243-248.
Essential Reading / Recommended Reading
Mills, C. W. (2023). The sociological imagination. In Social Work (pp. 105-108). Routledge.