Syllabus for
BSc (Physics, Mathematics/Honours/Honours with Research)
Academic Year  (2023)

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

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.

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.

One dimensional and multidimensional arrays, Declaration, initialization, Reading values into an array, Displaying array contents and Array Manipulations. String-Basic Concepts, Library Functions

Definition, notation, pointer and arrays, pointers and functions-call by value and call by reference.

ESE 50%

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.

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

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.

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.

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).

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.

[1] Robin Nixon, Learning PHP, My SQL and Java Script, Kindle Edition, O'Reilly Media 2009.

ESE 50%

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.

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.

Data cleaning – handling missing values – errors and outliers

Decision trees – naïve based methods – neural networks – SVM.

Application of normalization methods – min-max method – 

K-Means – Distance-based methods – Association Rules – finding frequent itemsets – apriori method.

Performance metrics of tasks – drawing various charts from the results – interpretation of results.

Exploring the open source tools: Weka, Orange, Rapid Miner.

2. Data Mining and Predictive Analytics, Daniel T. Larose & ChantalD Lorose, Wiley Publisher, 2017

2. Data Mining: The Text  Book, Aggarwal, Springer, 2015.

ESE 50%

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

- 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

- 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

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.

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.

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

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.

[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.

[2]Zhang.Y      ,An      Introduction     to         Pythonand      Computer            Programming,Springer Publications,2015

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

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

·         To help improve their communication skills for larger academic purposes and vocational purposes

·         To enable learners to learn the contextual use of words and the generic meaning

·         To enable learners to listen to audio content and infer contextual meaning

·         To enable learners to be able to speak for various purposes and occasions using context specific language and expressions

·         To enable learners to develop the ability to write for various purposes using suitable and precise language.

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

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

 Why We Travel-Pico Iyer 

Sentence fragments, dangling modifiers, faulty parallelism,

Thinking Like a Mountain  By Aldo Leopold

Note taking

Aarushi-Hemraj Murder Article 

Newspaper report

 My Story- Nicole DeFreece

Essay writing

Paraphrasing and interpretation skills

• Casey at the Bat-  Ernest Lawrence Thayer

CIA 2=50 

CIA 3= 20 

ESE= 50 marks

Travel Literature is one of the most popular areas of study and research today. Theoretical and practical understanding of travel and Travel Literature has evolved a lot in its journey to the present. We discuss journeys at multiple levels; physical, philosophical, psychological, religious, internal, external etc. The involvement of multidisciplinary perspectives has enriched the whole understanding of travel. Questions like why people travel and what happens when one sets out on a journey becomes so pertinent to the whole discipline. This course will try to engage with the ideas of travel and writing on travel from a chronological and historical perspective. This course will also provide students with a modern and comprehensive way of understanding the world of travel and travel narratives.

Course Objective: This course is aimed at providing a comprehensive introduction and survey on the contemporary world of travel and travel narratives. The course is aimed at providing students a direct engagement with the modern theoretical understanding of the travel narratives.

Travel is the buzz word of the day. In the fast-changing modern world travel plays a vital role in shaping up thoughts and aspirations of people. People travel for multiple reasons like to enjoy, to study, as a profession, etc and the theoretical understanding of travel needs to be taken into account at the beginning itself. Understanding travel in the light of modern socio-political and economic scenario is also very important in today’s global scenario. These basic positions of the course would enable students to look at travel in a broader context to create a better world with diversity and inclusivity.

This unit is intended to give students an over view of the evolution of the genre of Travel Writing. Some important theories of travel writing will be introduced in this module along with the evolution of travel narratives in India.

This module focuses on the evolution of Indian Travel Narratives.

This unit is trying to look at the rise and development of women travellers historically and sociologically. This will enable students to critically evaluate the Indian scenario of travel narratives.

1.     Pratt, Mary Louise. Imperial Eyes: Studies in Travel Writing and Transculturation.Routledge, 1992.

2.     Lislie, Debbie. The Global Politics of Contemporary Travel Writing, Cambridge University Press, 2009 Print.

Unit II: Travel Writing: An Overview

1)    Hulme, Peter, and Tim Youngs, eds., 2002. The Cambridge Companion to Travel Writing. Cambridge: Cambridge UP.

2)    Said, Edward (1983). ‘Traveling Theory.’ The World, the Text, and the Critic. [1982]. Cambridge, MA: Harvard UP. 226–47.

Unit III: Indian Travel Narratives

1)    Bhattacharji, Shobhana(ed). 2008. Travel Writing in India, Sahitya Academy, New Delhi.

        2)    Mandal, Somadatta.  Indian Travel Narratives, Rawat Publications, New Delhi. 2010. 

Unit IV: Women and Travel Writing in India

1.     Ghose, Indira. Women Travellers in Colonial India: The Power of the Female Gaze OUP Delhi 1998 Print. Pp.1-19

2.     Nath, Shivya. The Shooting Star: A girl, her backpack and the World, Penguin 2017.

2)    Tagore, Rabindranath. 1962. Diary of a Westward Voyage. Asia Publishing House.

3)    Dalrymple, William. Nine Lives: In Search of the Sacred in Modern India. Bloomsbury, New Delhi.2010.

1.                 4)    Jung, Anees. Unveiling India: A Woman’s Journey, Penguin India,1986.

 5) Bohls, E. A. (1995). Women travel writers and the language of aesthetics, 1716-1818 (No. 13). Cambridge University Press.

Assessment Pattern    

CIA I and III can be either written analysis/presentation of a travel narrative analysis of a popular writer of contemporary time, debates or seminar/panel discussions.

Mid semester exam – A written paper on the modules covered for 50 marks. Section A will have questions (6x5 =30 marks). Section B will have 2 analytical questions (10 marks each) to assess conceptual clarity and understanding of the domain.

End-semester exam – Two sections: Section A (30 marks) will have 3 questions (10 marks each) testing the knowledge on the evolution of the genre. Section B (20 Marks)will have 2 conceptual/Analytical question (10 marks each).

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.

Defining the relationship between sports and literature

Historical perspectives on sports in literature

The role of sports in society and culture

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

Gender representation in sports literature

Examination of gender roles and expectations in athletic contexts

Sports as a means of empowerment and resistance

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

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: 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

CIA 2- MSE 50

CIA 3- 30

ESE- 50

Course Description: In the last 20-25 years the field of game studies has evolved significantly. It is globally recognised. Video games have been studied using inter, multi and transdisciplinary methods to understand culture, identity, media, narration and communication. The course will provide a historical, social, cultural and critical foundation about games, digitality, storytelling and its moral and ethical world. This will enable students to understand the connection between identities, moralities and our current engagement with the gaming world. This will help in broadening the interdisciplinary focus and assessment of storytelling in diverse forms and connect it with the ethical issues of the contemporary world.

Course Objectives: The course will survey the evolution of ideas connecting storytelling, gaming and ethics and morality. It will introduce the latest research in gaming and ethics as evidenced in the globalised world. It will provide a methodology for students to assess and critically evaluate the meaning, content, intent, narration (compared to other broader media), ideology and ethical implications of gaming in the contemporary world.

While gaming has been popular, studying games with its historical, social and cultural context requires a foundation in history of games. Locating games within cultures of social transactions and strategic implications will provide the required base to begin the course.

This unit is divided into three smaller subunits. The students will be divided into smaller groups in class and asked to explore the following blog to choose any one area of interest within the subcategories mentioned. The class will progress accordingly. They have to choose between games and colonialism, games and gender, games and philosophy (utopia/dystopia).

This unit is focussed on ethical framework of games.

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

While gaming has been popular, studying games with its historical, social and cultural context requires a foundation in history of games. Locating games within cultures of social transactions and strategic implications will provide the required base to begin the course.

1.     Roberts, J. M., Arth, M. J., & Bush, R. R. (1959). Games in culture. American anthropologist, 61(4), 597-605.

2.     Chapter 1 from Grace, L. D. (2019). Doing things with games: Social impact through play. CRC Press.

Unit II: Gaming, Society and Narration                                                                (15 hours)

This unit is divided into three smaller subunits. The students will be divided into smaller groups in class and asked to explore the following blog to choose any one area of interest within the subcategories mentioned. The class will progress accordingly. They have to choose between games and colonialism, games and gender, games and philosophy (utopia/dystopia).

https://coe-gamecult.org/

Reading: Shaw, A. (2010). What is video game culture? Cultural studies and game studies. Games and culture, 5(4), 403-424.

Salter, A., & Blodgett, B. (2017).  Toxic Geek Masculinity: Sexism, Trolling, and Identity Policing (Cham: Springer International Publishing, 2017), 73-99.

Case study: Hellblade: Senua’s Sacrifice

Unit III: Games and Ethics                                                                                      (15 hours)

Kowert, R., & Quandt, T. (Eds.). (2015). The video game debate: Unravelling the physical, social, and psychological effects of video games. Routledge. (Chapter 2/4/5).

Gotterbarn, D. The ethics of video games: Mayhem, death, and the training of the next generation. Inf Syst Front 12, 369–377 (2010). https://doi.org/10.1007/s10796-009-9204-x

Schrier, K. (2015). EPIC: A framework for using video games in ethics education. Journal of Moral Education, 44(4), 393-424.

Sicart, M. (2015). Playing the good life: Gamification and ethics. The gameful world: Approaches, issues, applications, 225-244.

Unit IV: Storyboard – design a game (basic story line)

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

1.     Workshop by gaming planner/designer

2.     https://www.pluralsight.com/blog/film-games/creating-game-concept-first-step-getting-game-ground

3.     https://uxdesign.cc/a-board-game-design-process-a-game-is-a-system-5469dfa4536

Bolter, J. et al. (1999). Remediation. Understanding New Media. Cambridge, MA: The MIT Press, 20-52; 88-102.

Burrill, D. A. (2008). Die tryin': videogames, masculinity, culture (Vol. 18). Peter Lang. (13-44).

Mukherjee, S. (2017). Videogames and Postcolonialism. New York: Palgrave Macmillan, 1-52. (Rise of the Tomb Raider).

Schrier, K. (2017). Designing role-playing video games for ethical thinking. Educational Technology Research and Development, 65(4), 831-868.

Sicart, M. (2013). Beyond choices: The design of ethical gameplay. MIT Press.

Zhang, Y. (2009). Ian Bogost, Persuasive Games: The Expressive Power of Videogames.

Assessment Pattern    

Evaluation Pattern

CIA I and III can be either written analysis/presentation of an author, book review, narrative analysis of a dominant idea of the contemporary time, debates or seminar/panel discussions.

Mid semester exam (class test) – A written paper on the modules covered for 50 marks. Section A (10 marks) will have objective questions (20, ½ marks each). Section B will have 4 questions (10 marks each) to assess conceptual clarity. Section B will have one compulsory question which will be analytical.

End-semester exam (class test) – Three sections: Section A (10 marks) will have objective questions (20, ½ marks each). Section B will have 1 conceptual question (10 marks each). They will be conceptual. Section C (15 marks each) will be having two case studies - one purely based on identification of features, styles, and narrative devices, and second question will be evaluative and analytical.

Consolidated marks will be sent after the final examination.

Course Description

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

Course Objectives

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

Tin Pan Alley and song pluggers, World War II

Sheet Music

Swing and ragtime

Vaudeville

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

Nashville, Music Row, Elvis Presley

 Bill Haley 

Chuck Berry

  Buddy Holly   

The Beatles and Beatlemania

Establishing an aesthetic of Mod

  TV and bands 

The Rolling Stones  

Bands as Artists                                                                                                                 

Beatles / Sgt Pepper’s  

Pink Floyd /The Wall

The Who / Tommy

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

Woody Guthrie

Bob Dylan

Joan Baez

Janis Joplin

Simon and Garfunkel

Jimi Hendrix

Pearl Jam

Riot bands

Jon CovachUniversity of Rochester

and the Eastman School of Music

Andrew Flory

Carleton College

W. W. NORTON AND COMPANY

NEW YORK • LONDON

fifth Edition

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Archiving:

End Semester:

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

Moving from land to ocean marks a shift in our understanding with fluidity as the focal point. ‘Blue Humanities’ or ‘Blue Cultural Studies’ uses the ocean as the lens to foreground diverse historical, social, cultural, economic and political aspects. The expansive field of Blue Humanities adopts a multidisciplinary approach, weaving together insights from environmental studies, oceanography, marine studies, cultural studies, film studies, history, etc. The course specifically focuses on revisiting the cliched conceptualization of the ocean as vast, alien, terra nullis and ahistorical. The ‘Oceanic Turn’ transitions from the surface to the depths below to explore the three-dimensional ocean through socio-cultural representations. Reading the ocean and the sea through cinema from across the world will help understand how the ocean is portrayed in myriad ways ‘foregrounding and problematizing issues connected to gender, race, pollution, social justice, maritime activities, privatization, globalization, capitalism ontologies’ to revisit our established thought regimes. 

The unit will provide an alternative reading of our established understanding of ‘Origins’ with reference to the ocean – formation of the earth, the oceans, plants and animals and human beings. Destabilizing the pre-set reading of the formation of the world and prioritizing the land over the sea, the unit will help refocus the establishment of life in the Universe.

·       Excerpts from Rachel Carson, The Sea Around Us

·       Steve Mentz, “Two Origins: Alien or Core?”

·       Philip E. Steinberg and Kimberley Peters, “Wet Ontologies, Fluid Spaces: Giving Depth to Volume Through Oceanic Thinking”

The unit will throw light on the field of Ecocriticism with specific focus on Blue Humanities and its emerging engagement with the oceans around the world. The unit will help position the study of the oceans in the field of Humanities with specific reference to Cultural studies to frame the Blue Cultural Studies.

·       Excerpts from Sidney I. Dobrin, “Unearthing Ecocriticism”

·       John R.  Gillis – “The Blue Humanities”https://www.neh.gov/humanities/2013/mayjune/feature/the-blue-humanities

·       Helen M Rozwadowski, Oceans in three Paradoxes: Knowing the Blue through Humanities – Virtual Exhibition https://www.environmentandsociety.org/exhibitions/oceans-three-paradoxes

The unit will probe into pivotal aspects surrounding the construction of the ocean space through filmic representations of the ocean. The intent is to analyze through a range of issues informing the oceanic representations in films to unearth the pluri-focussed politics, both explicit and otherwise, manoeuvring through them - Maritime histories and activities, Aquatic world, Disasters, Conquests, Wars, Exploration, Adventure, Folk Tales and Myths, Colonialism and Postcolonialism, Gender, Race, Capitalism, International Relations, Globalization, Ecology and Medical Humanities.

·       James L. Smith and Steve Mentz - Learning an Inclusive Blue Humanities: Oceania and Academia through the Lens of Cinema

·       Stefan Helmreich, “Massive movie waves and the Anthropic Ocean”

·       Dilip M Menon, “Sea-Ing Malayalam Cinema”

·       Rie Karatsu, “The Representation of the Sea and the Feminine in Takeshi Kitano's A Scene at the Sea (1991) and Sonatine (1993)” (SLA)

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

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

·       Chen, Cecilia, Janine MacLeod, and Astrida Neimanis, editors. Thinking with Water. McGill-Queens Univ. Press, 2013. 

·       DeLoughrey, Elizabeth. “Toward a Critical Ocean Studies for the Anthropocene.” English Language Notes, vol. 57, no. 1, Apr. 2019, pp. 21–36.

·       Di Leo, Jeffrey R., editor. “Blue Humanities,” Symploke, vol. 27 no. 1, 2019, pp. 7-10. · 

·       Gillis, John R. “The Blue Humanities.” HUMANITIES, vol. 34, no. 3, May/June 2013.

·       Jue, Melody. Wild Blue Media: Thinking through Seawater. Duke Univ. Press, 2020.

·       Mentz, Steve. “Toward a Blue Cultural Studies: The Sea, Maritime Culture, and Early Modern English Literature.” Literature Compass, vol. 6, no. 5, Sept. 2009, pp. 997–1013. 

·       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.

 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.  

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. 

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.

a)     Cinema as a narrative – Words and Images – Genre- Representation Vs. Reality – Propaganda – selling History. 

b)    Language of Cinema- Color – Angles – Movement

a)     Cinema as a narrative – Words and Images – Genre- Representation Vs. Reality – Propaganda – selling History. 

b)    Language of Cinema- Color – Angles – Movement

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.

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.

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).

CIA 2:  Mid Semester Examinations 25 Marks

CIA 3:  10 Marks

End semester examination: 50 Marks

Attendance: 5 Marks

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.

Meaning and nature of social security; Public assistance v. Public insurance; Constitutional foundations and the role of ILO

Introduction; Manufacturing and hazardous processes; Health, safety and welfare in factories; Working hours and employment of young persons 

Introduction; Important definitions; ESI Corporation; Various benefits

Introduction; Employment of or work by women; Right to payment of maternity benefit; Dismissal and deduction of wages

Introduction: nature and meaning; Licensing of contractors; Regulation and abolition of Contract Labour

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.

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.

CIA I- Class Test carrying 25 marks

CIA II – Class Test carrying 25 marks

CIA III – Class Test carrying 50 marks

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.

INTRODUCTION

INDIAN CONSTITUTION AND ENVIRONMENT

JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL POLLUTION

ENVIRONMENT (PROTECTION) ACT, 1986

ENVIRONMENT (PROTECTION) ACT, 1986

WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974

FORESTS AND CONSERVATION LAWS

 WILD LIFE PROTECTION AND THE LAW

INTERNATIONAL DEVELOPMENTS FOR PROTECTION OF ENVIRONMENT

MCQ exam: 50 Marks

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.

Sets and Relations, Functions: Representations, types, properties;   Limits and Continuity: Basic concepts; Differentiability: Derivatives of standard functions, rules of differentiation.

End Semester Examination: 60%

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.

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.

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.

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.

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.

Recapitulation of methods of integration and Definite Integral, Reduction Formulae: ∫sin^𝑛𝑥 𝑑𝑥, ∫cos^𝑛𝑥 𝑑𝑥, ₀∫^𝜋/2sin^𝑛𝑥 𝑑𝑥, ∫sin^𝑚𝑥 cos^𝑛𝑥 𝑑𝑥, ∫tan^𝑛𝑥 𝑑𝑥, ∫cot^𝑛𝑥 𝑑𝑥 ∫sin^𝑚𝑥 sin^𝑛𝑥𝑑𝑥, ∫cos^𝑚𝑥 cos^𝑛𝑥𝑑𝑥, ∫ 𝑥^𝑛𝑒^𝑎x𝑑𝑥, ∫𝑥^𝑚sin^𝑛𝑥𝑑𝑥, ∫𝑥^𝑚cos^𝑛𝑥𝑑𝑥, ∫(𝑥²+𝑦²)^−𝑛 𝑑𝑥, ∫𝑥^𝑚(𝑎+𝑏𝑥^𝑛)^𝑝 𝑑𝑥 , ∫(𝑎²+𝑥²)^𝑛/2𝑑𝑥 and related examples– Leibnitz rule for differentiation under integral sign.