Understanding the concept of a spreadsheet - Identifying the components of a spreadsheet

Navigating the Excel interface – Comparison of various version of Microsoft excel - Creating a new spreadsheet- Entering data into cells - Formatting data (fonts, colors, borders) - Adjusting column width and row height - Merging and splitting cells - Basic Excel functions: Structure of an excel function, functions such as SUM (), MIN (), MAX (), AVERAGE (), COUNT (), AUTOSUM, AUTOFILL. Working with an Excel List: Understanding Excel List Structure, Sorting a List Using Single Level Sort, Sorting a List Using Multi-Level Sorts, Using Custom Sorts in an Excel List, Filter an Excel List Using the AutoFilter, Creating Subtotals in a List, Format a List as a Table, Using Conditional Formatting to Find Duplicates, Removing Duplicates.

Excel Data Validation: Understanding the Need for Data Validation, Creating a Validation. List, Adding a Custom Validation Error, Dynamic Formulas by Using Validation Techniques – Protecting range, formula, entire workbook – inserting header and footer

Understanding Excel PivotTables, Creating an Excel PivotTable, Modifying Excel PivotTable Calculations, Grouping PivotTable Data, Formatting PivotTable Data, Drilling Down into PivotTable Data, Creating Pivot Charts, Filtering PivotTable Data, Filtering with the Slicer Tool

Conditional Functions: Working with Excel Name Ranges, Using Excel's IF () Function, Nesting Functions, Using Excel's COUNTIF () Function, Using Excel's SUMIF () Function, Using Excel's IFERROR () Function. Working with Large Sets of Excel Data: Using the Freeze Panes Tool, Grouping Data (Columns and/or Rows), Consolidating Data from Multiple Worksheets. Printing of excel worksheet – alignment, printing of selection, range, entire workbook – mail merge using excel

Excel's Lookup Functions: Using Excel's VLOOKUP() Function, Using Excel's HLOOKUP() Function, Using Excel's INDEX() and MATCH() Functions. Excel's Text-Based Functions: Using Excel's functions such as LEFT(), RIGHT() and MID(), LEN(), SEARCH(), CONCATENATE(). Time value of money - present value of money - capital budgeting, Net present value, Internal rate of return. Statistical function - Introduction to macros. Creation of simple macro functions

Excel 2010 Formulas, by Wiley Publishing, 2010 Edition.

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.

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

To enable the students to understand the fundamental concepts of problem solving and programming structures. The Objective of the course is to teach students the basic principles of programming. These principles will help lay a solid foundation for the students in pursuing courses related to programming during the program. The Course lays emphasis on the fundamentals of programming.

Types of Problems – Problem solving with Computers – Difficulties with problem solving – problem solving concepts for the computer – Constants and Variables – Rules for Naming and using variables – Data types – numeric data – character data – logical data – rules for data types-examples of data types – storing the data in computer - Functions – Operators – Expressions and Equations

How a Computer Solves a problem-Various stages, Execution, Constants and Variables, Syntax and Logical Errors, Data Types, Tokens, ASCII code, Characters, Strings, Variables, Assignments, Input/Output/Assignment Statements.

Functional Paradigm, Logic Programming Paradigm, Sequence Logic, Selection Logic-Boolean Expressions, if/if-else constructs, Repetition Logic-Looping statements, for/while construct, increment/decrement operators, keep a count problem-Object-oriented Paradigm.

Functional Programming, Functions-Header, Parameters/Arguments, Return, Types of Functions, Array- Structure, Declaration, Array storage, Array of Characters, String- Representation in memory, String Processing, String Operations.

[2]Maureen Sprankle and Jim Hubbard, Problem-solving and programming concepts, PHI, 9th Edition, 2012

To provide a strong foundation for data science and the application area related to it, train toexplore the process of data pre-processing and machine learning, and to inculcate the importancevof ethics while handling data and problems in data science. To provide students with a fundamental understanding of the digital computing concepts from a hardware and software perspective.

What is data science? – Why data science? – Data science venn diagram – Terminologies –  Application case studies. Types of data – Structured vs unstructured data – Quantitative vs qualitative data – Four levels of data.

Five steps of data science – Ask an interesting question? – Obtain the data -  Explore the data – Model the data – Communicate and visualize results – Basic question for data explorations – case studies for EDA

Communicating data – Identifying visualization – Importance of graphs and statistics – Verbal communication – The why, how and what strategy of presenting.

Machine learning – Modeling Process – Training model – Validating model – Predicting new observations –Supervised learning algorithms – Unsupervised learning algorithms.

Data Science Ethics – Doing good data science – Owners of the data - Valuing different aspects of privacy - Getting informed consent - The Five Cs – Diversity – Inclusion – Future Trends.

Introduction to Numbers Systems, common terms,  representation in binary, equivalent, conversion- Binary Codes - Different types of Binary Codes - Digital Arithmetic: Basic Rules of Binary Addition and Subtraction, Multiplication, Division

Introduction to Logic Gates and universal Gates, type of Gates, some common applications of logic gates- Logic Families: Significance and types, Characteristics, Transistor Logic, CMOS logic family

Introduction to Boolean Algebra- postulates- Theorems.

SOP, POS, k-map- Arithmetic Circuits: Introduction to arithmetic circuits, basic building blocks, BCD adder.

Multiplexer, Encoders, Demultiplexers, Decoders- Flip Flops: Introduction of Flip Flops, types of Flip Flops

[2] Davy Cielen and Arno Meysman, Introducing Data Science. Simon and Schuster, 2016.

[3] M. Loukides, H. Mason, and D. Patil, Ethics and Data Science. O’Reilly Media, 2018.

[4] Digital Electronics Principles, Devices and Applications, Anil K. Maini, DRDO, India, John Wiley & Sons, Ltd

[5] Computer Organization and Design : the hardware/software interface by david a patterson and john l hennessy

[2]  Doing Data Science, Straight Talk from the Frontline, Cathy O'Neil, Rachel Schutt, O’Reilly, 1st edition, 2013

[3]  Mining of Massive Datasets, Jure Leskovec, Anand Rajaraman, Jeffrey David Ullman, Cambridge University Press, 2nd edition, 2014

[4] Computer Systems: Digital Design, Fundamentals of Computer Architecture and Assembly Language,  ATa Elahi , Springer 2019

[5] Floyd, Thomas L: Digital Computer Fundamentals, 11th Edition, Pearson International, 2015. 

[6] Malvino, Paul Albert, Leach, Donald P,GautamSaha: Digital Principles And Applications, TMH ,8th Edition, 2015.

[7] Bartee, Thomas C: Digital Computer Fundamentals, 6 Edition,TMH, 2010. 

References

https://www.ntnu.edu/studies/courses/TFE4105/2014#tab=omEmnet

ESE-50%

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.

Theory 5hrs

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.

Lab 10 hrs

1. Implement Basic data types, operators and I/O

2. Implement Control structures and loops

3. Implement Strings and Lists 

4. Implement Tuples

Strings, Lists: Accessing elements, Basic List operations, Built-in methods.

Tuples: Working with elements, Basic Tuple operation, Tuple methods and Type of Tuples.

Theory 5 hrs

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: List Comprehensions, Set Comprehension, Dictionary Comprehension.

Functions: Defining a function, Types of arguments, unpacking arguments. Recursive functions.

Main module, built-in, custom modules, importing a module.

Lab 10 hrs

5. Implement Sets and Dictionaries

6. Implement List, Set and Dictionary Comprehensions

7. Implement function

8. Implement Recursive function

Theory 5 hrs

Introduction to NumPy, Aggregations Computation on Arrays, Comparisons, Sorting Arrays.

Introduction to Pandas: Data indexing and Selection, Operating on Data, Handling Missing Data.

Lab 10 hrs

9. Implement the modules of NumPy 

10. Implement the modules of Pandas

[2] Yashavant Kanetkar, Aditya Kanetkar, Let Us Python, BPB Publications, 4th Edition 2022.

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

This course is aimed at undergraduate students to introduce to them the prominent debates on democracy and emerging issues in economies.  The course discusses how various socioeconomic factors act as constraints on economic growth and development. This basic framework allows a student to delve into the causes and consequences of various strategies/methods taken/applied by policymakers and practitioners and how it affects the overall objective of the state/economy through a trifocal analysis of the economy, society, and market keeping the central theme of ‘Democracy.’This course will introduce students to:

• Growing crisis of wealth distribution and income inequality.
•  Sectoral significance and state intervention in policy making.
• Informal sector and labor market participation and rights.
• Analyze corruption in emerging economies through various case studies.
• Discuss the informal economy through concepts, theory, and measurement.

Theories of Democratization; Democratic and Undemocratic States; Measuring Democracy and Democratization; The Global Wave of Democratization; Causes and Dimensions of Democratization: The Political Economy of Democracy; Political Culture, Mass Beliefs and Value Change; Gender and Democratization; Social Capital and Civil Society; Social Movements and Contention in Democratization Processes: Role, impact on policy reforms and cultural change.

Theories of Democratisation; Democratic and Undemocratic States; Measuring Democracy and Democratisation; The Global Wave of Democratisation; Causes and Dimensions of Democratisation: The Political Economy of Democracy: Political Culture, Mass Beliefs, and Value Change; Gender and Democratisation; Social Capital and Civil Society; Social Movements and Contention in Democratisation Processes: Role, Impact on Policy Reforms and Cultural Change

Conventional Citizen Participation;   Institutional Design in New Democracies; Gender and Democratization; A Decade of Democratic Decline and Stagnation.

Conventional Citizen Participation; Institutional Design in New Democracies; Gender and Democratisation; A Decade of Democratic Decline and Stagnation.

A Theory of political transitions: Choice of the economic and political regime; Theoretical extensions: growth, trade, political institutions; Democracy and the public sector; the state, the treat of expropriation and the possibility of development: Social and economic wellbeing and policy reforms.

A Theory of Political Transitions: Choice of Economic and Political Regime; Theoretical Extensions: Growth, Trade, Political Institutions; Democracy and the Public Sector; the State, the Threat of Expropriation and the Possibility of Development: Social and Economic Wellbeing and Policy Reforms

A Marxian theory of democracy; The Importance of Social Class in Historical Comparative Perspective; Dependency and Development; Democracy in Developing Countries; Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain Democracies.

A Marxian Theory of Democracy; The Importance of Social Class in Historical Comparative Perspective; The Case Study of India; Dependency and Development; Democracy in Developing Countries; Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain Democracies

India’s Tryst with Destiny; Democracy, Inequality, and Public Reasoning; A case study on Gujarat experience of development: Approaches, impact, and outcome; Kerala experience of development: Approaches, impact, and outcome.

India's Tryst with Destiny; Democracy, Inequality and Public Reasoning, A Case Study on Gujarat's Experience of Development: Approaches, Impact and Outcome; Kerala's Experience of Development: Approaches, Impact and Outcome

Drèze, J., & Sen, A. (2015). An Uncertain Glory: India and Its Contradictions. Economics Books.

CIA 2: 20 Marks

CIA 3: 45 Marks

Attendance: 5 Marks

This course aims to provide a holistic and a deeper understanding of the trade-off between ecology and development. Through an inter-disciplinary lens an organic approach is adopted to understand the trade-off. This course, therefore, seeks to cultivate not only the moral and ethical thinking of the ecology but also it tries to put forth an action plan from a policy front. 

The Value Problem in Ecological Economics- Values in Ecological Value Analysis: What Should We Be Learning from Contingent Valuation Studies? - Natural Capital in Ecological Economics-Entropy in Ecological Economics.

The environmental impact of land development-Development of water resources-Development and changing air quality- Urban development and environmental change-Environmental economics and ecological economics: Where they can converge?- Power Inequality and the Environment.

Gender and environment; Ecofeminism; androcentrism; Deep ecology – ecofeminism debate; Ecocriticism; Nature writings; Thinking like a mountain; The forgetting and remembering of the air - The Varna Trophic System An Ecological Theory of Caste Formation. 

Reading Ecology, Reinventing Democracy-Scientists or Spies?- Revisiting the Debates on Man-Nature Relation- Lecture of Medha Patkar- Ecological Fiscal Transfers and State-level Budgetary Spending in India- -Bourgeois Environmentalism, the State, the Judiciary, Urban Poor, Significance of Silent Valley- Silent Valley: A controversy that focused global attention on a rainforest 40 years ago- Equity and Justice

2.Daly & Farley. (2011). Ecological Economics (Principles and Applications). Island Press

3.Pepper, D. (2002). Eco-socialism: from deep ecology to social justice. Routledge

1.      4.Gupta, Avijit. (1998).Ecology and Development in Third World. Routledge

4. Patel, S. (1997). Ecology and Development. Economic and Political Weekly, 2388-2391.

5. Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press

6. Burkett, Paul. (2006). Marxism and Ecological Economics. Brill

7.Venkatachalam, L. (2007). Environmental economics and ecological economics: Where they can converge?. Ecological economics, 61(2-3), 550-558.

2. Warren, K.J. (ed), (1994).  Ecological Feminism. London: Routledge.

3.Shiva, V. (2016). Staying alive: Women, ecology, and development. North Atlantic Books.

4.Kavoori, P. S. (2002). The Varna Trophic system: an ecological theory of caste formation. Economic and Political Weekly, 1156-1164. 

5.Gill, K. (2009). Bourgeois environmentalism’, the State, the Judiciary, and the ‘urban poor’: The political mobilization of a scheduled caste market. Of Poverty and Plastic (Oxford, UK: Oxford University Press, 2010), 209.

6. Kaur, A., Mohanty, R. K., Chakraborty, L., & Rangan, D. (2021). Ecological fiscal transfers and state-level budgetary spending in India: Analyzing the flypaper effects. Levy Economics Institute, Working Papers Series July.

7.Parameswaran, M. P. (1979). Significance of Silent Valley. Economic and Political Weekly, 1117-1119.

8. Lewis, M. (2002). Scientists or spies? Ecology in a climate of Cold War suspicion. Economic and Political Weekly, 2323-2332.

CIA 2- 25 Marks

CIA 3- 50 Marks 

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

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

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

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

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

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

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

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

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

 Why We Travel-Pico Iyer 

Sentence fragments, dangling modifiers, faulty parallelism,

Thinking Like a Mountain  By Aldo Leopold

Note taking

Aarushi-Hemraj Murder Article 

Newspaper report

 My Story- Nicole DeFreece

Essay writing

Paraphrasing and interpretation skills

• Casey at the Bat-  Ernest Lawrence Thayer

CIA 2=50 

CIA 3= 20 

ESE= 50 marks

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  

Course Description:

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

Course Objectives

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

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

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

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

Anton Chekhov: "Gooseberries"

Margaret Atwood: "Bread"

Borden Deal: “The Taste of Watermelon"

Mona Gardner: "The Dinner Party"

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

Li-Young Lee: "Eating Together"

Gwendolyn Brooks: "Kitchenette Building"

Seamus Heaney: "At a Potato Digging "

Risa Potters: "In My Mother’s Things"

Choman Hardi: “My Mother’s Kitchen”

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

Roland Barthes: Wine and Milk

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CIA 1: Presentation (20 Marks)

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

Mid Semester: Research paper (50 Marks)

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

CIA 3: Photo Essay (20 Marks)

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

End Semester: Food Narrative Project (50 Marks)

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

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

Objectives:

·       To trace the historical phenomenon influencing the Indian business  

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

·       What is Business History?

·       Contours of Indian Business History

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

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

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

·       The East India Company

·       The Industrial Revolution & Railroads 

·       Entrepreneurship and Rise of the Industrial Elite

·       The growth of big business in India and abroad

·       Mergers in the 19th and early 20th century

·       Family oriented firms and practices

·       Government industrial policy Growth of Business: 1947-1990

·       Technical innovations