The programme is offered to students opting for a BSc degree with a combination of Chemistry and Zoology and BSc (Chemistry Honours/Honours with Research) or BSc (Zoology Honours/Honours with Research). The programme leads the students to higher learning in chemical and biological sciences and contributes to the welfare of society. It is designed to help the students to understand the importance and judicious use of technology for the sustainable growth of mankind in synergy with nature. During the study of this programme, students will be trained to use an experimental learning strategy to integrate the program's laboratory and lecture components. This programme combines cutting-edge biology and chemical research with instruction practically and uniquely. The programme leads the students to higher learning in biological, and chemical sciences and contribute to the welfare of the society.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Demonstrate problem solving, analytical and logical skills to provide solutions for the scientific requirements

PO3: Understand and analyse the concepts of Chemistry and apply them to real-world situations

PO4: Develop logical and analytical skills in chemical sciences.

PO5: Exhibit professional skills to lead a successful career

PO6: Analyse the impact of chemicals in societal and environmental contexts.

PO7: Imbibe ethical, moral and social values in personal and social life leading to a highly cultured and civilized personality and developing various communication skills such as reading, listening, speaking, etc., which will help in expressing ideas and views clearly and effectively.

PO8: demonstrate and apply the fundamental knowledge of the basic principles in major fields of animal science.

Continuous internal assessment (CIA) forms 50% and the end semester examination forms the other 50% of the marks in both theory and practical. CIA marks are awarded based on their performance in assignments (written material to be submitted and valued), mid-semester test (MST), and class assignments (Quiz, presentations, problem solving etc.) The mid-semester examination and the end semester examination for each theory course will be for two and three hours duration respectively. The CIA for practical sessions is done on a day to day basis depending on their performance in the pre-lab, the conduct of the experiment, and presentation of lab reports. Only those students who qualify with minimum required attendance and CIA will be allowed to appear for the end semester examination.

Understanding animal diversity is a fundamental goal of zoological research, with far-reaching implications for science and conservation. This course will give students a modern perspective on animal diversity and an understanding of how the process of evolution has produced this diversity; explore this diversity from various perspectives and examine how the diversity of body plans can be understood in terms of the relationship between evolution and development. This course will include sessions that demonstrate approaches and techniques used to investigate animal diversity, emphasising that this is an active research field, as well as sessions that help students develop core skills within the context of the course.

Systematics; Natural and classical. Nomenclature: Binomial and Trinomial nomenclature; International rules of Zoological nomenclature (brief account); Mention new trends in systematics like Chemotaxonomy, Serotaxonomy, Cytotaxonomy, Numerical taxonomy (Phenetics), Cladistics (Phylogenetic systematics), Molecular systematics.

Classification based on number of cells, tissue or organ system level of organisation, development of germ layers, development of symmetry, development of coelom, segmentation in the somite, development of mouth and digestive tract; Detailed classification of Kingdom Animalia with major and minor phyla.

Five kingdom classification of living organisms; Mention Cavalier-smith’s eight kingdom classification; Characteristic features and classification of Kingdom Protista down to phyla (Major phylum Rhizopoda, Dinoflagellata, Parabasilia, Apicomplexa, Ciliophora with examples).  

Type Study: Plasmodium: Morphology and structural organization; locomotion, nutrition, excretion, osmoregulation and reproduction; conjugation.

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

General characters and classification down to classes of each phylum; 

Polymorphism in Halistemma; evolutionary significance of Ctenophora.

Type study: Obelia and Taenia solium (Morphology and life cycle, Parasitic adaptations)

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

General characters and classification up to classes of each phylum; evolution of coelom; metamerism in Annelida; evolutionary significance of trochophore larva; vision in Arthropoda, metamorphosis and moulting in insects; foot & shell modification in Mollusca

Type study: Earthworm, Penaeus indicus; Pila globosa

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

External Assessment: End Semester Examination - 100 marks

Both the assessments will be scaled down to 50

This lab course is designed to provide students with hands-on experience examining a wide breadth of animals representing different animal phyla. By closely examining live and preserved specimens students will gain a strong understanding and appreciation for the wide diversity in animal life cycles, body morphology and adaptations. 

1. Study of microscopes (simple and compound).

2. Methods for collection and preservation of invertebrate animals 

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

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

5. Spicules and gemmules in sponges

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

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

8. Identification of Insect Orders 

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

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

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

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

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

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

External Assessment: End Semester Examination - 50 marks

Both the assessments will be scaled down to 25

To learn the basic principles, themes and steps needed to set-up and maintain an aquarium. This course will introduce students about the basic principles, themes and steps needed to set-up and manage a fish aquarium; explore various theoretical and practical approaches to aquarium keeping. This course will include sessions that emphasising that Aquarium keeping is an active field of entrepreneurship, as well as sessions that help students develop core skills within the context of the course.

Scope of Aquarium Fish industry as a Cottage Industry, Different varieties of exotic and indigenous fishes. Principles of a balanced aquarium; Fabrication, setting up and maintenance of freshwater and marine aquarium.  Aquarium accessories and decorative.

Breeding and rearing of ornamental fishes. Broodstock management. Application of genetics and biotechnology for producing quality strains. Common characters and sexual dimorphism of Fresh water and Marine Aquarium fishes such as Molly, Sword tail, Gold fish, Angel fish, blue morph, Anemone fish and Butterfly fish.

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

Common physical, chemical and biological parameters of water affecting ornamental fishes, Management of water quality parameters of water.Water filteration system-biological, mechanical and chemical. Types of filters.

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

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

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

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

Internal Assessment (Test) Theory and Practical - 100 marks

Both the assessments will be scaled down to 50

This course will introduce students about the basic concepts of origin and growth of sericulture and sericulture as science; explore various theoretical and practical approach of mulberry cultivation and silkworm rearing. This course will include sessions that emphasising that Sericulture is an active field of research and entrepreneurship, as well as sessions that help students develop core skills within the context of the course.

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

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

Botanical description of mulberry. Economic importance of mulberry Plant; Morphology of mulberry plant; Different cultivars of mulberry; Floral biology of mulberry: Structure of male and female flowers, Planting system, pruning and training, propagation, irrigation, fertilizer application, manuring, composting, vermicomposting weeding method; Diseases of mulberry Leaf (Leaf spot, Powdery mildew, Leaf Rust, Leaf blight), root (root rot disease, root knot disease) and pest management (Mealy bug, Bihar hairy caterpillar, Jassid, Leaf roller, Scale insect, Termites and mites their preventive and control measures).

Mulberry cultivation, Selection of land and establishment of mulberry garden, Different methods of planting –Organic and inorganic manure application, Rearing house and rearing appliances- Egg transportation and incubation –Egg handling – Hatching –Brushing –Silk worm rearing techniques

Disinfectants: Formalin, bleaching powder, Resham Keet Oushadh (RKO) Silkworm rearing technology: Early age and Late age rearing Types of mountages, Spinning, harvesting and storage of cocoons. 

Reeling methods – Reeling and Re-reeling –Silk examination, cleaning, lacing, bookmaking and grading of silk. Field visit to silk worm rearing centre and reeling industry.

Pests of silkworm: Uzi fly, dermestid beetles and vertebrates Pathogenesis of silkworm diseases: Protozoan, viral, fungal and bacterial Control and prevention of pests and diseases.

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

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

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

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

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

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

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

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

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

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

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

Internal Final Assessment: Theory and Practical - 100 marks

Both the assessments will be scaled down to 100

This course begins with a brief history of apiculture and its importance. Concise information on the equipment needed, handling of honey bee colonies, seasonal management, and economics has been provided. Because this course includes both theory and practice, the reading material is simple and to the point, which will aid them in learning practical beekeeping more effectively.

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

Basic requirements for starting bee keeping: Getting Started in Beekeeping - Land and Buildings, Equipments and supplies - Vehicle, hives; Seasonal management of honey bees: Honey bees on Canola, Spring management of bees, Wintering bees, Apiary management for winter/early spring pollination. Summer management honey production; Queen rearing and colony multiplication: Raising honey bee queens. Developmental stages of queen bee, Requirements for rearing good queens, Methods of rearing queens, Hopkins Method, Alley Method, Miller Method, Dequeening Method, Raising Queen on double and Whole Brood Comb.

Bee enemies  - Wax Moth, Ants, Wasps, Microorganisms, Pests. Diagnosis and Identification; Bacterial, viral, fungal & protozoan diseases: Bacterial disease - American Foulbrood, European Foulbrood, Viral disease - Deformed Wing Virus, Sacbrood Viru, Black Queen Cell Virus, Kashmir Bee Virus, Acute Bee Paralysis Virus; Fungal disease - Chalkbrood, Stonebrood; Protozoan disease - Nosemosis, Nosema cerana; Pesticide poisoning of bees and mitigation: Definition of pesticides, types of pesticides and their length of residual toxicity, Pesticides and pollinators, Toxicity to bees – Honey bee health, Colony collapse disorder

Bee products (honey, pollen, royal jelly, bees wax, propolis & venom) and their significance; Value added honey products; Economics of bee keeping, Economic Value of Commercial Beekeeping; Marketing of bee products (honey comb and honey, pollination services, wax, propolis, pollen, royal jelly, Bee venom, adult and larval bees.

Internal Final Assessment: Theory and Practical - 100 marks

Both the assessments will be scaled down to 100

 The present course deals with the study of microbes, fungi and algae and the diseases caused in plants. The units of Phycology and Mycology deals with the general characters, thallus organization, morphology and life cycles of different algae and fungi. It also discusses the diseases caused in plants and evaluates the symptoms, causal agents and control measures of infected plants and other microbial diseases.

Basic introduction about the microbial diversity

 Discovery; Physiochemical and biological characteristics; Classification (including Baltimore’s); Replication, Lytic and Lysogenic cycle; Structure of DNA virus (bacteriophage T4), RNA virus (TMV), Oncogenic virus (HIV); Symptoms, transmission and management of diseases caused by viruses in plants and in animals-with special reference to Mosaics and Vein clearing; and Dengue and AIDS 

Discovery of bacteria; Ecology and distribution; General structure; Comparison of Archaea and Eubacteria; Wall-less forms (L-forms, Mycoplasma, Protoplasts and Sphaeroplasts) Nutrition; Reproduction–vegetative, asexual and recombination; Economic importance; Symptoms, transmission and management of diseases caused by bacteria and mycoplasma on plants; Detailed study of two diseases each on plants (with special reference to: Crown gall and Citrus canker), and on animals (with special reference to: Tuberculosis and Cholera).

 General characteristics; Ecology and distribution (with reference to distribution in Indian peninsula); Range of thallus organization and reproduction; Basic criteria used in classification (Fritsch, 1945); Important classes in relation to Applied Phycology listed below Cyanophyceae- Nostoc Chlorophyceae- Chlamydomonas, Volvox, ChlorellaBacillariophyceae-Diatoms Phaeophyceae- Sargassum and Rhodophyceae- Gracilaria

 General characteristics; Ecology and distribution; Range of thallus organization; Cell structure; Wall composition; Nutrition; Growth; Reproduction and spores; Heterokaryosis and parasexuality; Basic criteria used in classification. Myxomycetes: General characteristics; Ecology and significance (Physarum as an experimental tool); Oomycetes: General characteristics; Ecology and significance; Thallus organization, Reproduction; Life cycle of Albugo. Life cycle of Rhizopus (Zygomycetes), Peziza (Ascomycetes) Puccinia, (Basidiomycetes) and Alternaria (Deuteromycetes), Symptoms, transmission and management of fungal diseases on plants; Two diseases each on plants (with special reference to Rust of wheat and Early blight of potato), and on humans (with special reference to Candidiasis and Dermatophytes to be studied in detail). Associations of Fungi: Lichens: General account; Reproduction; Mycorrhizae: General account and its significance.

2. Prescott's Microbiology by Willey, Joanne; Sherwood, Linda; Woolverton, Chris, 8th edition (2011) McGraw Hill.

Pearson.

2. Sharma, PD (2005). Fungi and Allied Organisms, Narosa Publishing House, New Delhi.

3. Alexopoulos, C.J., Mims, C.W. and Blackwell, M. (1996) Introductory Mycology, John

Wiley & Sons, Inc. USA.

4. Webster J. and Weber, R.W.S; (2007) Introduction to Fungi (3rd Edition) Cambridge Univ.

Paress, U.K.

5. Fritsch F.E. 1935, 45 (Vol. I & II) The structure and reproduction of the Algae. Vikas

Publishing House Ltd. Delhi

6. Sahoo Dinabandhu. 2000. Farming the ocean Aravali International, Delhi

CIA2: 50%

CI3: 20%

Attendance: 10%

End Semester Exam: 100%

In this introductory paper, the students acquire knowledge of the basic concepts of Physical, Organic, and Inorganic Chemistry. 

Prelearning topics: Bohr’s theory and its limitations, Black body radiation, dual behaviour of matter and radiation, de Broglie’s relation, Heisenberg Uncertainty principle. Hydrogen atom spectra. Need of a new approach to Atomic structure.

Quantum mechanics: Postulates of quantum mechanics, Introduction, time independent Schrodinger equation and meaning of various terms in it. Significance of ψ and ψ², Schrödinger equation for hydrogen atom. Radial and angular parts of the hydrogenic wave functions (atomic orbitals) and their variations for 1s, 2s, 2p, 3s, 3p and 3d orbitals (Only graphical representation). Radial and angular nodes and their significance. Radial distribution functions and the concept of the most probable distance with special reference to 1s and 2s atomic orbitals. Significance of quantum numbers, orbital angular momentum and quantum numbers ml and ms. Shapes of s, p and d atomic orbitals, nodal planes. Discovery of spin, spin quantum number (s) and magnetic spin quantum number (ms). Effective nuclear charge. Slater's Rules. *Stability of half-filled and completely filled orbitals,*concept of exchange energy. Relative energies of atomic orbitals, Anomalous electronic configurations.

Ionic Bonding: General characteristics of ionic bonding. ^#Energy considerations in ionic bonding, lattice energy and solvation energy and their importance in the context of stability and solubility of ionic compounds. Statement of Born-Landé equation for calculation of lattice energy, Born-Haber cycle and its applications, polarizing power and polarizability. Fajan’s rules, ionic character in covalent compounds, bond moment, dipole moment and percentage ionic character.

Covalent bonding: VB Approach: Shapes of some inorganic molecules and ions on the basis of VSEPR and hybridization with suitable examples of linear, trigonal planar, square planar, tetrahedral, trigonal bipyramidal and octahedral arrangements. Concept of resonance and resonating structures in various inorganic compounds.

MO Approach: Rules for the LCAO method, bonding and antibonding MOs and their characteristics for s-s, s-p and p-p combinations of atomic orbitals, nonbonding combination of orbitals, MO treatment of homonuclear diatomic molecules (O₂, N₂) of 1st and 2nd periods (including idea of s-p mixing) and heteronuclear diatomic molecules such as CO, NO and NO⁺. Comparison of VB and MO approaches.

Prelearning topics: Hybridizations, bond lengths, bond angles, bond energy. Localized and delocalized chemical bond, polarity of bonds, types of chemical reactions

Electronic Displacements: Inductive Effect, Electromeric Effect, Resonance, Hyperconjugation and steric effect. Effect of the above on strength of organic acids and bases: Comparative study with emphasis on factors affecting pK values. Cleavage of Bonds: Homolysis and Heterolysis. Nucleophiles and electrophiles. Reactive Intermediates: Carbocations, Carbanions, free radicals and carbenes - Structure, shape and reactivity of organic intermediates. Types of organic reactions: Addition, elimination, substitution, rearrangement and redox reactions (definition and one example each). 

Prelearning topics: Classification, Nomenclature and sources of organic compounds.

Alkanes: (Upto 5 Carbons)

Preparation: Catalytic hydrogenation, from Grignard reagent. Reactions: Free radical Substitution: Halogenation. Selectivity and reactivity. (Mechanisms)

Cycloalkanes-Relative stabilities-Baeyer’s strain theory-Sache-Mohr theory of strainless rings.

Alkenes: (Upto 5 Carbons)

Preparation: Elimination reactions: Dehydration of alkenes and dehydrohalogenation of alkyl halides (Saytzeff’s rule); cis alkenes (Partial catalytic hydrogenation) and trans alkenes (Birch reduction). Mention stereoselective and regioselective reactions. Reactions: cis addition (alk. KMnO₄) and trans-addition (bromine), Addition of HX (Markownikoff’s and anti-Markownikoff’s addition with mechanisms), Hydration, Ozonolysis, Hydroboration-oxidation.

Alkynes: (Upto 5 Carbons)                                                                                          

Prelearning topics: geminal and vicinal dihalides, basic concepts of addition and oxidation reactions.  Preparation: Acetylene from CaC₂ and conversion into higher alkynes; by dehalogenation of tetra halides and dehydrohalogenation of vicinal-dihalides.

Reactions: formation of metal acetylides, addition of bromine and alkaline KMnO₄, ozonolysis and oxidation with hot alkaline KMnO₄.

[2]  Bahl, A. &Bahl, B.S. Advanced Organic Chemistry, S. Chand, 2010.

[3]  B. Mehta, M. Mehta, Organic Chemistry, PHI Learning Private Limited, 2017.

[2]  D.A. Skoog, D.M. West, F.J. Holler and S.R. Crouch, Fundamentals of Analytical Chemistry, 8th Edition, Brooks/Cole, Thomson Learning, Inc., USA, 2004.

[3]  J. D. Lee, Concise Inorganic Chemistry, 5th ed., Blackwell Science, London, 2010.

[4]  Satya Prakash, Advanced Inorganic Chemistry, Volume 1, 5th Edition, S. Chand and Sons, New Delhi, 2012.

[5]  R.K. Prasad, Quantum Chemistry, New Age International, 2001

[6]  McQuarrie, J. D. Simon, Physical Chemistry – A molecular Approach, Viva Books.

[7]  I. N. Levine, Physical Chemistry, Tata McGraw Hill,

[8]  ManasChanda, Atomic structure and Chemical bonding in Molecular Spectroscopy” Tata McGraw Hill.

[9]  J. D. Lee, Concise Inorganic Chemistry, 5th edn., Blackwell Science, London.

[10]   B. R. Puri, L. R. Sharma, Kalia, Principles of Inorganic Chemistry, Milestone Publishers, New Delhi.

[11]   F. A. Cotton, G. Wilkinson and P. L. Gaus, Basic Inorganic Chemistry, 3rd ed., John Wiley.

[12]   B. Douglas, D. Mc Daniel, J. Alexander, Concepts and models in Inorganic Chemistry.

[13]   R. Gopalan, Inorganic Chemistry for Undergraduates, Universities Press, Hyderabad, 2009.

[14]   Jain and Sharma Modern Organic Chemistry 3^rd edition, Vishal Publishing Company, 2009.

[15]   R. T Morrison, and R. N. Boyd. Organic Chemistry.  7^thed. New Delhi: Prentice-Hall of India (P) Ltd., 2010.

[16]   S.M. Mukherji, S. P. Singh, and R. P. Kapoor. Organic Chemistry. 3^rd, 12th Reprint, New Delhi: New Age International (P) Ltd. Publishers, 2009.

[17]   I. L Finar, Organic Chemistry Vol. II, 5^thed. New Delhi: ELBS and Longman Ltd., reprint 2008.

This course is intended to impart basic analytical skills with an emphasis on volumetric analysis. It also emphasizes the importance of organized and systematic approach in carrying out experiments.

1.     Calibration of glassware.

2.     Determination of the surface tension of a liquid or a dilute solution using a stalagmometer.

3.     Study of the variation of surface tension of a detergent solution with concentration.

4.     Determination of viscosity of a liquid.

5.     Estimation of oxalic acid by titrating it with KMnO₄.

6.     Estimation of water of crystallization in Mohr’s salt by titrating with KMnO₄.

7.     Estimation of Fe (II) ions by titrating it with K₂Cr₂O₇ using internal indicator.

8.     Estimation of Fe (II) ions by titrating it with K₂Cr₂O₇ using external indicator.

9.     Estimation of Cu (II) ions iodometrically using Na₂S₂O₃.

10.  Estimation of total alkalinity of water samples (CO₃^2-, HCO^3-) using double titration method.

11.  Measurement of chlorides in water samples by titrimetry (AgNO₃ and potassium chromate)

[2]  Mendham, J. Vogel’s Quantitative Chemical Analysis, Pearson, 2009.

[2]  Mendham, J. Vogel’s Quantitative Chemical Analysis, Pearson, 2009.

1.  Continuous internal assessment of Practicals …………            20 Marks

2.  Mid-Sem practical Test …………………………………         20 Marks

3.  Record assessment ………………………………………         10 Marks

4.  End-semester Practical examination …………………..           50 Marks

  (Viva voce –10 marks; Performing experiment –  40 marks)      

                                 TOTAL                                                100 Marks

This course is aimed at creating awareness among the undergraduate students about the role of chemistry in day- to- day life. To learn more about cosmetics, their ingredients and other common chemicals used in daily life. This will help in selecting the appropriate products from the wide range available in the market. This will also develop in them, a sense of judicious use of cosmetics and other chemicals and also enhancement of self-esteem through proper grooming.

Introduction to cosmetic chemistry

Composition and property: Demonstration of Preparation of cold creams and vanishing cream

Composition and how they work       

Ccomposition and cleansing action, Demonstration of Preparation of a mouthwash, tooth powder and tooth paste                  

Composition and properties Demonstration of Preparation of an aftershave lotion and shaving cream

Composition and their action Demonstration of Preparation of shampoos

Composition and function Demonstration of  Preparation of face powders          

Demonstration of Preparation of lipsticks  

Composition and cleansing action

Composition and working

[2].  John Suchocki Conceptual Chemistry, 2^nd Ed.Pearson Education. Inc. 2003

[3].John W. Hill, Doris K. Kolb Chemistry for changing times, 9^th Ed. 2004

[2].  John Suchocki Conceptual Chemistry, 2^nd Ed.Pearson Education. Inc. 2003

[3].John W. Hill, Doris K. Kolb Chemistry for changing times, 9^th Ed. 2004

It enables the students to understand the Japanese language essential for the translation of scientific literature which enhances the employment opportunities for the students.

Sentence structure.Writing systems; Hiragana, Katakana, Kanji (On and Kun readings).Numbers, exercises

は, が, も,の,に,へ,で, を, と, から, まで, etc.  Exercises.                                   

い-adjectives and な-adjectives, past tense of adjectives. Adverbs. いちだん verbs, ごだん verbs and irregular verbs. Past forms, connective forms, conjunctive forms, passive forms and causative forms of verbs.

Transitive-Intransitive verb pairs. Examples and Exercises.

Conditional sentences with ば,ければ,なら,たら, かったら forms.Comparative expressions using ぐらい,より and ほど.Words implying a comparison (以上,以下,以外,以内,以前,以後).

Superlative expressions using一番 and最も.

Construction with to, と,とする,という, とよぶ,同時に,ときに. Interrogative words with particlesか,も.

Nomenclature of elements, binary compounds, bases, acids, salts, coordination compounds, organic compounds and biochemical compounds. Chemistry vocabulary.

Numbers, units and counters. Numbers with prefixes and suffixes. Some mathematical expressions.

Vocabulary building in physics and biology

Utilization of online resources for translation

Online dictionaries and translators.  Translation exercises

      Japanese, University of Wisconsin Press.

[2]   Different online resources available on internet.

      Japanese, University of Wisconsin Press.

[2]   Different online resources available on internet.

This course is an introduction to some of the basic understanding of chemistry and zoology required in the first year of undergraduate programme. One module of the course will be an introduction to basic concepts in chemistry and the other module will give a foundation for the students in understanding zoology.

a.     Atomic Models (5 Hrs)

Black body radiation, photoelectric effect, Compton effect, Thomson's model and its limitations Rutherford's model and its limitations Bohr's model and its limitations Dual nature of matter and light de Broglie's relationship Heisenberg uncertainty principle Concept of orbitals Concept of shells and subshells Quantum numbers Shapes of s, p and d orbitals

b.    Chemical Bonding and Molecular Structure(5 Hrs)

Valence electrons, Ionic bond, Covalent bond, Polar character of covalent bond, Covalent character of ionic bond, Valence bond theory, Resonance, Geometry of covalent molecules, VSEPR theory. Shapes of some simple molecules Molecular orbital theory of homonuclear diatomic molecules      

c.     Organic Chemistry (5 Hrs)

Hybridizations, bond lengths, bond angles, bond energy. Localized and delocalized chemical bonds, polarity of bonds, and types of chemical reactions. Classification, Nomenclature, and sources of organic compounds. 

a.     Introduction (5h)

The scientific method and experimental design; The organization of life: cells, tissues, organs, and organ systems; Taxonomy and the diversity of life; Chemical elements and molecules essential to living systems.

b.     Introductory Genetics (5h)

Mendelian genetics and inheritance patterns; Basic structure and function of DNA & RNA, Genetic diversity and evolution.

c.     Ecosystem (5h)

Preliminary concept on ecosystems and biomes; Biodiversity and conservation; Human impact on the environment.

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%

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%

Introduction to Carnatic music focus on the basic fundamentals of Carnatic music. This course helps to improve the vocal quality as the lessons works as voice culture to the begginner.

Lessons in three speeds

All the lessons in to three speeds

Sapta tala alankaras and any for geethams

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CIA 2- 25 Marks

CIA 3- 50 Marks 

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

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

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

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

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

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

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

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

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

 Why We Travel-Pico Iyer 

Sentence fragments, dangling modifiers, faulty parallelism,

Thinking Like a Mountain  By Aldo Leopold

Note taking

Aarushi-Hemraj Murder Article 

Newspaper report

 My Story- Nicole DeFreece

Essay writing

Paraphrasing and interpretation skills

• Casey at the Bat-  Ernest Lawrence Thayer

CIA 2=50 

CIA 3= 20 

ESE= 50 marks

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

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

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

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

This module focuses on the evolution of Indian Travel Narratives.

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

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

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

Unit II: Travel Writing: An Overview

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

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

Unit III: Indian Travel Narratives

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

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

Unit IV: Women and Travel Writing in India

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

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

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

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

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

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

Assessment Pattern    

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

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

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

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

Rural India comprises 66.46% of India’s population and contributes to a large portion of India’s GDP by way of agriculture, services, skilled and non-skilled labour.  Rural India suffers from socio-economic distress due to several factors, small land holding, rain dependent agriculture, and lack of alternative sources of income, migration to urban centers and due to several sociological factors. 

Rural India in its diverse geographies has a huge potential to provide solutions to some of the gravest global challenges pertaining to environment and sustainable development and which remains largely untapped.  This calls for a focused approach in exploring the potential opportunities through a scientific approach of critical thinking and creativity, pro-active engagement of rural communities, creating effective structures to implement and create global visibility for the proprietary products and services created. Such an approach will substantially mitigate socio-economic distress in rural communities by providing them income generating opportunities by engaging social enterprises and also contribute to the sustainability goals of the UN.

The course of Social Innovation and Entrepreneurship for students of English Language and Literature  seeks to sensitise students with an on field immersion with rural India and explore possibilities for enterprise through case studies on innovative rural enterprises.  The course seeks to apply their finer eye for aesthetics and culture and

Course Objectives

•           To familiarize students with the Sustainability goals envisioned by UN and motivate them to proactively contribute towards its attainment.

•           To create a firsthand awareness of rural India and challenges which can be translated into entrepreneurial opportunities.

•           To study and analyze different Social Enterprise models and their relative outcomes

•           To gain an understanding of the challenges of running a social enterprise.

•           To give students a firsthand experience of understanding the challenges of capacity building and leadership creation in rural communities for an enterprise and engage them proactively in building a sustainable business.

•           To stimulate curiosity in students to identify the areas of gaps in products and services and come up with creative solutions which can be translated into profitable enterprises.

•           To help students develop ethical business models founded on the principles of equity and fair play vis-à-vis the engagement of rural and grass root communities

•           To enable students to curate branding and market strategies for products and services emerging from a social enterprise to make them profitable and sustainable

Session on 17 UN Sustainability Development Goals.   After the disucssion, students are asked to identify any two sustainability goals and asked to suggest any action steps that can be taken at the community level to reach the goals.  Students present their ideas.

Field visit and online interaction with members of rural communities to understand how political, societal, and domestic realities vary among different geographies and how they impact life and living of rural communities.

Field Visit and online interactive session

Students visit a village near Bangalore and interact with the communities.  Students also have online interactive sessions with women groups in three villages one each in Karnataka, Kerala, and Tamil Nadu.  

Students study how political, societal, and domestic spheres vary in different geographies of India and how they impact their life and living.  

Student groups present their finidings.

Student groups identify one Social Entrepreneur in India and analyze their social enterprise vis-a-vis problem identified and addressed, understanding how they converted the problem into a viable business,  the business model, challenges and opportunities.

Student groups make their presentation

Student groups are given the task of identifying one problem/gap in service which can be converted into an opportunity.

Students are taught how to build the value proposition around a problem or gap in service by identifying the pain points and possible gain creators which can result in a business opportunity

Students are taught how to iterate and build a proof of concept of their solution.  Students are facilitated to prototype their products/pilot their innovative solutions i

Students are taught to build a Business Model Canvas of their solution, and prepare a pitch deck and make their final business presentation

•           Jugaad Innovation: Navi Radjou, Jaideep Prabhu, Simone Ahuja

•           Poor Economics: Abhijit Bannerjee, Esther Duflo

•           The Open Book of Social Innovation: Geoff Mulgan, Robin Murray

•           The 22 Immutable Laws of Branding: Al Ries

•           Marketing Strategy- A Decision-Focused Approach: Walker, Mullins

•           Women in Rural India: Vani Prabhakar

•           Rural Development in India Strategies and Processes: G Sreedhar and D Rajasekar

•           Communication for Rural Innovation: Cees Leeuwis, A. W. van den ban

Live Project-40 Marks

Presentation-20 Marks

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

There is no gainsaying the fact that knowledge is the paramount source of empowerment and empowerment enriches democracy. The attributes of democracy, viz. the government- of, by and for the people, can be realized successfully if the people are well informed and participate in decision making.

To achieve this goal, the Parliament has enacted the Right to Information Act, 2005, and the same has conferred, the most invaluable right to be informed, on the people. Hailed widely as a vaccine against corruption and a multi-vitamin for nourishment of democracy, law relating to Right to Information has become an indispensable weapon for the citizens.

Historical background; Shift in attitudes- secrecy, privilege, open government; Citizens’ right to know; Campaign for freedom of information; Constitutional Provisions; Technological revolution – Information technology

Right to information Act. 2005  –  Overview – Objectives and reasons – Scope of the Act and Overall Scheme of the Act – What concerned citizens will want to know – Definitions

Right to information; Obligations of public authorities; Public information officers; Request for information; Disposal of request

Grounds for rejection to access in certain cases; Severability; Third party information; Statutory exemptions

Constitution of Central Information Commission; State information commission; Powers and functions of commission; Appeal and Penalties; Freedom of information in commercial disputes; Right to Privacy v Right to information

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