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1 Semester - 2024 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BBA141B | MARKETING AND SELLING SKILLS | Multidisciplinary Courses | 3 | 3 | 100 |
BBA141D | TALENT MANAGEMENT | Multidisciplinary Courses | 3 | 3 | 50 |
BBA141F | SUSTAINABILITY?AND GREEN MARKETING | Multidisciplinary Courses | 3 | 3 | 50 |
BLS102-1 | ANIMAL DIVERSITY-I (NON-CHORDATA) | Major Core Courses | 3 | 3 | 100 |
BLS112-1 | ANIMAL DIVERSITY-I LAB | Major Core Courses | 2 | 1 | 50 |
BLS161A-1 | MUSHROOM CULTIVATION TECHNIQUES | Skill Enhancement Courses | 3 | 3 | 100 |
BLS161B-1 | ALGAL TECHNOLOGY | Skill Enhancement Courses | 3 | 3 | 100 |
BLS161C-1 | ELEMENTS OF FIELD WORK | Skill Enhancement Courses | 3 | 3 | 100 |
BLS162A-1 | AQUARIUM FISH KEEPING | Skill Enhancement Courses | 3 | 3 | 100 |
BLS162B-1 | SERICULTURE | Skill Enhancement Courses | 3 | 3 | 100 |
BLS162C-1 | APICULTURE | Skill Enhancement Courses | 3 | 3 | 100 |
BTY101-1 | FUNDAMENTALS OF MICROBIOLOGY | Major Core Courses | 3 | 3 | 100 |
BTY111-1 | FUNDAMENTALS OF MICROBIOLOGY LAB | Major Core Courses | 2 | 1 | 50 |
CHE121-1 | BASIC CHEMISTRY | Allied Core Courses | 3 | 3 | 100 |
CHE141B | NUTRICHEM | Multidisciplinary Courses | 3 | 3 | 100 |
COM141 | FUNDAMENTALS OF ACCOUNTING | Multidisciplinary Courses | 3 | 3 | 100 |
COM143 | ENTREPRENEURSHIP DEVELOPMENT AND SMALL BUSINESS MANAGEMENT | Multidisciplinary Courses | 45 | 3 | 100 |
COM144 | FINANCIAL LITERACY | Multidisciplinary Courses | 3 | 3 | 100 |
COM145 | CREATIVE ADVERTISEMENT | Multidisciplinary Courses | 3 | 3 | 100 |
DMT141 | DANCE MOVEMENT THERAPY | Multidisciplinary Courses | 3 | 3 | 100 |
DMT142 | INTRODUCTION TO CARNATIC MUSIC | Multidisciplinary Courses | 3 | 3 | 100 |
DMT143 | INTRODUCTION TO ACTING | Multidisciplinary Courses | 2 | 3 | 100 |
ECO145 | ECOLOGY AND DEVELOPMENT | Multidisciplinary Courses | 3 | 3 | 100 |
ENG181-1 | ENGLISH | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
EST141 | TRAVEL AND TRAVEL NARRATIVES | Multidisciplinary Courses | 3 | 3 | 100 |
EST145 | POETICS , POLITICS AND PIVOTAL PEOPLE OF ROCK N ROLL | Multidisciplinary Courses | 3 | 3 | 50 |
EST150 | OCEANSCAPES : EXPLORING CINEMA THROUGH BLUE HUMANITIES | Multidisciplinary Courses | 3 | 3 | 50 |
HIS141 | HISTORY AND CINEMA | Multidisciplinary Courses | 3 | 3 | 100 |
LAW143 | LABOUR AND SOCIAL WELFARE | Multidisciplinary Courses | 3 | 3 | 100 |
MAT141 | FOUNDATIONS OF MATHEMATICS | Multidisciplinary Courses | 3 | 3 | 100 |
MAT142 | COMPUTATIONAL MATHEMATICS FOR BIOLOGY | - | 3 | 3 | 100 |
MED143 | CELEBRITY PR | Multidisciplinary Courses | 3 | 3 | 100 |
PHY142 | ANALOG AND DIGITAL ELECTRONICS | Multidisciplinary Courses | 3 | 3 | 100 |
POL141 | DEMOCRACY AND ETHICAL VALUES | Multidisciplinary Courses | 2 | 2 | 100 |
POL144 | INDIA AND THE WORLD | Multidisciplinary Courses | 3 | 2 | 100 |
PSY156 | PSYCHOLOGY OF RELATIONSHIPS | Multidisciplinary Courses | 3 | 3 | 100 |
PSY157 | SCIENCE OF WELL-BEING | Multidisciplinary Courses | 3 | 3 | 100 |
PSY158 | STRESS MANAGEMENT | Multidisciplinary Courses | 3 | 3 | 100 |
SOC142 | CONTEMPORARY SOCIAL PROBLEMS AND CHALLENGES | Multidisciplinary Courses | 3 | 3 | 50 |
SW141 | INTRODUCTION TO SOCIAL WORK AND SOCIAL WELFARE | Multidisciplinary Courses | 3 | 3 | 100 |
2 Semester - 2024 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BBA141B | MARKETING AND SELLING SKILLS | - | 3 | 3 | 100 |
BBA141D | TALENT MANAGEMENT | - | 3 | 3 | 50 |
BBA141F | SUSTAINABILITY?AND GREEN MARKETING | - | 3 | 3 | 50 |
BBA142A | ADVERTISING AND SALES PROMOTION TECHNIQUES | - | 3 | 3 | 50 |
BBA142B | EMOTIONAL INTELLIGENCE AND MANAGERIAL EFFECTIVENESS | - | 3 | 3 | 50 |
BBA142C | FUNDAMENTALS OF DIGITAL MARKETING | - | 3 | 3 | 50 |
BBA142D | WEALTH MANAGEMENT | - | 3 | 03 | 50 |
BBA142E | WORKING WITH SPREAD SHEETS | - | 3 | 3 | 100 |
BBA142F | FINANCIAL EDUCATION | - | 3 | 3 | 50 |
BLS102-2 | ANIMAL DIVERSITY-II (CHORDATA) | - | 3 | 3 | 100 |
BLS112-2 | ANIMAL DIVERSITY-II (CHORDATA) LAB | - | 2 | 1 | 50 |
BTY101-2 | FUNDAMENTALS OF CELL BIOLOGY | - | 3 | 3 | 100 |
BTY102-2 | BIOCHEMISTRY | - | 3 | 3 | 100 |
BTY111-2 | FUNDAMENTALS OF CELL BIOLOGY LAB | - | 2 | 1 | 50 |
BTY112-2 | BIOCHEMISTRY LAB | - | 2 | 1 | 50 |
CHE141B | NUTRICHEM | - | 3 | 3 | 100 |
CHE142 | DECODING THE SCIENCE OF FOOD AND HEALTH | - | 2 | 03 | 50 |
COM141 | FUNDAMENTALS OF ACCOUNTING | - | 3 | 3 | 100 |
COM143 | ENTREPRENEURSHIP DEVELOPMENT AND SMALL BUSINESS MANAGEMENT | - | 45 | 3 | 100 |
COM144 | FINANCIAL LITERACY | - | 3 | 3 | 100 |
COM145 | CREATIVE ADVERTISEMENT | - | 3 | 3 | 100 |
COM151 | DIGITAL MARKETING | - | 3 | 3 | 50 |
CSC141 | PROGRAMMING IN C | - | 3 | 3 | 100 |
CSC151 | PYTHON FROM SCRATCH | - | 3 | 3 | 100 |
CSC154 | CYBER SECURITY AND ETHICS | - | 3 | 3 | 100 |
DMT141 | DANCE MOVEMENT THERAPY | - | 3 | 3 | 100 |
DMT142 | INTRODUCTION TO CARNATIC MUSIC | - | 3 | 3 | 100 |
DMT143 | INTRODUCTION TO ACTING | - | 2 | 3 | 100 |
DPS141 | UNDERSTANDING THE MODERN INDIAN SOCIETY | - | 3 | 3 | 50 |
DPS142 | ENVIRONMENTAL AND SOCIAL POLICY | - | 3 | 3 | 100 |
ECO145 | ECOLOGY AND DEVELOPMENT | - | 3 | 3 | 100 |
ECO147 | THINKING THROUGH THE ENVIRONMENT | - | 3 | 3 | 100 |
ENG001 | ACADEMIC WRITING FOR UNIVERSITY | - | 4 | 0 | 50 |
ENG181-2 | ENGLISH | - | 3 | 2 | 100 |
EST141 | TRAVEL AND TRAVEL NARRATIVES | - | 3 | 3 | 100 |
EST145 | POETICS , POLITICS AND PIVOTAL PEOPLE OF ROCK N ROLL | - | 3 | 3 | 50 |
EST146 | FOOD AND LITERATURE | - | 3 | 3 | 50 |
EST148 | INTRODUCTION TO SCREEN WRITING FOR FILMS | - | 3 | 2 | 100 |
EST150 | OCEANSCAPES : EXPLORING CINEMA THROUGH BLUE HUMANITIES | - | 3 | 3 | 50 |
EST160 | EXPLORING INDIAN MYTHOLOGIES: STORIES, SYMBOLS, AND SOCIETAL REFLECTIONS | - | 3 | 3 | 50 |
HIS141 | HISTORY AND CINEMA | - | 3 | 3 | 100 |
HIS144 | AESTHETICS OF ANCIENT INDIAN ART AND ARCHITECTURE | - | 3 | 3 | 50 |
LAW146 | LAW AND PRACTICE OF INTELLECTUAL PROPERTY | - | 3 | 03 | 50 |
MAT141 | FOUNDATIONS OF MATHEMATICS | - | 3 | 3 | 100 |
MAT142 | APPLIED ARITHMETICS | - | 3 | 3 | 100 |
MED143 | CELEBRITY PR | - | 3 | 3 | 100 |
MED147 | MIDDLE CINEMA IN INDIA | - | 3 | 3 | 100 |
MED148 | LANGUAGE OF CINEMA: A VISUAL APPROACH | - | 45 | 3 | 100 |
MED149 | INTRODUCTION TO SEMIOTICS | - | 45 | 3 | 100 |
PHY141B | RENEWABLE ENERGY | - | 3 | 3 | 100 |
PHY142 | ANALOG AND DIGITAL ELECTRONICS | - | 3 | 3 | 100 |
POL141 | DEMOCRACY AND ETHICAL VALUES | - | 2 | 2 | 100 |
POL144 | INDIA AND THE WORLD | - | 3 | 2 | 100 |
POL243 | POLITICS AND SOCIETY OF INDIA AFTER INDEPENDENCE | - | 3 | 3 | 100 |
PSY156 | PSYCHOLOGY OF RELATIONSHIPS | - | 3 | 3 | 100 |
PSY157 | SCIENCE OF WELL-BEING | - | 3 | 3 | 100 |
PSY158 | STRESS MANAGEMENT | - | 3 | 3 | 100 |
PSY160 | UNDERSTANDING ADDICTION AND SUBSTANCE USE | - | 3 | 3 | 100 |
SOC141 | INTRODUCTION TO WOMEN?S STUDIES | - | 3 | 3 | 50 |
SOC142 | CONTEMPORARY SOCIAL PROBLEMS AND CHALLENGES | - | 3 | 3 | 50 |
SW141 | INTRODUCTION TO SOCIAL WORK AND SOCIAL WELFARE | - | 3 | 3 | 100 |
ZOO101-2 | COMPARATIVE ANATOMY AND EVOLUTIONARY BIOLOGY | - | 3 | 3 | 100 |
ZOO111-2 | COMPARATIVE ANATOMY AND EVOLUTIONARY BIOLOGY -LAB | - | 2 | 1 | 50 |
3 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BLS201-3 | ANIMAL PHYSIOLOGY | Major Core Courses | 3 | 3 | 100 |
BLS211-3 | ANIMAL PHYSIOLOGY LAB | Major Core Courses | 2 | 1 | 50 |
BLS221-3 | PRINCIPLES OF FORENSIC SCIENCE | Allied Core Courses | 3 | 3 | 100 |
BLS261A-3 | HERBAL DRUG TECHNOLOGY | Skill Enhancement Courses | 3 | 3 | 100 |
BLS261B-3 | DAIRY SCIENCE | Skill Enhancement Courses | 3 | 3 | 100 |
BLS261C-3 | LABORATORY QUALITY MANAGEMENT | Skill Enhancement Courses | 3 | 3 | 100 |
BLS261D-3 | BIOFERTILIZERS AND VERICOMPOSTING | Skill Enhancement Courses | 3 | 3 | 100 |
BLS261E-3 | MICROTECHNIQUES IN BIOLOGICAL SCIENCES | Skill Enhancement Courses | 3 | 3 | 100 |
BLS281-3 | SUMMER INTERNSHIP | Internship | 0 | 2 | 100 |
BTY201-3 | GENETICS | Major Core Courses | 3 | 3 | 100 |
BTY211-3 | GENETICS LAB | Major Core Courses | 2 | 1 | 50 |
FRE181-3 | FRENCH | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
GER181-3 | GERMAN | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
HIN181-3 | BASIC HINDI | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
HIN281-3 | HINDI (ADVANCED) | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
KAN181-3 | FOUNDATION KANNADA | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
KAN281-3 | KANNADA (ADVANCED) | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
KOR281-3 | KOREAN | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
SAN181-3 | BASIC SANSKRIT | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
SAN281-3 | SANSKRIT (ADVANCED) | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
SPA181-3 | SPANISH | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
TAM281-3 | TAMIL (ADVANCED) | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
4 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BLS201-4 | FUNCTIONAL ECOLOGY | - | 3 | 03 | 100 |
BLS211-4 | FUNCTIONAL ECOLOGY LAB | - | 2 | 01 | 50 |
BTY201-4 | IMMUNOLOGY | - | 3 | 3 | 100 |
BTY202-4 | MOLECULAR BIOLOGY | - | 3 | 3 | 100 |
BTY211-4 | IMMUNOLOGY LAB | - | 2 | 1 | 50 |
BTY212-4 | MOLECULAR BIOLOGY LAB | - | 2 | 1 | 50 |
FRE181-4 | FRENCH | - | 2 | 2 | 50 |
GER181-4 | GERMAN | - | 2 | 2 | 100 |
HIN181-4 | BASIC HINDI | - | 2 | 2 | 50 |
HIN281-4 | HINDI (ADVANCED) | - | 2 | 2 | 50 |
KAN181-4 | FOUNDATION KANNADA | - | 2 | 2 | 50 |
KAN281-4 | KANNADA (ADVANCED) | - | 2 | 2 | 50 |
KOR281-4 | KOREAN | - | 2 | 2 | 50 |
SAN181-4 | BASIC SANSKRIT | - | 2 | 2 | 50 |
SAN281-4 | SANSKRIT (ADVANCED) | - | 2 | 2 | 50 |
SPA181-4 | SPANISH | - | 2 | 2 | 50 |
TAM281-4 | TAMIL (ADVANCED) | - | 2 | 02 | 50 |
ZOO201-4 | DEVELOPMENTAL BIOLOGY | - | 3 | 3 | 100 |
ZOO211-4 | DEVELOPMENTAL BIOLOGY LAB | - | 2 | 1 | 50 |
BLS102-1 - ANIMAL DIVERSITY-I (NON-CHORDATA) (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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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. |
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Course Outcome |
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CO1: acquainted with the various non-chordate phyla. CO2: understand their general and distinguishing characteristics. CO3: investigate how various systems; complexity evolved. CO4: Compare and contrast life processes in various phyla. |
Unit-1 |
Teaching Hours:4 |
Principles of classification and nomenclature
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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. | |
Unit-2 |
Teaching Hours:4 |
Concepts of classification of animals (brief account)
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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 | |
Unit-3 |
Teaching Hours:4 |
Kingdom Protista
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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. | |
Unit-4 |
Teaching Hours:3 |
Parazoa - Porifera
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General characters and classification down to classes; Type study: Sycon: Spicules; Cell types; Canal system | |
Unit-5 |
Teaching Hours:10 |
Acoelomate ? Cnidaria, Ctenophora, Platyhelminthes
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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) | |
Unit-6 |
Teaching Hours:3 |
Pseudocoelomate - Nematoda
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General characters and classification down to classes; pathogenicity and prophylaxis of Ascaris lumbricoides and its parasitic adaptations. | |
Unit-7 |
Teaching Hours:12 |
Coelomate ? Annelida, Arthropoda and Mollusca
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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 | |
Unit-8 |
Teaching Hours:5 |
Deuterostomes ? Echinodermata and Hemichordata
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General characters and classification up to classes; water-vascular system in Asteroidea; affinities of Balanoglossus with Chordata and Nonchordata. | |
Text Books And Reference Books: 1. Cleveland Hickman, Susan Keen, Allan Larson, David Eisenhour (2021) Animal Diversity, 9 th Ed. Mc Graw Hill. 2. Ruppert and Barnes, R.D. (2006). Invertebrate Zoology, VIII Edition. Holt Saunders International Edition. | |
Essential Reading / Recommended Reading 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. Prakash Puranik, Asha Bhate. Animal forms and functions: invertebrata. Sarup & Sons, 2007 3. F A Mandal. Biology of Non-Chordates. PHI Learning Pvt. Ltd., 01-Nov-2017 4. Hall B.K. and Hallgrimsson B. (2008). Strickberger’s Evolution. IV Edition. Jones and Bartlett Publishers Inc. 5. RL Kotpal Invertebrates 12 th edition, 6. P S Verma and E L Jordon (2009) Invertebrate Zoology 7. RL Kotpal A text book of Animal diversity, Rastogi publications | |
Evaluation Pattern CIA: ● CIA 1: 10% ● CIA 2 (Mid Semester Examination): 25% (50 marks) ● CIA 3: 10 % ● Attendance: 5 % CIA total: 50 marks End Semester examination: 100 marks (50%) Question pattern: ● Question 1 - 20 marks - No internal choice ● Question 2 - 20 Marks - No internal choice ● Question 3- 20 Marks - No internal choice ● Question 4- 20 Marks - With internal choice ● Question 5- 20 Marks - With internal choice | |
BLS112-1 - ANIMAL DIVERSITY-I LAB (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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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. |
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Course Outcome |
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CO1: understand the structure and use of microscopes. CO2: identify various invertebrate species based on their morphological features and
comprehend species identification and evolutionary relationships. CO3: formulate hypotheses, collect and analyze data, and present results in the
standard format of scientific records. |
Unit-1 |
Teaching Hours:30 |
Course content
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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): 10. Parasitic adaptations of T. solium and A. lumbricodes | |
Text Books And Reference Books: 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. | |
Essential Reading / Recommended Reading 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. PS Verma, A Manual of Practical Zoology: Invertebrates, C. CHAND Publications | |
Evaluation Pattern CIA: ● Performance (CIA1): 20% ● CIA 2 (Mid Semester Examination): 20% (40 marks) ● Record: 10% CIA total: 50 marks (50%) End Semester examination: 50 marks (50%) END SEMESTER QUESTION PATTERN Animal Diversity-I Lab (BLS112-1) Programme Name: BtZ/LIF/CZ Max. Marks: 50 Course Name: Animal diversity I (Non-chordata) Lab Time: 3 Hrs Course Code: BLS112-1 Question Paper Pattern 1. Identify, classify and comment on A, B, C, D & E with neat labeled diagrams (5 x 5 = 25 marks) (Any 5 - 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) (Identification 1, Diagram – 2, Comment with classification 2 for each spotter) 2. Identify and comment on the anatomical features of F & G with neat labeled diagrams (5x2=10 marks) (any 2 of the following: Anatomical features of Prawn – nervous system, ovary, appendages; Anatomical features of Cockroach – mouthparts, reproductive organs, salivary glands; Anatomical features of Earthworm – Setae ) (Identification 1, Diagram – 2, Comment with classification 2 for each spotter) 3. Identify H and comment on its parasitic adaptations with neat labeled diagram (1x5=5 marks) (any one of the following: T. solium and A. lumbricoides) (Identification 1, Diagram – 2, Comment - 2) 4. Write a details procedure on collection and preservation of invertebrate animals or preparation of permanent and temporary mounting. (1x5=5 marks) 5. Identify and comment on I (1x5= 5 marks) (any one of the following: Simple or compound microscope or Spicules and gemmules in sponges or Insect order). (Identification 1, Diagram – 2, Comment - 2) | |
BLS161A-1 - MUSHROOM CULTIVATION TECHNIQUES (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Mushroom cultivation offers the students theoretical and practical knowledge on mushroom farming. Course provides the necessary skill sets for the students to identify the mushrooms at species level and will enable the students to differentiate poisonous and edible mushrooms. Prospects and the scope of mushroom cultivation will be detailed in the course. The course introduces methods of growing edible mushrooms, including culture maintenance, basic mushroom substrate selection process. Course also covers an important aspect of pest management and disease control strategy. |
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Course Outcome |
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CO1: The post-harvest technology provides insights into different approaches employed to preserve and process the mushrooms.
CO2: Take measures to control the various diseases/infections that may affect the productivity of the mushroom
CO3: Know the different mushroom cultivation practices. CO4: Overcome problems faced while introducing different species of mushrooms.
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Unit-1 |
Teaching Hours:10 |
Introduction to Mushroom cultivation
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Introduction - Present scenario and prospects for Mushroom Cultivation; Nutritional and medicinal value of edible mushrooms; Brief description of Poisonous mushrooms; Types of edible mushrooms available in India - Volvariella volvacea, Pleurotus citrinopileatus, Agaricus bisporus; mushroom growing room and environmental growing systems, sterile techniques, an overview of techniques for mushroom cultivation, strain selection and improvement | |
Unit-2 |
Teaching Hours:10 |
Cultivation Technology of mushrooms
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Cultivation Technology of mushrooms: Infrastructure, substrates (locally available), Polythene bag, vessels, Inoculation hook, inoculation loop, low-cost stove, sieves, culture rack, mushroom unit (Thatched house), water sprayer, tray, small polythene bag. Pure culture: Medium, sterilization, preparation of spawn, multiplication. Mushroom bed preparation - paddy straw, sugarcane trash, maize straw, banana leaves. Factors affecting the mushroom bed preparation- Low-cost technology, composting technology in mushroom production -Role of composting in Mushroom cultivation, Appropriate materials to prepare different types of compost, Methods of composting – preparation and pasteurization, Determination of quality of compost, Hazards & risks associated with composting. | |
Unit-3 |
Teaching Hours:5 |
Disease control and pest Management:
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Disease control and pest Management: diseases of mushrooms, inspection of Mushroom bags or beds for early detection of pests and diseases, sterilized casing to control nematodes, Spraying fungicide after casing to check dry bubbles, Spraying insecticide for control of mites, Use of caustic chemicals to keep rodents away | |
Unit-4 |
Teaching Hours:5 |
Storage and nutrition
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Short-term storage (Refrigeration – up to 24 hours), Long-term Storage (canning, pickles, papads), drying, and storage in salt solutions, preservation of mushrooms. Nutrition - Proteins - amino acids, mineral elements nutrition - Carbohydrates, Crude fibre content - Vitamins. | |
Unit-5 |
Teaching Hours:5 |
Mushroom Packaging:
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Packaging, storing and grading of Mushroom & post-harvest procedures: Sorting the Mushrooms on size and quality, Packaging Mushrooms with labels containing the month and year of harvesting, quantity and type of Mushroom etc, Management of spent substrates and waste disposal of various mushrooms.Use of spent Mushrooms in vermi-composting and organic farming, Preparation of value-added products of Mushroom | |
Unit-6 |
Teaching Hours:5 |
Mushroom Foods
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Food Preparation: Types of foods prepared from the mushroom. Research Centres - National level and Regional level. Cost-benefit ratio - Marketing in India and abroad, Export Value. | |
Unit-7 |
Teaching Hours:5 |
Field visit
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Field Visit & Interaction with Mushroom cultivators and other Support Agencies | |
Text Books And Reference Books: 1. Paul Stamets, J.S. and Chilton, J.S. 2004. Mushroom cultivation A practical guide to growing mushrooms at home, Agarikon Press. 2. Tewan and Pankaj Kapoor S.C. 1993. Mushroom cultivation. Mittal Publication. Delhi. 3. Marimuth et al., 1991. Oyster Mushrooms. Dept. of Plant pathology, TNAU, Coimbatore. 4. Shu Fing Chang, Philip G. Miles and Chang, S.T. 2004. Mushrooms Cultivation, nutritional value, medicinal effect and environmental impact. 2nd ed., CRC press. | |
Essential Reading / Recommended Reading 1. Nita Bahl (1984-1988) Hand book of Mushrooms, II Edition, Vol. I & Vol. II. 2. Kumar, N., 1997, Introduction to Horticulture, Rajalakshmi Publications, Nagercoil. | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIAI – Assignments/test/presentation/etc – 10% CIAII – Midsemester exam – 25% CIAIII - Assignments/test/presentation/etc – 10% Attendance – 5% End Semester Theory Exam – 50% | |
BLS161B-1 - ALGAL TECHNOLOGY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course covers the basic science and technology of algae cultivation. It provides students with the skills required to work in the algae cultivation (algaculture) industry or create their own algal culture business. Students will learn the controlled environment requirements for successfully cultivating various algae species. The program emphasizes training in algal cultivation technologies, including algal culture extension training. Knowledge acquired will prepare students for jobs as Greenhouse/Agricultural Workers, Plant Technicians, Plant Managers, Laboratory Technicians, Sales Managers, Public Relations and Outreach, Extension Service and/or Business Owners/Managers |
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Course Outcome |
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CO1: Understand the standard cultivation methods of microalgae, including photobioreactors and open ponds. CO2: Analyze the significant cultivation methods of seaweeds, along with detailed life history of selected high-value seaweed species from India. CO3: Examine the cultivation and optimization strategies of biofuel production and carbon capture and sequestration using algae. |
Unit-1 |
Teaching Hours:7 |
Introduction to algae and their significance.
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Algal taxonomy and classification, Algal life cycle and growth requirements, Algal biochemistry and metabolism, Algal ecology and distribution. | |
Unit-2 |
Teaching Hours:7 |
Cultivation Methods for Microalgae
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Lab scale culture, Photo-bioreactors: types and optimization, Open systems: Ponds, Organic Spirulina cultivation, Strategies to increase biomass in algal culture systems. | |
Unit-3 |
Teaching Hours:10 |
Cultivation Methods for Seaweeds
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Life history of major commercially important seaweed species of India (Including Kappaphycus, Sargassum, Ulva, Porphyra), Nursery rearing of Zoids of seaweed species, Commercial mariculture methods of seaweeds, Floating raft method, semi-floating raft method, off-bottom method and bottom planting method, Integrated Multi-Trophic Aquaculture. | |
Unit-4 |
Teaching Hours:8 |
Production of Biofuel
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Major algal species for biofuel research, advantageous for using algae for biofuel production in comparison with terrestrial plants like Jatropha, strategies to increase the oil content of algae, downstream processing for the biofuel production. | |
Unit-5 |
Teaching Hours:5 |
Carbon Capture and Sequestration with algae
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Introduction to Carbon Capture and Sequestration (CCS), CCS as mitigation for climate change, CCS through algae, strategies to increase carbon sequestration levels, Major algal species as candidates for CCS. | |
Unit-6 |
Teaching Hours:3 |
Algal Applications in Wastewater Treatment
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Algae-based wastewater treatment systems, Nutrient removal and recovery using algae, Algal-bacterial symbiotic systems | |
Unit-7 |
Teaching Hours:5 |
Field Visit and Practical Applications and Case Studies
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Visit to algal cultivation centers, Hands-on experience in algal biomass production, Algal harvesting and processing techniques, Analyzing algal samples and evaluating productivity. | |
Text Books And Reference Books: 1. Hoek, C. Van D et al (2009) Algae: An Introduction to Phycology. Cambridge University Press
2. Bast, F. (2014). An Illustrated Review on Cultivation and Life History of Agronomically Important Sea plants. In Seaweed: Mineral Composition, Nutritional and Antioxidant Benefits and Agricultural Uses, EdsVitor Hugo Pomin, 39-70. Nova Publishers, New York ISBN: 978-1-63117-571-8 | |
Essential Reading / Recommended Reading 1. Kumar, H.D. (1999). Introductory Phycology. Affiliated East-West Press, Delhi 2. Sahoo, D. (2000). Farming the ocean: seaweed cultivation and utilization. Aravali International, New Delhi. 3. Bast, F (2014). Seaweeds: Ancestors of land plants with rich diversity. Resonance, 19(2) 1032-1043 ISSN: 0971-8044 4. Chisti, Y. (2013). Constraints to commercialization of algal fuels. Journal of Biotechnology, 167(3), 201-214. 5. Grossman, A. R., & Bhaya, D. (2014). Algal genomics: exploring the diversity of algal genomes. Genomics of Cyanobacteria, Chloroplasts, and Mitochondria, 339-363. 6. Huesemann, M. H., & Benemann, J. R. (2012). Biofuels from microalgae: a review of technologies for production, processing, and extractions of biofuels and co-products. Renewable and Sustainable Energy Reviews, 16(1), 431-454. 7. Schnurr, P. J., & Espie, G. S. (2016). Photosynthesis in the marine green alga Ulva: impacts of light and salinity stress on electron flow to oxygen. Journal of Phycology, 52(2), 297-309. | |
Evaluation Pattern Internal Assessment (100%) | |
BLS161C-1 - ELEMENTS OF FIELD WORK (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Elements of Fieldwork is designed as a course that equips undergraduates for fieldwork relevant to research in life sciences. It aims to expose students to the rigours of fieldwork and teach some of the general methods used by field researchers not only in life sciences, but also ecology and geography. In that sense, the stress is on a broad interdisciplinary understanding of field, and practical knowledge to undertake outdoor research. The course is divided into five units, each comprising an element of nature – earth, water, fire (energy), air and sky (space). Together they expose students to different aspects of the environment. Earth is all about different terrains and their role in supporting biodiversity. The classes will include understanding different geographical features such as forests, rocky surfaces, wetlands, built-up spaces and drylands - through remote sensing images, maps and field observation. Water looks at different forms and types of water, their significance to life, and water conservation. Fire deals with conventional and renewable energy sources - starting from sunlight. Wind looks at wind flow, measurement, wind energy and effects of wind on the environment. Sky is all about understanding, mapping and measuring space and planning its use in nature conservation. The field activities will include observation of local weather, and an appreciation of the campus biodiversity, seasons and environmental dynamics. While exposing students to observation and investigation of each of these elements, the course equips them with skill sets required for field study methods relevant to life sciences and ecology.
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Course Outcome |
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CO1: Practical learning of the basics of fieldwork - methods, tool, and safe practices
CO2: A detailed understanding of the broader contexts of life sciences field research CO3: An appreciation of how climate change impacts the environment in different ways |
Unit-1 |
Teaching Hours:9 |
Earth
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1. The unit Earth is all about different terrains and their role in supporting biodiversity. The classes will include understanding different geographical features such as forests, rocky surfaces, wetlands, built-up spaces and drylands - through remote sensing images, maps and field observation.
Lecture 1 - Blue Marble: earth seen from space (1hr) The class explains the basics of satellite imagery and remote sensing. It offers a practical session on on making sense of satellite data and sources to access them. 2. Lecture 2 - Lara Croft or Indiana Jones: kitting out for fieldwork (1hr) The class explains: how to prepare for fieldwork? What to carry? How to stay safe? How to be responsible and ethical? 3. Lecture 3 - Notes, snaps and snatches (1hr) Using notes, sketches mobile phone cameras and sound recording. Apps and references for life sciences fieldwork. E.g., Merlin Bird ID from Cornel Ornithology Lab; iNaturalist, Kew Tropical Plant Identification Handbook
4. Field classes: campus terrain (1hr x 6 classes) A field study of different habitats, land features and environments in the campus and surroundings. These trips will include exercises for mapping, note-taking and usage of specialist tools and apps such as Google Earth. They will also include an appreciation of biodiversity and looking at conservation needs and options
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Unit-2 |
Teaching Hours:9 |
Water
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The unit looks at different forms and types of water, their significance to life, and water conservation. 1. Lecture 1 - 71%: an introduction to water resources (1hr) An Introduction to the world’s water resources, and the challenges they face – climate change, pollution, resource crunch, conflicts. 2. Lecture 2 - What goes up must come down: the water cycle (1hr) An introduction to atmospheric and ocean processes involving water and its significance to the earth, its climate and people. 3. Lecture 3 - When it rains cats and dogs: the story of precipitation (1hr) Basics of rain, snow, dew, monsoon, and how climate change impacts them all. 4. Field classes: Water in campus 1 hr x 6 classes Observation of water bodies in the campus, and other water sources around campus. The work will involve finding and mapping water sources, checking water quality, appreciating aquatic life and exploring water conservation options. | |
Unit-3 |
Teaching Hours:9 |
Fire
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Fire deals with conventional and renewable energy sources - starting from sunlight. Lecture 1 - E=mc2: The energy cycle (1hr) The class explains the interactions between energy sources within the Earth’s environment. Even small changes impact long-term climate and in turn life. 2. Lecture 2 - Big Oil, bad oil: the fossil fuel crisis (1hr) A class on carbon emissions, and the role of transport and industry 3. Lecture 3 - Hype, hip or a hippie thing. The renewables revolution (1hr) Solar, wind, waves, smart buildings: how renewables and energy saving saves our climate. 4. Field classes: A race to reach zero (1 hrs x 6 classes) Campus tours to explore various efforts and new options for smart/renewable energy systems. The exploration will include introduction to technologies such as energy meters and light-sensitive switches, and interviews with experts and university officers. | |
Unit-4 |
Teaching Hours:9 |
Wind
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The unit Wind looks at wind flow, measurement, energy and effects of wind on the environment.
1. Lecture 1 - one with the wind: Global wind circulation, local impacts (1hr) An introduction to global wind patterns or the "general circulation", surface winds and their local influence
2. Lecture 2 - Breathing life: wind influence on flora and fauna (1hr) The class explains how changing wind patterns influence forests, farms and species dispersal 3. Lecture 3 - Windmills of your mind: wind as a renewable energy resource (1hr) An introductory class on wind energy resources, their relevance, future and impacts on the environment. 1. Field classes: chasing the wind (1hr x 6 classes) Measuring and mapping wind at different parts and heights of the Central Campus and surrounding areas with a handheld anemometer and a wind vane. Understanding how buildings influence wind flow, and wind flow influences ambient temperature. Spotting cool places in campus. Checking options for wind/hybrid energy generation systems in campus.
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Unit-5 |
Teaching Hours:9 |
Sky
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Sky is all about understanding, mapping and measuring space and planning its use in nature conservation. 1. Lecture 1 - Mapping the world, its water and land (1hr) A brief history of maps — from Herodotus to Google Earth. The class shows students various types of maps, and their use in life sciences research. 2. Lecture 2 - Google me: an introduction to Google maps (1hr) A hands-on introduction to Google maps 3. Lecture 3 - GIS and tell: an introduction to Geographical Information System (1hr) A hands-on introduction to using and making maps for relevant to life sciences research 4. Filed classes: Finding your way with Global Positioning System (GPS) (1 hr x 6 classes) A hands-on introduction to GPS and map-making - using way markers and navigation charts inside the central campus; and creating and making entries on maps used for different purposes such as conservation and land use changes. | |
Text Books And Reference Books: Essential reading: 1. Nagendra, H (2016) Nature in the city: Bengaluru in the past, present and future, New Delhi: OUP. 2. National Geographic (2024) Fieldwork: https://education.nationalgeographic.org/resource/field-work/ 3. Royal Geographical Society (2024) Ecosystem fieldwork techniques Ecosystems fieldwork techniques - RGS
Essential watching 1. A Life on our planet (Netflix) 2. Don’t look up (Netflix) 3. Charles Darwin and the tree of life https://topdocumentaryfilms.com
(There will be options for screening the films on campus) | |
Essential Reading / Recommended Reading Recommended reading: Dixit, K. and Subba, B. (2000) Water Wisdom, Kathmandu, Panos Institute, South Asia, PowerPoint presentations, news clippings and notes will be given for each session. Recommended watching 1. The boy who harnessed the wind (Netflix) 2. Before the flood (YouTube) 3. An inconvenient truth (Amazon Prime) 4. Oppenheimer (Amazon Prime) (There will be options for screening of these films on campus) | |
Evaluation Pattern Continuous Internal Assessment (CIA) CIA I – Quiz after each unit's theory classes – 20 marks CIA II – Midsemester exam (assignment based on fieldwork)– 50 marks CIA III - Quiz after each unit's practical classes – 20 marks (CIA I-III marks will be given out of total of 90 and then halved to 45) Attendance – 5 End Semester Exam – 50 marks Total marks - 100 | |
BLS162A-1 - AQUARIUM FISH KEEPING (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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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. |
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Course Outcome |
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CO1: Comprehend the key skills needed to set up an aquarium. CO2: Identify and differentiate the different aquarium/ornamental fishes. CO3: Formulate fish food that provides complete nutritional benefits. CO4: Analyze the required budget to set up a well maintained home aquarium. |
Unit-1 |
Teaching Hours:10 |
Introduction to Aquarium Fish Keeping
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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. | |
Unit-2 |
Teaching Hours:10 |
Biology of Aquarium Fishes
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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. | |
Unit-3 |
Teaching Hours:5 |
Ornamental plants
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Diversity of ornamental plants in India; identification, importance, propagation and maintenance of ornamental plants;Lighting and aeration | |
Unit-4 |
Teaching Hours:10 |
Water quality management
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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. | |
Unit-5 |
Teaching Hours:5 |
Food and Feeding of Aquarium Fishes.
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Nutritional requirements of aquarium fishes; Different kinds of feeds; Preparation of dry feeds Aquarium fish feeds. Dry, wet and live feeds. | |
Unit-6 |
Teaching Hours:5 |
Management of aquarium fish
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Common diseases and their control; Conditioning, packing, transport and quarantine methods. Trade regulations and wildlife act in relation to ornamental fishes. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
| |
Evaluation Pattern
Internal assesement (100 %) Internal Assessment: CIA 1(Quiz/ Tests/ MCQs/ Assignments) - 20 marks; CIA 2 (Midsemester Examination) Theory and Practical - 60 marks; CIA 3 (Quiz/ Tests/ MCQs/ Assignments - 20 marks) Internal Assessment (Test) Theory and Practical - 100 marks
Both the assessments will be scaled down to 50
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BLS162B-1 - SERICULTURE (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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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. |
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Course Outcome |
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CO1: Develop an expert manpower to handle the own sericulture units/ entrepreneurship/ corporate sector units. CO2: Gain scientific knowledge about mulberry cultivation silkworm rearing techniques. CO3: Create awareness about Soil to Silk concept, Sericulture Extension and innovative technology /techniques etc. CO4: Develop entrepreneurship skills among the students. |
Unit-1 |
Teaching Hours:10 |
Introduction
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Sericulture: Definition, history and present status; Silk route: Types of silkworms (Tasar, Muga, and Eri) and their food plants, Mulberry and non-mulberry Sericulture | |
Unit-2 |
Teaching Hours:10 |
Biology of Silkworm
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Morphology and Life cycle of Bombyx mori, Structure of silk gland and secretion of silk. | |
Unit-3 |
Teaching Hours:5 |
Biology of Mulberry Plant
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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). | |
Unit-4 |
Teaching Hours:10 |
Rearing of Silkworms
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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. | |
Unit-5 |
Teaching Hours:10 |
Pests and Diseases
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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. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Internal assessment (100%)
Internal Assessment: CIA 1(Quiz/ Tests/ MCQs/ Assignments) - 20 marks; CIA 2 (Midsemester Examination) 60 marks; CIA 3 (Quiz/ Tests/ MCQs/ Assignments - 20 marks) Internal Final Assessment: Theory and Practical - 100 marks Both the assessments will be scaled down to 100 | |
BLS162C-1 - APICULTURE (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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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. |
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Course Outcome |
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CO1: Understand economic importance of honey bees and developments taking place in modern beekeeping. CO2: Differentiate hive bees from wild bees and species from subspecies. CO3: Familiar with different equipment used in modern beekeeping for domesticating hive bee
CO4: Learn manipulations required for quality honey production, safety of honey bees and increasing colony productivity.
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Unit-1 |
Teaching Hours:10 |
Basics of Apiculture
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Honey bee species and identification: Introduction to honey bee; Origin, systematics and distribution; Types of honey bees, Species of honey bees. Bee identification | |
Unit-2 |
Teaching Hours:15 |
Bee Keeping Techniques
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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. | |
Unit-3 |
Teaching Hours:15 |
Bee Enemies, Diseases, Pesticide Poisoning
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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 | |
Unit-4 |
Teaching Hours:5 |
Bee Products, Economics and Marketing
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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. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern Internal assessment (100 %)
Internal Assessment: CIA 1(Quiz/ Tests/ MCQs/ Assignments) - 20 marks; CIA 2 (Midsemester Examination) 60 marks; CIA 3 (Quiz/ Tests/ MCQs/ Assignments - 20 marks) Internal Final Assessment: Theory and Practical - 100 marks Both the assessments will be scaled down to 100 | |
BTY101-1 - FUNDAMENTALS OF MICROBIOLOGY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course introduces the students to the world of microbes discussing their salient features and importance. It discusses the fundamental principles and procedures of microbiology research and highlights GLP. The course further covers the basics of biostatistics essential for dealing with the analytical part of biological research. It surveys bacteria, viruses, fungi, and protozoa, as well as their growth characteristics and morphology. This course guides the students to learn appropriate microbiology. |
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Course Outcome |
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CO1: To understand the fundamentals of microbial culture and microscopy CO2: To learn the biology of bacteria, viruses and fungi. CO3: To make the students adept in microbial physiology and biochemistry. CO4: To learn pathogenesis of major human diseases and the problem of
antimicrobial resistance. |
Unit-1 |
Teaching Hours:13 |
Introductory Microbiology
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History and scope of Microbiology, Microscopy – Light, Phase contrast, Fluorescence & Electron microscopy: Stains and staining techniques - Gram’s, acid fast, capsular, flagellar and endospore staining. Physical and Chemical control of microorganisms. Methods of Sterilization, Methods for isolation of pure culture, Culture and Media preparation – Solid and Liquid – Types of Media – Synthetic and Complex, Enriched, Enrichment, Selective and Differential media Anaerobic culture technique – Candle Jar method, Wright‟s tube, Roll tube, Mclntoshfilde‟s jar method. Methods for enumeration of bacteria, Characters used for classification of microbes. | |
Unit-2 |
Teaching Hours:10 |
Bacteria
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Structure of bacteria, classification based on shape and arrangement of cells, flagella – structure & function, Gram positive and Gram negative bacterial cell wall structural features, endospore formation, Functions of pili and capsule, Antibiotics - history, mode of action, antibiotic resistance- types, causes, Superbugs | |
Unit-3 |
Teaching Hours:5 |
Virus
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Viruses – Structure and classification, Plant Viruses – TMV, CaMV, Animal viruses – HIV, Hepatitis B, Herpes Simplex Virus, Phages- types, plaque assay, life cycle of bacteriophage Lambda. | |
Unit-4 |
Teaching Hours:3 |
Fungi and Algae
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Fungi- Salient features, classification and reproduction of fungi, beneficial and harmful fungi, Life Cycle of Rhizopus, Mycorrhizae and lichens- types and significance, Algae - classification, uses of algae. | |
Unit-5 |
Teaching Hours:7 |
Physiology and Biochemistry of Microbes
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Unit-6 |
Teaching Hours:7 |
Pathogenic Microorganisms
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Text Books And Reference Books: 1) Joanne Willey and Kathleen Sandman and Dorothy Wood, (2020).Prescott‟s Microbiology 11thEd. Mc Graw Hill Book 2) M. J. Pelczar Jr, E. C. S. Chan and N. R. Krieg, Microbiology, 5 th ed. New Delhi: Tata McGgraw Hill Education Pvt Ltd., 2004. 3) R. C. Dubey and D. K. Maheswari, Microbiology, New Delhi: S. Chand & Company Ltd., 2010. | |
Essential Reading / Recommended Reading 1) M. T. Madigan. J. M. Martinko. D. Stahl. D. P. Clark, USA: Brock's Biology of Microorganisms 13 ed. Benjamin Cummings. 2010. 2) G. J. Tortora, B. R. Funke, and C. L. Case, An Introduction to Microbiology, 11 th ed. USA: Benjamin Cummings, 2012. 3) R. Ananthanarayan and C. K. J. Paniker, Ananthanarayan and Paniker’s Textbook of Microbiology 8 thed. Universities Press. 2009. 4) Gerard J. Tortora, Berdell R. Funke & Christine L. Case,(2013). Microbiology – An Introduction 11thEd. Pearson | |
Evaluation Pattern CIA: ● CIA 1: 10% ● CIA 2 (Mid Semester Examination): 25% (50 marks) ● CIA 3: 10 % ● Attendance: 5 % CIA total: 50 marks (50%) End Semester examination: 100 marks (50%) | |
BTY111-1 - FUNDAMENTALS OF MICROBIOLOGY LAB (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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The paper introduces the students with the fundamental principles and practices of microbiology and provides hands-on experience in working with microbes. All these are of immense application in medical, industrial and agricultural fields. |
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Course Outcome |
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CO1: To investigate and gain hands on experience in the different techniques in the field of microbiology
CO2: To inspect techniques to culture and differentiate microorganisms and illustrate various methods of sterilization employed in microbiology lab.
CO3: To formulate hypotheses, collect and analyze data, and present results in the standard format of scientific records.
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Unit-1 |
Teaching Hours:30 |
Name of the experiment
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1. Safety measures in microbiology laboratory 2. Instrumentation 3. Cleaning and Sterilization of Glasswares and preparation of Cotton plug 4. Preparation of Culture Media 5. Isolation of Microorganisms from environment 6. Study of Colony Characteristics of Bacteria 7. Pure culture techniques 8. Simple staining of bacteria 9. Gram staining 10. Motility testing of bacteria 11. Endospore staining 12. Sensitivity of bacteria to antibiotics 13. Biochemical tests (IMViC & Catalase) 14. Study of fungi | |
Text Books And Reference Books: 1. T. R. Johnson and C. L. Case, Laboratory Experiments in Microbiology, 10 th ed.: San Fransisc: Benjamin Cummings, 2012. 2. Joanne Willey and Kathleen Sandman and Dorothy Wood, (2020).Prescott‟s Microbiology 11thEd. Mc Graw Hill Book. 3. M. J. Pelczar Jr, E. C. S. Chan and N. R. Krieg, Microbiology, 5 th ed. New Delhi: Tata McGgraw Hill Education Pvt Ltd., 2004. | |
Essential Reading / Recommended Reading 1. N. Kannan, Laboratory manual in General Microbiology, New Delhi: Panima Publishing Corporation, 2002. 2. R. Ananthanarayan and C. K. J. Paniker, Ananthanarayan and Paniker’s Textbook of Microbiology 8 thed. Universities Press. 2009. 3. Gerard J. Tortora, Berdell R. Funke & Christine L. Case,(2013). Microbiology – An Introduction 11thEd. Pearson | |
Evaluation Pattern CIA: ● Performance (CIA1): 20% ● CIA 2 (Mid Semester Examination): 20% (40 marks) ● Record: 10% CIA total: 50 marks (50%) End Semester examination: 50 marks (50%)
ESE practical question pattern Total Marks: 50 Duration : 3Hrs Question paper Pattern 1. Performance of Microbiology technique- Gram staining/Endospore staining (Principle- 4m, Materials Required - 2m Procedure- 4m, Result- 10 m) - 20 marks 2. Identify the biochemical test and write the principle and procedure - 5 marks (Identification - 1 mark, Principle- 2m, Procedure-2m) 3. Logical questions/Problems (3 x 3 marks) - 9 marks 4. Spotters (4m X 4 - Identification – 1m, Comments- 3m) - 16 marks | |
CHE121-1 - BASIC CHEMISTRY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course will introduce the students to basic concepts of acids and bases including Organic and Analytical Chemistry. In this course the students also acquire knowledge of the applications of bioinorganic chemistry. |
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Course Outcome |
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CO1: Students will be able to recall the fundamentals of structure and properties of atoms, nature and types of chemical bonding, periodicity of elements in the periodic table, the concepts of nucleophiles, electrophiles, electronegativity, and resonance. CO2: Students will be able to interpret organic molecular concept and reactions. CO3: Students will be able to explain concepts of bioinorganic chemistry. CO4: Students will be able to apply the concept of acids and bases, analytical chemistry and photochemistry. |
Unit-1 |
Teaching Hours:10 |
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Concepts of Chemistry
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Periodic table; Chemistry of s, p, d, block elements: introduction, properties. Chemical compound formation, chemical bonding, ionic bonding; Covalent bonding; general characteristics, sigma and pi bonds, bond length, bond order, formal charge; Hydrogen bond (theories of hydrogen bonding, valence bond treatment); Metallic bond | |||||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:10 |
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Metal ions in biological systems
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Metal ions in biological systems, Ion transport, Mechanism of action of sodium potassium pump. Oxygen transport systems- Metalloporphyrins - Haemoglobin and myoglobin, pH of blood. Metal storage and transport – ferritin and transferrin, Electron transfer proteins-cytochromes, Chlorophyll and photosynthesis (mechanism not expected), Metalloproteins as enzymes – Carbonic anhydrase, Carboxy peptidase, cytochrome P 450, alcohol dehydrogenase Toxicity of metal ions-Pb, Hg and As. Anticancer drugs: Cis-platin, oxaliplatin and carboplatin –Structure and significance. | |||||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:5 |
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Acids and Bases
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Prelearning: Concept of acidity and basicity. Arrheinus concept, Lewis concept Lowry – Bronsted concept of acids and bases. relative strengths of acid base pairs, Lux Flood concept, Solvent system concept, Limitations, relative strength of acids and bases. explanation of levelling effect on the basis of the solvent system concept. Hard and soft acids and bases- Pearson concept, application of HSAB principles – Stability of compounds / complexes, predicting the feasibility of a reaction. | |||||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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Organic Chemistry
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Classification & nomenclature of organic compounds; Hybridization; Isomerism; Electronic Displacements: Inductive Effect, Electromeric Effect, Resonance, Hyperconjugation and steric effect. Effect of the above on strength of organic acids and bases: Comparative study with emphasis on factors affecting pK values. Nucleophiles and electrophiles. Types of organic reactions: Addition, elimination, substitution, rearrangement and redox reactions (definition and one example each). Hydrocarbons; Organic compounds containing halogens, oxygen and nitrogen; Polymers. | |||||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Analytical Chemistry
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Introduction to quantitative and qualitative analysis. Introduction to separation techniques: crystallization and precipitation, Solvent extraction: Introduction– Classification– Principles and application of solvent extraction. Nernst’s distribution law, distribution coefficient. Chromatographic techniques: Introduction, Classification, Principles and Applications of column chromatography, thin layer chromatography, ion exchange chromatography, gas chromatography and high performance liquid chromatography (mention only). solid phase extraction | |||||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
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Optical methods of analysis- Photochemistry
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Consequences of light absorption: The Jablonski Diagram, Laws of photochemistry: Grotthuss-Draper law, Stark-Einstein law, Differences between photophysical and photochemical processes with examples. Comparison of photochemical and thermal reactions. Kinetics of photochemical reactions: (1) Kinetics of Hydrogen-Chlorine reaction (2) Kinetics of Hydrogen-Bromine reaction (4) Kinetics of dimerisation of anthracene. Photosensitization, photostationary equilibrium. Singlet and triplet states-Fluorescence, Phosphorescence, Luminescence, Bioluminescence, chemical sensors. Beer-Lambert’s law: Absorption coefficient and molar extinction coefficient. Applications. | |||||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: 1. Bahl, A. &Bahl, B.S. Advanced Organic Chemistry, S. Chand, 2010. 2. B. Mehta, M. Mehta, Organic Chemistry, PHI Learning Private Limited, 2017. | |||||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. P.S. Kalsi and J.P. Kalsi, Bioorganic, Bioinorganic and Supramolecular Chemistry, 1 st Edition, New Age International Publishers (P) Ltd., New Delhi, 2007. 2. J. D. Lee, Concise Inorganic Chemistry, 5th edn., Blackwell Science, London. 3.. Glasstone Samuel, Textbook of Physical Chemistry. 2 nd ed. Mcmillan, 2007. | |||||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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ENG181-1 - ENGLISH (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:2 |
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Course Objectives/Course Description |
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· 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. |
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Course Outcome |
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CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes
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Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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| |
Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-2 |
Teaching Hours:6 |
language
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Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
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Why We Travel-Pico Iyer | |
Unit-3 |
Teaching Hours:4 |
language
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Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
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Thinking Like a Mountain By Aldo Leopold | |
Unit-4 |
Teaching Hours:5 |
Language
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Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
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Aarushi-Hemraj Murder Article | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
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Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading Additional material as per teacher manual will be provided by the teachers | |
Evaluation Pattern CIA 1=20 CIA 2=50 CIA 3= 20 ESE= 50 marks | |
LAW143 - LABOUR AND SOCIAL WELFARE (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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It is a solitary principle of industrial relations that a happy and content labourer is an indispensable asset for any employer. However, labourers have not received their due on account of historical wrongs, and in this era of a market economy, labourers do not seem to get the minimum standards of social security. As a result, industrial peace and harmony have remained a distant dream. Hence, constant efforts are being made by the governments to ameliorate the working conditions of labour in order to ensure minimum welfare for the workers. |
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Course Outcome |
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CO 1: Explain the general concept of labour social welfare and also the constitutional foundation of the same CO 2: Analyse the role of the International Labour Organisation in the protection of Labour Welfare CO 3: Describe existing provisions relating to the working conditions of Labourers CO 4: Describe the legal provisions relating to the health, safety, and welfare conditions of the
employees. CO 5: Analyze the legal provisions relating to Maternity benefits in workplaces CO 6: Describe the legal provisions relating to and regulation of Contractual employment in India |
Unit-1 |
Teaching Hours:9 |
INTRODUCTION
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Meaning and nature of social security; Public assistance v. Public insurance; Constitutional foundations and the role of ILO | |
Unit-2 |
Teaching Hours:9 |
HEALTH, SAFETY AND WELFARE OF WORKERS
|
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Introduction; Manufacturing and hazardous processes; Health, safety and welfare in factories; Working hours and employment of young persons | |
Unit-3 |
Teaching Hours:9 |
EMPLOYEES' INSURANCE
|
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Introduction; Important definitions; ESI Corporation; Various benefits | |
Unit-4 |
Teaching Hours:9 |
MATERNITY BENEFIT
|
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Introduction; Employment of or work by women; Right to payment of maternity benefit; Dismissal and deduction of wages | |
Unit-5 |
Teaching Hours:9 |
CONTRACT LABOUR
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Introduction: nature and meaning; Licensing of contractors; Regulation and abolition of Contract Labour | |
Text Books And Reference Books: Industrial Jurisprudence: A Critical Commentary by Dr EM Rao., Lexis Nexis., Second Edition 2015 p. 14-21 Labour and Industrial Law by H.L.Kumar., Universal Law Publishing Co., 2 volumes 15th edition 2010.,p.2082-2125 P.L.Malik‟s Industrial Law 2 Volumes., Eastern Book Company., 23rd Edition 2011.,p.2398-2405 Pai, G. B. Labour Law in India. New Delhi: Butterworth, 2001. Rao, E. M. Industrial Jurisprudence, New Delhi: LexisNexis (India), 2004. | |
Essential Reading / Recommended Reading Industrial Jurisprudence: A Critical Commentary by Dr EM Rao., Lexis Nexis., Second Edition 2015 p. 14-21 Labour and Industrial Law by H.L.Kumar., Universal Law Publishing Co., 2 volumes 15th edition 2010.,p.2082-2125 P.L.Malik‟s Industrial Law 2 Volumes., Eastern Book Company., 23rd Edition 2011.,p.2398-2405 Pai, G. B. Labour Law in India. New Delhi: Butterworth, 2001. Rao, E. M. Industrial Jurisprudence, New Delhi: LexisNexis (India), 2004. | |
Evaluation Pattern Assessment outline: There are in all 3 components in the scheme of evaluation. Weightage for the components is indicated in percentage. CIA I- Class Test carrying 25 marks CIA II – Class Test carrying 25 marks CIA III – Class Test carrying 50 marks | |
BBA141B - MARKETING AND SELLING SKILLS (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Description This is the basic course in Marketing and Selling Skills, where students will get exposure to Marketing and Sales. The subject gives them a vast and wide insight into the traditional and contemporary aspects of Marketing and sales. The input of basic fundamentals, coupled with the practical knowledge, will be given to the students to help them in understanding and designing the sales & marketing tactics and strategies. Course Objective:
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Course Outcome |
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CO1: Demonstrate a comprehensive understanding of marketing and sales principles, theories, and their practical applications (RBTL 2) CO2: Identify the key elements of the marketing environment and their impact on marketing and selling activities. (RBTL 3) CO3: Apply segmentation techniques to categorize target market segments effectively. (RBTL 3) CO4: Demonstrate basic selling skills, such as effective communication and relationship building, through practical exercises and simulations. (RBTL 2) |
Unit-1 |
Teaching Hours:8 |
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An Introduction to Marketing
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Introduction, genesis & evolution of marketing in society, Importance and Scope of Marketing, Elements of Marketing – Need, Want, Demand, Desire, Marketing Philosophies, Mccarthy’s 4P classification, Lauterborn’s 4C’s classification & 4A’s Framework of rural marketing, Product service continuum. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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Marketing Environment - An Understanding
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Basics of Marketing Environment, Factors Affecting Marketing Environment, Environmental analysis – SWOT & PESTLE, Marketing Environment in India, Legal & regulatory framework in India, Marketing Mix (Four Ps of Marketing)
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Unit-3 |
Teaching Hours:8 |
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Unit 3: Segmentation, Targeting and Positioning
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Market Segmentation, Basis of segmentation & its types - Demographic, Geographic, Psychographic and behavioral Segmentation etc, Targeting- Five Patterns of Target Market Selection, Positioning-Concept of Positioning, Perceptual Mapping. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Product Life Cycle and Consumer Behaviour
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Product Life Cycle concept, marketing implications of PLC stages, corresponding strategies, dealing with competition, Perceptual Mapping, Consumer Behaviour – Rational V/s Emotional, Consumer proposition & acquisition process, buying motives, its types, CB process | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Selling - An Introduction
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Nature, Meaning and Significance of Sales Management and Personal selling; Evolution of Sales Management, Role of Selling in Marketing, Characteristics of a successful Salesman; Types of Selling, Selling Functions, Sales Funnel; Process of Effective Selling: Sales strategies; Prospecting: Meaning, process & methods; Ways to approach a customer | |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:7 |
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Effective Sales management and Sales Force Organization
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Sales presentation; Handling objections; Closing a sale; Current issues in sales management; Case lets and applications, Meaning of Sales Force Management; Determining the sales force and size of the sales force, Introduction to: Sales organization concepts; Sales territories
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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BBA141D - TALENT MANAGEMENT (2024 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Human Resource is considered as a valuable resource in every organization. The world class companies compete among themselves to attract the best talent across the globe. They view talent as competitive differentiator and one where the acquisition, engagement, development and retention of talent is considered as a strategic priority of business. This course exposes the students to methods and practices to acquire, engage and develop talent, focus on development of strategic leaders within an organization and also deals with how talent and knowledge can be managed effectively for the development of the organization. Course Objectives: This course intends ● To provide an outline about the concepts, principles and models of talent management ● To understand the importance of talent management in developing the organizations. ● To enable the students to apply the concepts, principles and models of talent management in real time scenario. ● To evaluate the various process, approaches and strategies for managing and retaining talent in organizations. ● To provide solutions to issues pertaining to managing talent and knowledge |
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Course Outcome |
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CLO1: Demonstrate the understanding of key concepts, principles and models related to talent and knowledge management CLO2: Evaluate the importance of talent management in developing organizations CLO3: Learn to apply the theories and concepts studied in the classroom to practical situations CLO4: Analyse the various talent and knowledge management practices and their value to organizations CLO5: Solve the issues pertaining to talent and knowledge management |
Unit-1 |
Teaching Hours:8 |
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Introduction to Talent Management
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Meaning and concept of talent management, need and scope for talent management, Talent vs Knowledge, Talent management initiatives, Techniques for potential appraisal, Talent management grid, Benefits of talent management. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Creating Talent Management System
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Components of talent management system/process- recruitment, employee onboarding, performance management, learning and professional development, compensation management, and succession planning. Designing Job description and specification. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Competency mapping and approaches to talent management
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Competency Mapping- Meaning, Importance and Steps in competency mapping, Competency model, Role of leaders and HR in talent management, Talent Management Approaches, Mapping Business Strategies and Talent Management Strategies, Achieving competitive advantage, Best practices in talent management- Case studies.
Mapping competency for various job roles according to level of knowledge. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Integrating Talent and performance Management
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Introduction to performance management: types of PM methods-checklist, graphic rating scale, Behavioural observation scale and BARS. Designing the Performa of PM | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Recent Trends and Best Practices in Talent Management
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Introduction, Use of Technology in Talent Management, Use of AI in Talent Management, Talent Management using Design Thinking. | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
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Project Work: Field study & Report Submission
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Experiential Learning Activity: Identifying any one organization in manufacturing or service sector- Interacting, observing and conducting interviews with their senior HR leaders, understand how they manage and retain talent in their organizations. | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: ● Lance A. Berger, Dorothy Berger (2017): Talent management handbook, McGraw Hill New York.
● Mohapatra.M & Dhir.S (2022); Talent Management-A contemporary perspective (2022), Sage Publications | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading ● Mark Wilcox (2016), Effective Talent Management: Aligning strategy, people and performance, (1st ed.), Routledge Taylor and Francis Group. ● Marshal Gold Smith and Louis Carter (2018): Best practices in talent management, A Publication of the practice institute, Pfeiffer, A Wiley Imprint. ● Atheer Abdullah Mohammed (2019), Integrating Talent and Knowledge Management: Theory and practice, Lamber Publishing co.,
● Cappeli Peter: Talent on Demand –Managing Talent in an age of uncertainty, Harvard Business press. | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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BBA141F - SUSTAINABILITY?AND GREEN MARKETING (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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The course is designed to understand the importance of Sustainability and Green Marketing on consumer satisfaction and environmental safety. Green revolution, going green, environment protection, and sustainable development have become the buzz words today. Consumers are gradually becoming conscious buying eco-friendly products. This course aims at understanding the concept of Green Products and Marketing. This course also revisits the factors that affect consumers’ purchase decision in general. This course will lead the exploration of the leading edge of this paradigm shift that is now underway. This course introduces students to the concepts and processes of Green marketing and takes them deeper into the world of Green marketing. |
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Course Outcome |
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CO1: Explain green marketing and its importance to the environment from the perspective of consumers and businesses CO2: Students will be able to describe the current state of the environment resulting from the past and present practices of the human consumption CO3: To understand the opportunities, challenges, and issues in designing and implementing green marketing strategies. CO4: Demonstrate evidence of emerging green consumer segments and how marketers are addressing those needs |
Unit-1 |
Teaching Hours:10 |
Introduction to Sustainability and Fundamentals of Green Marketing
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Meaning & Concept & Evolution of Sustainability, Green Marketing, Types of Green Marketing, Difference between Marketing & Green Marketing, Green Product - Green Marketing – Importance of Green Marketing - Importance of green marketing - Benefits of Green Marketing, Adoption of Green Marketing- Green Marketing Mix – Strategies to Green Marketing | |
Unit-2 |
Teaching Hours:10 |
Segmentation of Green Marketing
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Green Spinning – Green Selling – Green Harvesting – Enviropreneur Marketing - Compliance Marketing – Green Washing – Climate Performance Leadership Index- Promotional Channels of Green Marketing. | |
Unit-3 |
Teaching Hours:10 |
Green Marketing initiatives
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Green Firms – HCL’s Green Management Policy – IBM’s Green Solutions – IndusInd Bank’s Solar Powered ATMs – ITCs Paperkraft – Maruti’s Green Supply Chain – ONCGs Mokshada Green Crematorium – Reva’s Electric Car – Samsung’s Eco-friendly handsets- Wipro Infotech’s Eco-friendly computer peripherals | |
Unit-4 |
Teaching Hours:10 |
Environmental consciousness
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Introduction of Environment - Importance of environmentalism - Environmental movement - Benefits of green environment to the society - E-waste exchange - Extended Producer Responsibility Plan - Guidelines for Collection and Storage of E-Waste - Guidelines for Transportation of E-Waste - Guidelines for Environmentally Sound Recycling of E-Waste Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes, Public policy and pricing. | |
Unit-5 |
Teaching Hours:5 |
Socially Responsible Marketing
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Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Actions to Promote Sustainable Marketing, Business Actions Toward Sustainable Marketing, Principles and Marketing Ethics. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
Edition.
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Evaluation Pattern CIA 1 10 marks CIA 2 10 marks CIA 3 25 marks ATTENDANCE 5 marks | |
BBA142A - ADVERTISING AND SALES PROMOTION TECHNIQUES (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
|
The course aims at imparting knowledge on Marketing Management from the perspective of Marketing Communications.Great marketing strategies can be powerful. Every year companies spend approximately $200 billion promoting their products and services – and that’s just in the United States alone! Explore how marketing campaigns, ads, and commercials are brought to life which will lead the exploration of various aspects of Advertising and sales promotion techniques which includes its objectives, classification, creative aspect and functions. This course introduces students to the concepts and processes of marketing and takes them deeper into the world of marketing. Course Objectives: This course intends
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Course Outcome |
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CLO 1: Understand fundamental concepts of Advertisement and Sales promotion.
CLO 2: Understand importance of Integrated Marketing Communications strategies. CLO 3: Explain about creative Process in Advertisement ans Sales Promotion.
CLO 4: Critically examine and evaluate existing marketing strategies and tactics.
CLO 5: Learn to use sales promotions to push sales and attract buyers.
|
Unit-1 |
Teaching Hours:8 |
Introduction to Marketing Communication
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Level of knowledge: Conceptual Meaning, elements, structure, and role of marketing communications. Theories of marketing communication: hierarchy of effects of communication, information processing theories, Marketing Communication Process, communication and attitude formation and change. Key communication terminologies. Miscommunication issues. | |
Unit-2 |
Teaching Hours:6 |
Marketing Communication Strategy
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Level of knowledge: Conceptual Marketing communication mix. Integrated marketing communication. Formulation of marketing communication strategy. Marketing communication barriers. Communication budgeting issues and methods. Promotion campaign planning and management. | |
Unit-3 |
Teaching Hours:6 |
Advertising
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Level of knowledge: Conceptual Meaning, elements, Functions, objectives and role of advertising. Evolution of advertising. Types of advertising. Social, ethical and legal issues of advertising. Role of Advertising in 21st Century. | |
Unit-4 |
Teaching Hours:8 |
Creative Process and Methods in Advertising
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Level of knowledge: Conceptual Creative process and methods. Visualization process and visualizer qualities. Message design: message theme, models, considerations. Message strategies: cognitive, affective, conative, and brand strategies. Advertising appeals. Essentials of a good appeal. Execution frameworks. Use of colour in advertising. | |
Unit-5 |
Teaching Hours:10 |
Advertisement Development
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Level of knowledge: Conceptual Print advertising media: types of media and media choice. Copywriting for print media: types of ad copies. Ad copy objectives and requisites of a good copy. Print copy development process. Print copy elements: choice of headline, sub-heads, body copy, slogan and signature. Layout: functions, qualities of a good layout, layout principles.Television advertising: nature, pros and cons. TVC development: script writing, storyboard, air-time buying and other considerations. Radio advertising: nature, pros and cons. Producing radio advertisements. Emerging advertisements: internet advertising and ambient advertising. Product placement strategies. | |
Unit-6 |
Teaching Hours:7 |
Sales Promotions
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Level of knowledge: Conceptual Scope and role of sales promotions. Reasons for the increased use of sales promotions. Consumer-oriented sales promotion methods: objectives and tools of consumer promotions. Trade-oriented sales promotions: objectives, tools and techniques to boost sales. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA 1 -20 marks CIA 2 -20 marks CIA 3 -50 marks Total= 90 marks (Converted into 45 marks) Attendance-5 marks Total Marks on Marks card is 50 marks. | |
BBA142B - EMOTIONAL INTELLIGENCE AND MANAGERIAL EFFECTIVENESS (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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Emotional intelligence is considered to be a pertinent skill and it influences the way we act and react in any given situation in our lives. It helps to understand the emotion of self and others, which paves the way for coping up with one's challenges, maintain good social relationships and remain successful in one's own endeavors and goals. |
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Course Outcome |
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CO1: Explain the role of EI at the workplace CO2: Identify triggers in self and others that can precipitate emotional deregulation CO3: Examine reasons for interpersonal conflict at the workplace CO4: Select emotionally intelligent behaviours in personal and professional interactions |
Unit-1 |
Teaching Hours:8 |
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Introduction to Emotions
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Emotions: Definition, Types, Purpose, Basic Theory & Dimension Theory of Emotions; Affect-circumflex model of emotions, Myths associated with emotions. Emotional Intelligence (EI): Definition, components and importance of EI in personal and professional life. | ||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Emotional Awareness and Regulation
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Culture and Emotional Regulation and Emotional Expression. Developing Emotional Literacy Tools for Emotional Regulation: Mindfulness, Training students in mindfulness. | ||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Understanding the Self
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Examining "Success": Relationship between Self concept, self esteem, self efficacy with Emotional Regulation; Relationship with core beliefs and values and Emotional expression and regulation; Relationship between Personality and Emotional expression and regulation; Indigenous (Non-western) conceptualization of Self and its importance in Emotional Regulation | ||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Interpersonal Success & Empathy
|
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Interpersonal effectiveness: Interpersonal orientation; Effective Communication in cross cultural contexts, Conflict: Types, Process of Conflict Resolution, Role of EI in Conflict Resolution; Empathy: Definition, types, and importance. Empathetic listening, empathetic body language, tactics for empathetic connection. | ||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
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EI at the workplace
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EI at the Workplace; Impact of Emotionally Intelligent behaviour at the workplace - for individuals, teams and organizations. Developing Emotionally Intelligent Teams; Being a Emotionally Intelligent Leader | ||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
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EI for Lifelong learning
|
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Contemporary science of EI; EI training for teams: Methods, activities and assessment | ||||||||||||||||||||||||||||
Text Books And Reference Books: 1. King Jacob (2019): Master Your Emotions: Practical Guide to Manage Feelings, Overcome Negativity, Stress, Anxiety, Anger and Depression, and Change Your Life Developing Emotional Intelligence and Positive Thinking. 2. The EQ Edge: Emotional Intelligence and Your Success – Steve J. Stein & Howard E. Book. 3. www.6seconds.org | ||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Cowen A (2018) How Many Different Kinds of Emotion are There?. Front. Young Minds. 6:15. doi: 10.3389/frym.2018.00015. 2. Posner, J., Russell, J. A., & Peterson, B. S. (2005). The circumplex model of affect: an integrative approach to affective neuroscience, cognitive development, and psychopathology. Development and psychopathology, 17(3), 715–734. https://doi.org/10.1017/S0954579405050340 | ||||||||||||||||||||||||||||
Evaluation Pattern
| ||||||||||||||||||||||||||||
BBA142C - FUNDAMENTALS OF DIGITAL MARKETING (2024 Batch) | ||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description: This course will be a base for the students to understand the various facets of Digital Marketing. The course is a foundation stone for students to get motivated and start a career in Digital Marketing. The course will facilitate any novice student to understand and use digital marketing platforms. Course Objectives:
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Course Outcome |
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CO1: Understand about Digital Marketing CO2: Analyse various Content Management System to select the appropriate one for Website Design CO3: Design E-Mail marketing campaigns CO4: Analyse the potential of Social Media Marketing CO5: Analyse and select appropriate digital marketing strategies |
Unit-1 |
Teaching Hours:7 |
||||
Introduction to Digital Marketing
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Digital Marketing: Introduction, Significance, Growth. Traditional vs Digital Marketing, Digital Marketing Mix, The 7Cs, Drafting Digital Marketing Plan | |||||
Unit-2 |
Teaching Hours:7 |
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Online Presence
|
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Launching Business Online: Local Listings, Websites, Social Media. Websites: Components, Layout. Utility of Content Management Softwares in Website Design, Selecting Domain, Hosting Services and Plans | |||||
Unit-3 |
Teaching Hours:8 |
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E-Mail Marketing
|
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E-Mail Marketing: Significance, Process, E-Mail Marketing Strategy, E-Mail Marketing Campaign with MailChimp | |||||
Unit-4 |
Teaching Hours:8 |
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Social Media Marketing
|
|||||
Overview of Social Media Platforms, Selecting Channels, Publishing Content, Twitter Marketing, LinkedIn Marketing, YouTube Marketing | |||||
Unit-5 |
Teaching Hours:7 |
||||
Digital Marketing Strategies
|
|||||
Content Marketing, Video Marketing, Affiliate Marketing, Web Remarketing, Podcast Marketing | |||||
Unit-6 |
Teaching Hours:8 |
||||
Practical / Hands on Sessions
|
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Online Campaigning (5hrs) - Google Branding Strategy - Digital presence: Website - Google My Business account creation and management - Website creation - website optimization Content Creation (10hrs) - Digital Content Creation - hands on tools training for crating Post- Story- Reels- Shorts. Multiple tools strategy- #tag strategy- campaign creation-promotion- video-image- based-content. Blog creation [ Canva / creative cloud express / Figma / Adobe XD] / Website Analytics Reporting using SEM Rush.
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Text Books And Reference Books:
| |||||
Essential Reading / Recommended Reading
| |||||
Evaluation Pattern
| |||||
BBA142D - WEALTH MANAGEMENT (2024 Batch) | |||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:03 |
||||
Course Objectives/Course Description |
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|
|||||
Course Outcome |
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CO1: Understanding the Concept of Wealth Management and financial planning. CO2: Identifying Wealth Creation and Preservation Strategies CO3: Developing Skills in Portfolio Management: Analyse the risk-return characteristics of different asset classes available to individuals for investing CO4: To promote awareness about ethical considerations and sustainable investment practices within the framework of wealth management. |
Unit-1 |
Teaching Hours:7 |
Introduction to Wealth management and Financial Planning
|
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Meaning and objectives, Steps in financial planning
Personal Financial Planning Process, Service of Financial Consultant ( 5 Hours) | |
Unit-2 |
Teaching Hours:7 |
Economy & Wealth Management
|
|
Financial Planning to Wealth Management, Economic Cycles and Indicators - Lag Indicators - Co-incident Indicators - Lead Indicators, Interest Rate Views, Currency Exchange Rate. SIP, AWP and Systematic Transfer. ( 5 Hours) | |
Unit-3 |
Teaching Hours:8 |
Investment & Risk Management
|
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Investment Avenues: Equity, Debts & Alternative Assets, Active and Passive Exposures, Deposits and Debt Securities, Credit Exposure and Debt Investments, Concentration Risk, Passive Investments in Debt, Alternative Assets Investment Routes, Public provident Fund Employees Provident Fund Alternative Assets returns from Gold, Real Estate, Role of Real Estate, Real Estate Investment Routes, Real Estate Indices – Assets and liabilities Portfolio Management | |
Unit-4 |
Teaching Hours:7 |
Insurance and Risk Management
|
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Life insurance policies Health Insurance and Property Insurance
| |
Unit-5 |
Teaching Hours:8 |
Retirement Planning and wealth management
|
|
Introduction to Retirement Planning - Types of Retirement Plans – Defined Benefit and Defined Contribution plan, Superannuation and other retirement plans, Group Life and Health Insurance; Retirement planning and Strategies. | |
Unit-6 |
Teaching Hours:8 |
Succession Management
|
|
Nomination, Inheritance Law, Will & Trust, ( 5 Hours)
succession plan for the family business | |
Text Books And Reference Books: Sankaran,Sundar, Wealth Engine: Indian Financial Planning & Wealth Management Handbook,
[Vision Books, 2012] | |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA 1- 20 marks CIA 2- 20 marks CIA 3- 50 marks Converted to 45 marks. Attendance : 5 marks Total 50 marks | |
BBA142E - WORKING WITH SPREAD SHEETS (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course Description: In this course, you will learn the basic and advanced functions of excel through guided demonstration. Each week you will build on your excel skills and be provided with an opportunity to practice what you’ve learned. Finally, you will have a chance to put your knowledge to work in a mini-project. Please note, the content in this course was developed using a Windows version of Excel 2013 and 2016. Course Objectives: ● To demonstrate simple arithmetic calculations directly in a cell as well as by referring to another cell. ● To compare and contrast formulas and functions in Excel. ● To examine, interpret and analyse data using the database functions of Excel.
|
|
Course Outcome |
|
CLO1: Students are able to demonstrate simple arithmetic calculations directly in a cell as well as by referring to another cell. CLO2: Students are able to compare and contrast between formulas and functions in Excel. CLO3: Students are able to examine and interpret data using the database functions of Excel. CLO4: Students are able to model the chart function of Excel to represent numeric data in multiple formats. |
Unit-1 |
Teaching Hours:7 |
Introduction to Spread Sheet Level of Knowledge: Application
|
|
Understanding Microsoft Excel, Excel Workbook Windows, Basic Spreadsheet Skills, Excel Help System, Opening and Closing Workbooks, Understanding Workbook File Formats, Creating New Workbooks, Selecting Cells, Auto Sum and Auto Fill Function, Cell Referencing and Request, Formatting Cells, Formatting Numbers, Placing Cell Alignment, Cell, Rows and Columns, Understanding Worksheets, Editing, Copying and Moving Cells, Page Layouts in Excel, Proofing Workbook, Basic Options, Ribbons and Toolbar, AutoFilter, Advanced Filters, Managing Windows, Multiple Windows, Splitting Windows, Freezing Panes, Linking Data, Basics’ Assessment | |
Unit-2 |
Teaching Hours:7 |
Fundamental tools in Spreadsheet Level of Knowledge: Application
|
|
Introduction to Excel Spreadsheet Intermediate Level, Defining Names in Excel, Sorting Data, Using Excel Tables, Filtering Data in Excel, Find and Replace, Headers and Footers, Adding Comment, Conditional Formatting, Understand Charts, Chart Design Options and Tools, Chart Format Tools, Combo Charts | |
Unit-3 |
Teaching Hours:7 |
Functions in Spreadsheet Level of Knowledge: Application
|
|
Functions within Excel, Understanding Date Function, Super Power, Array Formulae, Advanced Range Names, What If function? Information Functions, Logical Functions, Using Text to Columns, the Paste Special Function, Tracking Changes in Excel, Merging and Compare Excel Workbooks, Data Validation, Subtotals and Grouping, Consolidating Data | |
Unit-4 |
Teaching Hours:8 |
Spreadsheet for Analysis Level of Knowledge: Application
|
|
Scenario Analysis, Data Tables in Scenario Analysis, What-if Analysis, Mats and Trig Functions, Text Functions in Excel, Using Lookup Functions, Vlookups, HLookups, Using Statistical Functions, Database Functions, Formula Auditing and Error Tracing, Hyperlinks in Excel, Linking Data | |
Unit-5 |
Teaching Hours:8 |
Data Visualization using tables and charts Level of Knowledge: Application
|
|
Understanding Pivot Tables, Using Pivot Charts, Workbook Properties, Protecting and Sharing Worksheets, Understanding to Macros, Custom Number Formats in Excel, Using Custom Lists, Working with Templates, Data Encrypting and Finalising Workbooks, Data analysis in Excel using classic tools, such as pivot tables, pivot charts, and slicers, on data that is already in a worksheet / grid data, Excel data model, DAX expression | |
Unit-6 |
Teaching Hours:8 |
Foundations of SQL
|
|
Power Query add-in in Excel 2013, build an Excel data model from a single flat table, import multiple tables from a SQL database, Create a mash-up between data from text-files and data from a SQL database. Cube functions, Timelines, Hierarchies, Slicer and Assessment (MCQ) | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA DETAILS MARKS DETAILS CIA 1 20 CIA II 20 CIA III 50 Attendance marks will be added as per the attendance policy | |
BBA142F - FINANCIAL EDUCATION (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
|
Course Description The course covers topics such as income, expenditure, savings & investment avenues, borrowing, managing risk, budgeting, etc. Participants would also learn about various financial institutions and in what ways they can benefit from these institutions. The course helps participants to become aware of different products through which they can meet their financial needs and learn about the benefits of prudent financial behavior. Course Objectives
· To provide the foundations for financial decision-making. · To list out various saving and investment alternatives available for a common man. · To give a detailed overview of stock markets and stock selection. · To orient the learners about mutual funds and the criteria for selection.
|
|
Course Outcome |
|
CO1: 1. Demonstrate an understanding of key concepts, principles, and models related to financial education. CO2: 2. Evaluate the importance of financial education in personal life. CO3: 3. Learn to apply the theories and concepts of finance to practical situations CO4: 4. Analyze various investment avenues that are suitable for personal financial goals. |
Unit-1 |
Teaching Hours:7 |
||||||
Introduction to Financial Education
|
|||||||
Need for Financial Literacy, Role of financial education in achieving financial well-being, Importance of Financial Planning, Key concepts of Personal Finance: Savings, Investment, Borrowing, Income and Expenses, Surplus/Deficit, Assets and Liabilities, Inflation, Time Value of Money, Active and Passive Income, Instant and Delayed Gratification, etc. Power of compounding and Rule of 72, Concept of Rupee Cost Averaging. | |||||||
Unit-2 |
Teaching Hours:7 |
||||||
Financial Planning and Budgeting
|
|||||||
Define Financial Planning, Financial Planning Process, Steps involved in Financial Planning Process, SMART financial goals, and three pillars of investments. Concepts of risk and return, Budgeting and its importance in financial planning. | |||||||
Unit-3 |
Teaching Hours:7 |
||||||
Savings-related products
|
|||||||
Types of bank accounts: Savings account, Current account, fixed deposits, recurring deposits. Various modes of transfer through banking channels: NEFT, RTGS, IMPS, UPI. Account opening process and importance of KYC norms. Do’s and don’ts while using digital payments. Credit cards and Debit cards. Role of Reserve Bank of India. | |||||||
Unit-4 |
Teaching Hours:10 |
||||||
Investment in Securities Market
|
|||||||
Investment avenues offered by Securities Markets, Primary Market and Secondary Market, Operational aspects of securities markets: placement of orders, contract note, pay-in, and pay-out, trading and settlement cycle. Various risks involved in investing in securities markets. Benefits of investing through Mutual Funds. Mutual Fund categorization and product ng of mutual funds. Systematic Investment Plan (SIP) and its advantages. The role played by Commodity Derivatives markets in the hedging of commodity price risk. Products traded in Commodity Derivatives Exchanges and their usefulness to various stakeholders.
| |||||||
Unit-5 |
Teaching Hours:7 |
||||||
Insurance-related Products and Pension Planning
|
|||||||
Role of Insurance as a risk management tool, various types of Insurance products and their key features. Regulatory role of IRDAI. Importance of Pension and its Role in providing financial security in old age. National Pension System (NPS). | |||||||
Unit-6 |
Teaching Hours:7 |
||||||
Borrowing Related Products
|
|||||||
Borrowing, Collateral and Equated Monthly Instalments (EMI). Documents required for obtaining Loans. Various loan products offered by Financial Institutions and their key features. 5Cs of Credit. Credit Information Organizations and Credit Score. | |||||||
Text Books And Reference Books: Essential Reading: · Zvi Bodie;Alex Kane;Alan J. Marcus;Pitabas Mohanty. (2019): Investments, Pearson Publications, New Delhi. | |||||||
Essential Reading / Recommended Reading Recommended Reading:
1. RBI Financial Education Handbook 2. NSE Knowledge Hub, an AI-powered Learning Experience Platform for BFSI 3. NSE Academy Certification in Financial Markets (NCFM) Modules.
| |||||||
Evaluation Pattern
Total 90 Marks converted to 45 Marks
(+) Marks for Attendance 5 Marks Total 50 Marks | |||||||
BLS102-2 - ANIMAL DIVERSITY-II (CHORDATA) (2024 Batch) | |||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
||||||
Max Marks:100 |
Credits:3 |
||||||
Course Objectives/Course Description |
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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 vertebrate 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. |
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Course Outcome |
|||||||
CO1: acquainted with the various chordate classes. CO2: understand their general and distinguishing characteristics. CO3: Investigate how various systems' complexity evolved. CO4: Compare and contrast life processes in various vertebrate class. |
Unit-1 |
Teaching Hours:4 |
Origin of chordates
|
|
Introduction and charterers of chordates. Classification of chordates up to order level | |
Unit-2 |
Teaching Hours:6 |
Protochordata
|
|
Urochordata: General characters and classification up to order level. Study of Herdmania and its affinities. Cephalochordates: General characters and classification up to order level. Study of Branchiostoma (Amphioxus) and its affinities. | |
Unit-3 |
Teaching Hours:4 |
Agnatha
|
|
General characters and classification up to order level. Study of Petromyzon and its affinities. | |
Unit-4 |
Teaching Hours:4 |
Super Class Pisces
|
|
General characters and classification up to order level. Types of scales and fins of fishes, migration and parental care in fishes; Type study: Scoliodon and Labeo. | |
Unit-5 |
Teaching Hours:18 |
Super class Tetrapod
|
|
Class Amphibia General characters and classification up to order level, Frog as type study, parental care, neoteny and paedogenesis. Type study: Rana Class Reptilia General characters and classification up to order level, Identification of poisonous and non-poisonous snakes and biting mechanism of snakes; Type study: Calotes. Class Aves General characters and classification up to order level; Characters of Archaeopteryx; Flight adaptations; Type study: Columba Class Mammalia General characters and classification up to order level; dentition in mammals. Economic importance of mammals; Type study: Rabbit (Oryctolagus | |
Text Books And Reference Books: 1. Liem, Karel F., William E. Bemis, Warren F. Walker, Lance Grande, 2001. Functional Anatomy of the Vertebrates: An Evolutionary Perspective. Brooks Cole. 2. Pough, F.H., Janis, C.M. & Heiser, J.B. 2002. Vertebrate Life. (Pearson Education, Inc.). | |
Essential Reading / Recommended Reading 1. F.H. Pough, J.B. Heiser & W.N. McFarland, 1996. Vertebrate life. (Prentice Hall Pvt. Ltd.). 2. M. Ekambaranatha Ayyar, 1973. A manual of zoology. Part II. (S. Viswanathan Pvt. Ltd., Madras). 3. Gurdarshan Singh & H. Bhaskar, 2002. Advanced Chordate Zoology. Campus Books, 6 Vols., 4. R.L.Kotpal, 2000. Modern textbook of zoology, Vertebrates. (Rastogi Publ., Meerut). 5. E.L. Jordan & P.S. Verma, 1998. Chordate zoology. (S. Chand & Co.). 6. G.S. Sandhu, 2005. Objective Chordate Zoology. Campus Books, vii, 7. Sandhu, G.S. & H. Bhaskar, H. 2004. Textbook of Chordate Zoology. Campus Books, 2 vols., xx, | |
Evaluation Pattern CIA: ● CIA 1: 10% ● CIA 2 (Mid Semester Examination): 25% (50 marks) ● CIA 3: 10 % ● Attendance: 5 % CIA total: 50 marks End Semester examination: 100 marks (50%) Question pattern: ● Question 1 - 20 marks - No internal choice ● Question 2 - 20 Marks - No internal choice ● Question 3- 20 Marks - No internal choice ● Question 4- 20 Marks - With internal choice ● Question 5- 20 Marks - With internal choice | |
BLS112-2 - ANIMAL DIVERSITY-II (CHORDATA) LAB (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
|
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 |
|
Course Outcome |
|
CO1: Understand the basics of classification of vertebrates. CO2: compare and contrast life stages in various classes with respect to their habitat and explore vertebrates based on the characteristic features. CO3: formulate hypotheses, collect and analyze data, and present results in the standard format of scientific records |
Unit-1 |
Teaching Hours:30 |
Unit 1
|
|
1. Study of collection and preservation techniques of specimens 2. Study of museum specimens: Ascidia, Amphioxus, Petromyzon, Scoliodon, Rohu, Rana, Salamander, Ichthyophis, Chelon, Cobra, Pigeon, Woodpecker, Bat, Loris 3. Studies on the morphological features of Fish (morphometric analysis) (Charts/ Pictures) 4. Studies on the morphological and developmental features of frog (different stages) (Charts/ Pictures) 5. Studies on the morphologicall features of calotes (scales and adaptations) (Charts/ Pictures) 6. Studies on the morphological features of Pigeon (types of feathers) (Charts/ Pictures) 7. Studies on the morphological features of rabbit (mammalian charactors) (Charts/ Pictures) 8. Methods of diversity assessment 9. Differentiation of poisonous and non-poisonous snakes 10. Management of snake bite | |
Text Books And Reference Books: 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). Vertebrate Zoology, VIII Edition. Holt Saunders International Edition. | |
Essential Reading / Recommended Reading 1. S.S. Lal. Practical Zoology, 1st Edition, 2017-18, Rastogi Publications. 2. Verma P S Advanced Practical Zoology, S Chand & Co Ltd. 3. PS Verma, A Manual of Practical Zoology: Vertebrates, C. Chand Publications. 4. 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 | |
Evaluation Pattern CIA: ● Performance (CIA1): 20% ● CIA 2 (Mid Semester Examination): 20% (40 marks) ● Record: 10% CIA total: 50 marks (50%) End Semester examination: 50 marks (50%) END SEMESTER EXAMINATION QUESTION PATTERN Animal Diversity-II Lab (BLS115-2) Total Marks: 50 Time: 3 hours 1. Identify, Classify and Comment on A, B, C, D & E with neat labeled diagrams. (Any 5 - Study of museum specimens: Ascidia, Amphioxus, Petromyzon, Scoliodon, Rohu, Rana, Salamander, Ichthyophis, Chelon, Cobra, Pigeon, Woodpecker, Bat, Loris) (Identification – ½; Classification – 1; Diagram – 2; Description - 1 ½)
(5 M x 5 = 25 Marks)
2. Identify and comment on F & G with neat labeled diagrams. (any 2 – types of scales; metamorphosis in frog; poisonous and non-poisonous snakes; types of feathers) (Identification – 1; Diagram – 2; Description - 2)
(5 M x 2 = 10 Marks) 3. Perform biodiversity assessment based on the given data. (10 Marks) 4. Identify and comment on H (Management of snake bite) (5 Marks) | |
BTY101-2 - FUNDAMENTALS OF CELL BIOLOGY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course is intended to give the students information regarding the basics of cytology by providing insights on cellular organelles, their functions and metabolic pathways. Only with the basic understanding of cells, can one proceed to the detailed study of molecular biology. Students get an idea about how these cellular components perceive the environmental signal and respond to them in the language of signal transduction. They also learn the mechanism of mitotic and meiotic cell division and the relevance of accurate transfer of genetic material during cell division. Aspects of cell cycle control and cancer are also detailed. |
|
Course Outcome |
|
CO1: To gain knowledge on the structure and functions of cell organelles.
CO2: To learn various transport mechanisms of cells. CO3: To understand cell communication and its significance.
CO4: To know the mechanism of cell cycle control and its relation to cancer.
|
Unit-1 |
Teaching Hours:16 |
Cell and its internal organization
|
|
Cell as a basic unit of life- classification of organisms by cell structure, cytosol, cell theory, prokaryotic and eukaryotic cell, cell fractionation, cytosol - properties, significance of water in cells, cell organelles: Structure and functions of Rough and Smooth Endoplasmic reticulum, Signal Hypothesis, Golgi complex and lysosomes, Protein trafficking, Mitochondria structure, cellular respiration (Glycolysis and Krebs cycle), biogenesis, Chloroplast- structure, Photosynthesis, C3, C4 and CAM plants, Photorespiration, Endosymbiont theory, Ribosomes- structure, types and functions, Microbodies, Nucleus- structure, nuclear membrane and nuclear pore - structure and functions, chromosome - structural organization - centromere, telomere, chemical composition. Nucleosome model of chromosome, histones – types and function, Special types of chromosomes - Polytene and Lampbrush chromosome, chromosomal aberrations, anueploidy, karyotype analysis, idiogram. | |
Unit-2 |
Teaching Hours:8 |
Cell wall and Plasma Membrane
|
|
Plant cell wall - structure and composition, functions, structure of Plasma membrane – David Nicholson and Sanger’s model, functions, Transport mechanisms- Passive transport (Osmosis and Diffusion- simple and facilitated) & Active transport (Permeases, Sodium Potassium pump, Calcium ATPase pumps, lysosomal and vacuolar membrane ATP dependent proton pumps; uniport, symport and antiport, types of Ion-channels; Ligand-gated and Voltage-gated ion channels, nerve impulse transmission, exocytosis and endocytosis- mechanism, Receptor-mediated endocytosis – LDL transport, Modifications of plasma membrane -(Microvilli, Gap junction, Tight junctions, Desmosomes). | |
Unit-3 |
Teaching Hours:7 |
cytoskeleton
|
|
Cytoskeleton - general functions, types - microtubules, microfilaments and intermediate filaments- structure, assembly, disassembly and functions, structure and function of molecular motors, muscle function - sliding filament theory, role of actin, myosin, troponin and tropomyosin. | |
Unit-4 |
Teaching Hours:7 |
Cell signalling
|
|
Basics of Signal transduction, autocrine, paracrine and endocrine signaling, components of signal transduction, role of second messengers, G protein coupled receptor (GPCR) signaling mechanism, G proteins, significance of signaling. | |
Unit-5 |
Teaching Hours:7 |
Cell cycle and cancer
|
|
Cell cycle - stages and significance of each stage, types of cell division (mitosis & meiosis); Cell cycle and its significance, checkpoints in cell cycle, role of Cdks, cancer - causes, hallmarks of cancer, oncogenes and protoncogenes, apoptosis or programmed cell death, role of caspases, significance in cancer. | |
Text Books And Reference Books: 1. G. Karp, J. Iwasa, W. Marshall. Karp's Cell and Molecular Biology, 9th Edition, USA: Wiley and Sons, 2019 2. D. L. Nelson and M. M. Cox. Lehninger’s Principles of Biochemistry, 6th ed. USA: W. H. Freeman. 2013. 3. P. S. Verma and V.K. Agarwal, Cell Biology, Genetics, Molecular Biology, Evolution and Ecology, New Delhi: S. Chand and Co. Pvt. Ltd., 2010 | |
Essential Reading / Recommended Reading 1. B. J. Alberts, B. Alexander, and L. Julian, Molecular Biology of the Cell, 5th ed. New York: Garland Science, 2008. 2. D. Voet and J. G. Voet, Biochemistry, USA: 4th ed. Wiley. 2010 3. G. M. Cooper and H. E. Robert, The Cell: A Molecular Approach, 6th ed. USA: S Sinauer Associates Inc., 2013. | |
Evaluation Pattern CIA: ● CIA 1: 10% ● CIA 2 (Mid Semester Examination): 25% (50 marks) ● CIA 3: 10 % ● Attendance: 5 % CIA total: 50 marks (50%) End Semester examination: 100 marks (50%) | |
BTY102-2 - BIOCHEMISTRY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course is designed to develop understanding and provide a scientific basis of the inanimate molecules that constitute living organisms. It also gives a thorough knowledge about the structure and function of biological macromolecules (proteins, carbohydrates, lipids, and nucleic acids), and the metabolic and bioenergetic pathways within the cell. Students will be able to understand the mechanism of action of enzymes, vitamins and hormones. |
|
Course Outcome |
|
CO1: To classify and explain the structure, properties, functions and synthesis of various biomolecules
CO2: To explain the mechanism of action, regulation and kinetics of enzymes. CO3: To understand the importance of vitamins, hormones, neurotransmitters and plant growth regulators. CO4: To assess the role of biomolecules and enzymes with various metabolic disorders. |
Unit-1 |
Teaching Hours:2 |
Introduction to Biochemistry
|
|
Chemical bonds in living systems (ionic, covalent, hydrogen and van der Waals), Water and its significance in life forms, pH and buffer concepts. | |
Unit-2 |
Teaching Hours:10 |
Carbohydrates
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Classification, structure and properties of mono, oligo and polysaccharides. Chirality and optical activity, stereoisomerism, cyclic structure of glucose and fructose. Structures of disaccharides (Maltose, Lactose, Sucrose), homopolysaccharides (Starch, glycogen, cellulose, hemicellulose). Metabolic pathways - Glycolysis, Citric acid cycle, Glycogenolysis, Glycogenesis, Gluconeogenesis. | |
Unit-3 |
Teaching Hours:6 |
Lipids
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Classification, structure and properties of lipids. Phospholipids, Sphingo and glycolipids, Steroids-cholesterol-bile salts, cerebrosides, lipoproteins, prostaglandins. Biosynthesis of saturated and unsaturated fatty acids and cholesterol. β oxidation of fatty acids, oxidation of saturated and unsaturated fatty acids. Ketogenesis and ketolysis. | |
Unit-4 |
Teaching Hours:10 |
Proteins
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Amino acids-Classification, Structure, and reactions of amino acids. Proteins- peptide bond, Ramachandran's plot, Structural organizations of proteins (primary, secondary, tertiary and quaternary, Super secondary structures: Domains, Motifs & Folds). Structure and functional classification of proteins, Structure-Function relationship with protease as an example. Protein folding, chaperones and chaperonins, Denaturation and renaturation of proteins. Amino acid and Protein metabolism: Transamination, Deamination, Decarboxylation, urea cycle and its regulation. | |
Unit-5 |
Teaching Hours:3 |
Nucleic acids
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Structure and properties- Nitrogenous Bases, Nucleosides, Nucleotides, Polynucleotides. Nucleotide biosynthesis - de novo and salvage pathways for biosynthesis of purine and pyrimidine, biodegradation of purines and pyrimidines. | |
Unit-6 |
Teaching Hours:4 |
Bioenergetics
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Role of high energy phosphates in energy transfer. Enzymes involved in oxidation and reduction-oxidases, dehydrogenases, hydroperoxides, oxygenases. Electron Transport Chain, Oxidative phosphorylation, ATP synthesis, inhibitors and uncouplers. | |
Unit-7 |
Teaching Hours:7 |
Enzymes
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Introduction to enzymes, apoenzyme, holoenzyme, prosthetic group, classification of enzymes, lock and key model, induced fit model, active site, enzyme specificity and types. Enzyme kinetics, factors affecting the enzyme activity, derivation of Michaelis-Menton equation and Lineweaver–Burk Vmax and Km Value and its significance. Enzyme inhibition, reversible and irreversible, competitive, non-competitive and uncompetitive inhibition, allosteric enzymes. Isoenzymes, Zymogen, and Ribozymes | |
Unit-8 |
Teaching Hours:3 |
Vitamins and hormones
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Vitamins: Classification, structure, Metabolic Disorders – A, B, C, D, E, K.
Hormones: Autocrine, paracrine and endocrine action. Endocrine glands, Classification of hormones, basic mechanism of hormone action, importance of TSH, T3, T4, and Insulin. Steroid hormones, peptide hormones | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA1- 10% CIA2- 25% CIA3- 10% Attendance - 5% ESE- 50% | |
BTY111-2 - FUNDAMENTALS OF CELL BIOLOGY LAB (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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This paper is intended to make the students appreciate the morphology and physiology of cells. It also teaches them to measure microscopic cells . Cell division stages are taught in detail to understand the cellular events in each stage of mitosis and meiosis. The basics of chromosome studies also are envisaged. |
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Course Outcome |
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CO1: To undertake basic microscopy techniques and micrometry. CO2: To assess chromosomal abnormalities and undertake study of chromosomes and study different stages of mitosis and meiosis from the specimens observed under microscope. CO3: To formulate hypotheses, collect and analyze data, and present results in the standard format of scientific records. |
Unit-1 |
Teaching Hours:30 |
Name of the experiment
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Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA: ● Performance (CIA1): 20% ● CIA 2 (Mid Semester Examination): 20% (40 marks) ● Record: 10% CIA total: 50 marks (50%) End Semester examination: 50 marks (50%)
ESE practical question pattern Maximum marks: 50 Duration: 3 hours 1. Determine the specimen's area/ percentage of plasmolysis using a micrometer. (16 marks) (Principle-2, Materials and methods-2, Performance-4, Calculation-4, Results and discussion-4) 2. Prepare a temporary mount of the given sample and identify any one stage(Mitosis/ Meiosis). (12 marks) (Principle-2, Materials and methods-2, Performance-4, Comments and diagram -4) 3. Perform the given experiment and comment on the results. (10 marks) [Vital staining of yeast mitochondria/Study of Barr Body/Isolation of chloroplast/Yeast cell count using haemocytometer/Fungal staining/ Karyotype analysis] (Principle -2, materials and methods- 2, Performance: 3; Results- 3) 4. Logical reasoning (3 marks X 2=6 marks) 5. Identify the spotters and comment on them. (3 marks X 2=6 marks) (1 marks for identifying + 2 marks for writing 4 points) | |
BTY112-2 - BIOCHEMISTRY LAB (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:1 |
Course Objectives/Course Description |
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This course offers practical knowledge on the basic experiments in biochemistry such as preparation of buffers, estimation of carbohydrates, proteins, lipids and vitamins. It is also intended to make the students able to determine optical pH, temperature, Km and Vmax of enzymes. |
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Course Outcome |
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CO1: To prepare solutions and buffers required for performing various biochemical assays. CO2: To perform qualitative and quantitative analysis of biomolecules and understand enzyme kinetics. CO3: To formulate hypotheses, collect and analyze data, and present results in the standard format of scientific records. |
Unit-1 |
Teaching Hours:30 |
name of teh experiment
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Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA1-20% (Performance) CIA2-20% (MSE) CIA3-10% (Record) ESE-50% ESE practical question pattern MAXIMUM MARKS: 50 DURATION: 3 HOURS 1. Estimation of Glucose by Anthrone method / Protein by Lowry's method 20 marks (Principle: 4 marks, Procedure: 4 marks, Requirements- 4m, Result- 8 marks) 2. Perform the given test and identify - protein/reducing sugar/pentose 9 marks (Principle: 3 marks, Procedure: 3 marks, Result- 3 marks) 3. Calculate how to prepare ___ml ____ M phosphate /citrate buffer of ___ pH using the HH equation. 6 marks 4. Logical Reasoning/Problems (3m x 2) 6 marks 5. Identify and comment on Spotters - A, B and C (3m x 3 m) 9 marks | |
CHE141B - NUTRICHEM (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course gives an insight into nutrition and its importance in leading a healthy life.
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Course Outcome |
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CO1: Discuss about nutrition and its importance in leading a healthy life. CO2: Explain the elements of nutrition and dietry requirement. CO3: Summerise about food analysis, food microbiology and therapeutic nutrition |
Unit-1 |
Teaching Hours:5 |
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Fundamentals of nutrition
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FaFactors Influencing Food Selection: Flavours, appearance and other aspects of food, Demographics Culture and Religion, Health, Social-Emotional Influences, and Environmental Concerns, Food Industry and the Media. | ||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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Basic Nutrition Concepts
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NNutrition, Energy content in food, Nutrients, Nutrient Density, Characteristics of a Nutritious Diet. | ||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Nutrient Recommendations
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Dietary Reference Intakes, Digestion, Absorption, and Metabolism, Gastrointestinal Tract and secretions, Food groups, Organic Foods, GM foods. | ||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Nutrition biochemistry
|
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Elements of nutrition - Dietary requirement of carbohydrates, lipids and proteins. Biological value of proteins. Concepts of protein quality. Protein sparing action of carbohydrates and fats. Essential amino acids, essential fatty acids and their physiological functions. | ||||||||||||||||
Unit-5 |
Teaching Hours:3 |
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Vitamins
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Dietary sources, biochemical functions, requirements and deficiency diseases associated with vitamin B complex, C and A, D, E and K vitamins. | ||||||||||||||||
Unit-6 |
Teaching Hours:3 |
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Minerals
|
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Nutritional significance of dietary sodium, potassium, calcium, phosphorus, magnesium, iron, iodine, zinc and copper. | ||||||||||||||||
Unit-7 |
Teaching Hours:2 |
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Malnutrition
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Prevention of malnutrition, supplementary foods.
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Unit-8 |
Teaching Hours:2 |
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Food science and food analysis
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Food additives and preservatives. | ||||||||||||||||
Unit-9 |
Teaching Hours:6 |
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Food microbiology
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Food safety, Fermentation, food spoilage and food borne pathogens, food processing.
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Unit-10 |
Teaching Hours:6 |
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Therapeutic nutrition
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Life style diseases and personalized nutrition therapy, nutraceuticals and its classifications. | ||||||||||||||||
Unit-11 |
Teaching Hours:2 |
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Public nutrition
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Health organizations, NGO’s etc. | ||||||||||||||||
Text Books And Reference Books: [1] Ganesh Narayanan Chauhan, 5th ed Foods that heal. Popular Book Depot 2012 [2] Mohinder Singh, 2nd ed. Health and food Gyan Publishing House 2003. [3] S. A. Iqbal and Y. Mido 1st ed Food Chemistry. Discovery Publishing House, 2008. | ||||||||||||||||
Essential Reading / Recommended Reading [1] Kittler and Sucher, 5th ed. Food and Culture Thomson Wadsworth 2007. [2] Anita Tull, 3rd Food Nutritioned.Oxford University Press, 1997.
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Evaluation Pattern
| ||||||||||||||||
CHE142 - DECODING THE SCIENCE OF FOOD AND HEALTH (2024 Batch) | ||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:2 |
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Max Marks:50 |
Credits:03 |
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Course Objectives/Course Description |
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Course description: This course is designed to provide an overview of the field of food science, its safety aspects and health benefits. |
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Course Outcome |
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CO1: Understand the scientific principles of food processing. CO2: Identify various food groups. CO3: Apply principles of food safety and hygiene in handling and storing food. |
Unit-1 |
Teaching Hours:6 |
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Food Safety
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Unsafe foods, microbial hazards, food poisoning, expiration date, food preservation, preservatives, safety in home, pesticides and other contaminants, natural toxins, allergies and food sensitivities. | |||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Healthiness of Foods
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Healthy and unhealthy foods, energy from foods, food and disease, popular diets, food fads, fake fats, popular diets, fasting, eating disorders, dietary supplements, nutraceuticals, functional foods, natural, organic and whole foods, designing a healthy diet. | |||||||||||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Processed Food
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Introduction, processing steps, Types of food processes-heating, freezing, drying, concentration, curing, milling, extracting, fermenting, irradiation, nonthermal processing; consequences of processing- shelf life, nutrition, quality, safety. | |||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Formulated Foods
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Benefits and consequences, formulation steps; Types of ingredients and their function-plant proteins, fats and oils, sweeteners, fat replacers, flavorants and colorants, stabilizers, preservatives; Formulated products- baked goods, pasta and noodles, gluten-free products, beverages, confections, frozen desserts, functional foods. | |||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Sustainability and Distribution
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Supply chains, sustainability systems from farm to consumer, life cycle analysis, value chain, processing efficiency, sustainability of packaging materials, distributor sustainability, consumer responsibility, sustainability index. | |||||||||||||||||||||||||
Unit-6 |
Teaching Hours:6 |
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Scientific Principles
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Chemistry of our foods-water, carbohydrates, lipids, proteins, enzymes, vitamins, minerals, preservatives, food additives, colors and flavors; Sources of food chemicals- plants and animals; Toxic compounds in food. | |||||||||||||||||||||||||
Unit-7 |
Teaching Hours:6 |
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Nutrition 6 Hrs
|
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Nutrients in food- proteins, lipids, carbohydrates, vitamins, minerals, water and electrolytes; Nutrient compositions of foods- grains, vegetables, fruits, diary, protein foods, oils; antioxidants, supplements, anti-nutrients, deficiency diseases, obesity. | |||||||||||||||||||||||||
Text Books And Reference Books: 1. Robert L. Shewfelt, Alicia Orta-Ramirez and Andrew D. Clarke, Introducing Food Science, 2 nd Edn, CRC Press, 2016. 2. Anju Singh, Chemistry of Food, Oxford Book Company, 2019. | |||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Richard Owusu-apenten, Introduction to Food Chemistry, CRC Press, 2018. | |||||||||||||||||||||||||
Evaluation Pattern
| |||||||||||||||||||||||||
COM141 - FUNDAMENTALS OF ACCOUNTING (2024 Batch) | |||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description: This course will enable the students to have fundamental knowledge about financial accounting. The topics covered are Book-keeping, Subsidiary Books, preparation of Ledger and Financial Statements and Analysis of Financial Statements. Course Objectives:
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Course Outcome |
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CO1: To equip students with basic knowledge of book-keeping for different business organizations CO2: To familiarize the students with accounting as an information system. CO3: Prepare the basic subsidiary books required by a business. CO4: Rearrange the information in the Journal to prepare the ledger accounts, Trial Balance, and Financial Statements CO5: Compare and comment on the basic information provided by the Financial Statements of Real Companies and other organizations. CO6: Analyze the Financial Statements of different organizations and make decisions. |
Unit-1 |
Teaching Hours:5 |
Introduction to Accounting
|
|
Accounting – Meaning, Objectives, Accounting as source of information, Internal and External users of accounting information and their needs. Qualitative Characteristics of Accounting Information– Reliability, Relevance, Understandability and Comparability. Book-Keeping – Meaning – Definition. Accounting, Difference between Book-keeping, and Accounting. Accounting Concepts and Conventions. Accounting terms – Capital – Assets – Liabilities – Expenses – Income – Fund – Net worth – Capital Expenditure – Revenue expenditure– Capital Receipts – Revenue Receipts – Debtors – Creditors – Goods – Cost – Gain – Stock – Purchase – Sales – Loss – Profit – Voucher – Discount – Transaction – Drawings, etc. System of Book Keeping: Single entry system and Double entry system of Book Keeping – Accounting Process - introduction. | |
Unit-2 |
Teaching Hours:7 |
Books of Original Entry
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Books of Accounts – Journal – Rules of Journalizing (Debit and Credit) – Steps in Journalizing - Meaning – Importance – Different types of Subsidiary books – Cash book – Petty cash book – Purchase book – Purchase returns book – Sales book – Sales return book – Bills receivables book – Bills payable book – Journal Proper – Process of recording transactions in the respective books. | |
Unit-3 |
Teaching Hours:8 |
Preparation of Ledger and Trial Balance
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Ledger – Types of Accounts – Posting to Ledger accounts – Balancing the Ledger accounts – Trial Balance – Meaning – Objectives and Preparation of Trial Balance | |
Unit-4 |
Teaching Hours:12 |
4 Final Accounts
|
|
Financial statements – Meaning – Objectives – Financial reporting through Financial Statements – Preparation of Trading account – Profit and Loss account – Balance Sheet, Cash Flow Statement | |
Unit-5 |
Teaching Hours:13 |
Analysis and Interpretation of Financial Statements
|
|
Financial statements – Meaning – Objectives – Financial reporting through Financial Statements – Preparation of Trading account – Profit and Loss account – Balance Sheet, Cash Flow Statement | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA 1 20 marks MCQs CIA 2 Group Assessements CIA3 50 marks Written Examination | |
COM143 - ENTREPRENEURSHIP DEVELOPMENT AND SMALL BUSINESS MANAGEMENT (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:45 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
Course Description: This is designed to immerse students into the entrepreneurial process of new venture creation. The course therefore provides students with an understanding of the role and personality of the entrepreneur, and a range of skills aimed at successful planning of entrepreneurial ventures. The purpose of the course is that the students acquire necessary knowledge and skills required for organizing and carrying out entrepreneurial activities, to develop the ability of analyzing and understanding business situations in which entrepreneurs act and to master the knowledge necessary to plan entrepreneurial activities. The students develop the ability of analyzing various aspects of entrepreneurship – especially of taking over the risk, and the specificities as well as the pattern of entrepreneurship development and finally, to contribute to their entrepreneurial and managerial potentials. The major piece of assessment is the writing of a comprehensive BUSINESS PLAN for a new venture. And central to the learning experience is a semester long series of business conceptualization and planning projects where students, working in small teams, will have the opportunity to develop their new venture creation and management skills under the tutelage of experts in each domain. |
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Course Outcome |
|
CO1: Develop an understanding of the nature of entrepreneurship. CO2: Understand how to identify opportunities (problems), develop creative solutions and build a viable business model around these. CO3: Identify and understand the driving forces of new venture success and to develop skills in innovation and business planning for entrepreneurial ventures CO4: Understand the ethical and legitimacy challenges that face entrepreneurs with new ventures. CO5: To increase students' ability to work in multidisciplinary teams and to provide entrepreneurial leadership in organizations. |
Unit-1 |
Teaching Hours:5 |
Small Business Enterprise
|
|
Small Business framework – concept and definition - nature and characteristics – relationship between small and large business – scope and types of small business – rationale and objectives – small business as seed bed of Entrepreneurship
| |
Unit-2 |
Teaching Hours:5 |
Unit II : Entrepreneurship:
|
|
Entrepreneur - Entrepreneurship concept – distinction between business and entrepreneurship – developing entrepreneurial competencies – functions – types (including social entrepreneurs, women and rural), Entrepreneurial Decision Process, Caselets and Case studies of Entrepreneurs, Role Models, Mentors and Support System building entrepreneurship culture. Entrepreneurship ethics, and barriers to entrepreneurship. | |
Unit-3 |
Teaching Hours:6 |
Unit III : Organising A Small Enterprise:
|
|
Generation and screening the project ideas – Environment Scanning, Opportunity Recognition, Competitor and Industry Analysis, Project identification and selection - Market feasibility – Technical /operational feasibility, and Financial feasibility analysis (up to cost of production), Project formulation – assessment of overall Project Feasibility – Preparation of a Project Report. | |
Unit-4 |
Teaching Hours:6 |
Unit IV: Innovation Management and Entrepreneurship:
|
|
Meaning and Definition, Creativity and Innovation, Traditional v/s Creative Thinking, Design Thinking, Product Innovation, Types of Innovation, Phases of Innovation, Developing Entrepreneurial Innovation, Techniques of Innovation, Need and Importance of Innovation. Blue Ocean Strategy and Innovation. Lean Management and Innovation. | |
Unit-5 |
Teaching Hours:5 |
Unit V: Preparing a Business Plan:
|
|
Business Plan – need and importance – Content and format, Preparing a business model using canvanizer.com, and leanstack.com.
| |
Unit-6 |
Teaching Hours:5 |
Unit VI: New Venture Financing:
|
|
Sources of Finance – Financial Support to small Business – Institutional Support – Venture Capital, Various incentives and subsidies – Central and State Government Schemes – Financial Planning and Control | |
Unit-7 |
Teaching Hours:7 |
Unit VII: Launching, Growth and Exit Strategy:
|
|
Choosing the legal form of new venture, protection of patent, copyright, trademark, trade secrets, intellectual property, licensing, franchising, entrepreneurship Innovations and marketing the new venture, growth strategy for small business – need for growth – types of growth strategy – expansion – diversification - sub contracting, and exit strategies for entrepreneurs.
| |
Unit-8 |
Teaching Hours:6 |
Unit VIII: Business Pitch:
|
|
Business Pitch, what banks and investors look for in a Business Pitch, Template for Business Pitch, Persuasive Presentation and Effective Pitching – Strategies and Delivery, Ideas for creating leads and customers. | |
Text Books And Reference Books: Essential Reading 1. Desai, D. V. (2010). Fundamentals of Entrepreneurship and Small Business Management. Mumbai: Himalaya Publications.
| |
Essential Reading / Recommended Reading Recommended Reading 1. Scarborough, N. M. (2010). Essentials of Entrepreneurship and Small Business Management. New Jersey: Prentice hall. | |
Evaluation Pattern CIA 1 20 Marks (MCQ's and group assignement) CIA 2 20 Marks ( Group Assignment and Viva Voce) CIA 3 50 Marks ( written exam) | |
COM144 - FINANCIAL LITERACY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The course aims at enhancing their financial skills as well as training the students to be financial educators with family and friends. There is a need for students to effectively plan and monitor their spending. The course aims at effectively training students and equipping them with the knowledge and tools to manage their finances and also teach others the same. |
|
Course Outcome |
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CO1: Understand the basic concepts of financial literacy CO2: Apply financial planning and budgeting decisions on a personal and professional front. CO3: Understand the purpose and functions of the Banking system. CO4: Understand the role and importance of financial instruments and insurance products. |
Unit-1 |
Teaching Hours:6 |
Introduction to Financial Literacy
|
|
Introduction, Evolution, Meaning and importance of - Income, Expenses, Savings, Budget, Money, Currency, Bank account, savings investment, JAM-balance sheet – purpose features, format – Technology in finance – FinTech, TechFin, Regtech, sandox, Mobile-based Banking – post offices – Savings vs investments – Power of Compounding – risk and Return-Time Value of Money- Simple Interest-Compound Interest | |
Unit-2 |
Teaching Hours:5 |
Planning and Budgeting
|
|
Introduction to Financial Planning - Analysing the resources of the person - Concepts in Financial Planning: The time value of money, Diversification - 'spreading risk', Investment Timing - Financial Products for Savers: Financial Products options for savers, personal budget – family budget – financial planning procedure. | |
Unit-3 |
Teaching Hours:12 |
Banking Products and Services
|
|
Introduction and evolution of Banking – Banking in India – RBI – Role of RBI in India– Savings and Deposits – Deposits, Accounts, KYC,e/v KYC Types of Deposits - Saving Bank Accounts, Fixed Deposit Accounts, Recurring Deposit Account, Special Term Deposit Schemes, Loans and Types of loan advanced by Banks and Other secondary functions of Bank – PAN, NSDL: PAN, Meaning of Cheque and types of cheques – CTS_MICR-IFSC – e- Banking – ATM, Debit, Credit, Smart Card, UPI, e-Wallets, Payment Banks-NPCI: Products and role in regulating the online payments, CIBIL – Banking complaints and Banking Ombudsman. Mutual Funds_ Types of Mutual Funds-NAV. Digital Currency-Bitcoin- NFO | |
Unit-4 |
Teaching Hours:12 |
Post Office Products, Retirement planning and Investment Avenues
|
|
Post Office Savings Account(SB), National Savings Recurring Deposit Account (RD), National Savings Time Deposit Account (TD), National Savings Monthly Income Account (MIS), Senior Citizens Savings Scheme Account (SCSS), Public Provident Fund Account (PPF), Sukanya Samriddhi Account (SSA), National Savings Certificates (VIIIth Issue) (NSC), Kisan Vikas Patra (KVP), PM CARES for Children Scheme, 2021, Interest rates (New), How to avail services, Schedule of Fee – IPBS – KYC. Employees Provident Fund (EPF) - Public Provident Fund (PPF), Superannuation Fund, Gratuity, Other Pension Plan, and Post-retire Counselling-National Pension Scheme(NPS) | |
Unit-5 |
Teaching Hours:10 |
Life Insurance and Related Services
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|
Life Insurance Policies: Life Insurance, Term Life Insurance, Pension Policies, ULIP, Health Insurance, Endowment Policies, Property Insurance: Policies offered by various general insurance companies. Post office life Insurance Schemes: Postal Life Insurance and Rural Postal Life Insurance (PLI/RPLI). Housing Loans: Institutions providing housing loans, loans under Pradhan Mantri Awas Yojana – Rural and Urban-Atal Pension Yojana (APS), | |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA 1 20 MARKS (MCQs and Group Assignment) CIA 2 20 MARKS (Group Assignment and Viva-voce) CIA 3 50 MARKS (Written Exam)
| |
COM145 - CREATIVE ADVERTISEMENT (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The main objective of this course is to enable students to develop creative concepts for advertising of any product or service. |
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Course Outcome |
|
CO 1: To understand the critical role of creativity in advertising and develop creative
strategies to be able to position the product/service. CO 2: To become familiar with the approaches and forms of advertising. CO 3: To gain technical knowledge in the development of advertising for a company. CO 4: To learn to empathize with the client's needs and create content that meets the purpose
in a creative manner. |
Unit-1 |
Teaching Hours:10 |
Creativity and Aesthetics
|
|
Introduction to Creativity- The creativity process- Difference between a creative mind and non-creative mind- Patterns of thoughts indicating creativity- How to bring out your creative genius- Philosophy of Aesthetics - Introduction to Creative works of the century. | |
Unit-2 |
Teaching Hours:10 |
Functions and Forms of Advertising
|
|
Types of advertisement, Ethics in advertisement, Position of Products/Services, Interplay of Branding and Advertising- Meaning of Advertising, Creative Ad Makers and Advertising Agencies in India and the World - Indian and Foreign creative advertisements, the controversial advertisements- The most memorable advertisements - Highly impactful and Creative advertisements. | |
Unit-3 |
Teaching Hours:10 |
Advertising and campaign Planning
|
|
Marketing strategy and situation analysis; Advertising plan; Advertising objectives; DAGMAR approach; Advertising campaign planning process. The art of copywriting; Advertising copy testing; Creativity in communication; motivational approaches; types of appeals used in advertising; Advertising budget process. | |
Unit-4 |
Teaching Hours:5 |
Elements and Principles of Design
|
|
Principles of Design- Lines, Scale, Color, Repetition, Negative Space, Symmetry, Transparency, Texture, Balance, Hierarchy, Contrast, Framing, Grid, Randomness, Direction, Rules, Movement, Depth, Typography, Composition. | |
Unit-5 |
Teaching Hours:10 |
Designing Advertisements
|
|
Creative brief - Value Questions -Research -Conceptual framework- Development of multiple ideas- Creative concept development process- creative brainstorming- creative differences- editing -refining creative concepts- concept presentation to the client- Appeals in advertising copy writing-print copy elements, headlines-body copy-slogans - Designing print ad- choosing –-choosing layout- -choosing Typefaces. | |
Text Books And Reference Books: Batra, A. M. (2022). Advertising Management. Delhi: Pearson Education. | |
Essential Reading / Recommended Reading 1. Chunawala, S .A.(2015). Advertising Management. Mumbai: Himalaya Publishers. 2. Moriarty, W. B. (2020). Advertising Principles and Practices. New Delhi: Prentice Hall of India. | |
Evaluation Pattern CIA - 1 - 20 Marks (MCQ's, individual assignments) CIA - 2 - 20 Marks (Group Assignments ) CIA - 3 - 20 Marks (Group Assignments) CIA -4- 20 Marks (Individual assignments) CIA - 5 - 20 Marks (Group Assignments and Viva Voce) | |
COM151 - DIGITAL MARKETING (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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This Course aims to help learners build Online business strategies through Digital Marketing. The course provides conceptual knowledge on basics of marketing, fundamentals of Digital Marketing, subject related jargons and application of marketing in an online platform; it also enables an understanding of optimization of a website through SEO; and attraction traffic through Google AdWords campaigns as well as social media campaigns. The course ensures to provide working knowledge of tools such as Google AdSense; Google Ad creation; Blog creation, embed Google Analytics in a webpage or in a blog to understand the performance of the online business, its ads, its traffic and to plan online business strategies.
Course Objectives To help students identify the importance of the digital marketing and frame strategies for the online business. To give practical insights to create a digital marketing plan, starting from Keyword research, making a blog, run a Google Ad.
To enhance student knowledge through a practical insight to work with Google analytics for analysis. |
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Course Outcome |
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CO1: Recall the concepts of Digital Marketing
CO2: Apply digital marketing tools and gain insights on analytical tools CO3: Evaluate different marketing strategies
CO4: Design marketing strategies for customized goods and services
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Unit-1 |
Teaching Hours:12 |
Basics of Digital Marketing:
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Introduction to basics of marketing - Marketing v/s Sales - Marketing Mix – Strategic Flow for Marketing Activities - Digital Marketing Fundamentals – subject related jargons of Digital Marketing, Future of Digital Marketing-Trends and innovations in digital marketing | |
Unit-2 |
Teaching Hours:12 |
Search Engine Optimization (SEO) and Search Engine Marketing:
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Search Results & Positioning, Benefits of Search Position, Stakeholders in Search, Mechanics of Search, On-Page Optimization -The SEO Process - Keyword Research and analysis, Research Tools & Selection of keyword - Content Updates based on the keyword,. On-page and off-page optimization techniques, Local SEO strategies, Overview of search engine marketing, Creating effective ad copy and landing pages, Measuring and analyzing campaign performance. Introduction to Content Marketing, Developing a content marketing strategy, Creating high-quality and engaging content, Measuring and analyzing content marketing performance | |
Unit-3 |
Teaching Hours:6 |
Implementing & managing advertisement campaign through Google AdSense
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Introduction to online advertisement – various types of online advertisement – creation of Google Ad step by step through Google AdSense - Meaning and introduction to PPC, Strengths of Pay Per Click - Landing Pages, Campaign Management- Conversion Tracking- Conversion Metrics - CPA, CTR. | |
Unit-4 |
Teaching Hours:6 |
Social Media Marketing
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Introduction to social media, role of social media in marketing success, Sentimental analysis, Hash-tags, Facebook Campaign, LinkedIn Campaign, YouTube advertising, Managing social media accounts and pages, Paid advertising on social media platforms, Measuring and analyzing social media performance | |
Unit-5 |
Teaching Hours:6 |
Data driven decision making using analytics and insights
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Introduction to analytics and tools such as Google Analytics and Adobe’s site catalyst, Measuring and analyzing campaign performance, Role of analytics in marketing campaigns. Developing reports and presenting insights to stakeholders | |
Text Books And Reference Books: Kingsnorth, S. (2022). Digital Marketing Strategy: An integrated approach to online marketing. Kogan Page.
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Essential Reading / Recommended Reading
Nargundkar, R., & Sainy, R. Digital Marketing: Cases from India. Notion Press. | |
Evaluation Pattern CIA-1 20 MARKS CIA-2-20 MARKS CIA-3- 50 MARKS | |
CSC141 - PROGRAMMING IN C (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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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. |
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Course Outcome |
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CO1: Understand the fundamentals of C programming, including its history, features, variables, and data types.
CO2: Apply decision control statements, loop control structures, and various operators to write basic C programs.
CO3: Analyze and design functions, including recursion and passing values/arrays, and understand storage classes in C.
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Unit-1 |
Teaching Hours:9 |
Introduction to C
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Types of Programming Language- History of C, Features of C , C Tokens, variables and keywords and identifiers ,Types of C constants and variables, Rules for constructing variable names, Structure of C program, Input /output statements in C | |
Unit-1 |
Teaching Hours:9 |
Introduction to C
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Types of Programming Language- History of C, Features of C , C Tokens, variables and keywords and identifiers ,Types of C constants and variables, Rules for constructing variable names, Structure of C program, Input /output statements in C | |
Unit-2 |
Teaching Hours:9 |
Data types and Control Structures
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Data Types, Type declaration, Different Operators in C - Arithmetic, Logical, Relational, Bitwise, Conditional, Expressions, Hierarchy of operations. Control structures
Decision control statements-if, switch, go to statement, conditional operator statement. Loop control structures- while, do-while, for loop, Break statement, Continue statement. | |
Unit-2 |
Teaching Hours:9 |
Data types and Control Structures
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Data Types, Type declaration, Different Operators in C - Arithmetic, Logical, Relational, Bitwise, Conditional, Expressions, Hierarchy of operations. Control structures
Decision control statements-if, switch, go to statement, conditional operator statement. Loop control structures- while, do-while, for loop, Break statement, Continue statement. | |
Unit-3 |
Teaching Hours:9 |
Function
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Introduction, function definition and prototyping, Types of functions, passing values to function, recursion, passing arrays to functions. I/O functions- formatted & unformatted console I/O functions Storage classes in C- Automatic, Register, Extern and Static Variables. | |
Unit-3 |
Teaching Hours:9 |
Function
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Introduction, function definition and prototyping, Types of functions, passing values to function, recursion, passing arrays to functions. I/O functions- formatted & unformatted console I/O functions Storage classes in C- Automatic, Register, Extern and Static Variables. | |
Unit-4 |
Teaching Hours:9 |
Arrays
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One dimensional and multidimensional arrays, Declaration, initialization, Reading values into an array, Displaying array contents and Array Manipulations. String-Basic Concepts, Library Functions | |
Unit-4 |
Teaching Hours:9 |
Arrays
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One dimensional and multidimensional arrays, Declaration, initialization, Reading values into an array, Displaying array contents and Array Manipulations. String-Basic Concepts, Library Functions | |
Unit-5 |
Teaching Hours:9 |
Pointers
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Definition, notation, pointer and arrays, pointers and functions-call by value and call by reference. | |
Unit-5 |
Teaching Hours:9 |
Pointers
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Definition, notation, pointer and arrays, pointers and functions-call by value and call by reference. | |
Text Books And Reference Books: [1] Balagurusamy, E. Programming in ANSI C 4th Edition. Tata McGraw-Hill, 2010. | |
Essential Reading / Recommended Reading [1] Kanetkar, Yashavant. Let Us C. 4th Edition. BPB Publications, 2012. | |
Evaluation Pattern CIA 50% ESE 50% | |
CSC151 - PYTHON FROM SCRATCH (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course covers general terminology and concepts of Python programming language such as data types (strings and numbers), variables, functions, and control structures. Additionally, they will explore String handling operation tools and Object-Oriented Programming concepts.At the end of the course, students can use different dynamic programming constructs and write simple logical programs. |
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Course Outcome |
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CO1: Learn Programming Paradigms &Understand the Programming Environment. CO2: Ability to write simple logical programs. CO3: Understand the use of built-in objects of Python. CO4: Demonstrate significant experience with the Python program development environment. |
Unit-1 |
Teaching Hours:9 |
Introduction-
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Introduction, What is Python, Origin, IDLE, python interpreter, Writing and executing python scripts, comments, identifiers, keywords, variables, data type, operators, operator precedence and associativity, statements, expressions. | |
Unit-2 |
Teaching Hours:9 |
Conditional Statements
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Boolean expressions, Simple if statement, if-elif-else statement, compound boolean expressions, nesting, multi way decisions. Loops: The while statement, range functions, the for statement, nested loops, break and continue statements, infinite loops. | |
Unit-3 |
Teaching Hours:9 |
String Operations-
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String and string operations, List- creating list, accessing, updating and deleting elements from a list, basic list operations. Tuple- creating and accessing tuples in python, basic tuple operations. Dictionary, built in methods to access, update and delete dictionary values. Set and basic operations on a set. | |
Unit-4 |
Teaching Hours:9 |
Functions and Objects-
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Python Objects, Standard Types, Other Built-in Types, Internal Types, Standard Type Operators, Standard Type Built-in Functions, Mathematical functions, date time functions, random numbers, writing user-defined functions, and composition of functions. | |
Unit-5 |
Teaching Hours:9 |
OOPs Concept in Python
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Object Oriented Concept, Features,Classes: Classes and Instances-Inheritance, Exception handling mechanism- Exception Handling: Catching and Raising Exceptions, Custom Exceptions | |
Text Books And Reference Books: [1] Wesely J.Chun,Core Python Application Programming ,Prentice Hall,third edition 2015.
[2]T.R.Padmanabhan, Programming with Python,Springer Publications,2016.
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Essential Reading / Recommended Reading [1] Zhang.Y ,An Introduction to Python and Computer Programming, Springer Publications, 2016. | |
Evaluation Pattern CIA 50% ESE 50% | |
CSC154 - CYBER SECURITY AND ETHICS (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course is designed to provide the understanding of security threats, risks, vulnerability and ethical issues of the cyber world. Ethical perspectives of security issues will be discussed through case studies. |
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Course Outcome |
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CO1: Ability to understand and classify the cyber threats CO2: Understanding the significance of ethics in cyber space CO3: Real time exposure on cyber space issues |
Unit-1 |
Teaching Hours:9 |
Unit ? 1
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Introduction – Ethics – Ethics and law – history of computer ethics & cyber security ethics – three ethical frameworks – virtue ethics – utilitarian ethics – deontological ethics
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Unit-2 |
Teaching Hours:9 |
Unit ? 2
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Ethical hacker – cyber trespass – cyber vandalism – computer fraud – cyber terrorism – types of Hack – old and new hacker ethics – white hat and black hat activities | |
Unit-3 |
Teaching Hours:9 |
Unit ? 3
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The problem of privacy: definition for privacy – public space and private space – values associated with privacy – legal protection measures for citizen privacy. The problem of surveillance: motives for engaging in surveillance – cyber stalking – ethical and unethical surveillance | |
Unit-4 |
Teaching Hours:9 |
Unit ? 4
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The problem of piracy: intellectual property – property ethics to cyber space – bullet proof hosting – ethics of spam and ransom ware – the problem of cyber welfare: definitions – cyber warfare – cyber weapons – cyber attacks – actions related to cyber war – ethical violations | |
Unit-5 |
Teaching Hours:9 |
Unit ? 5
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Case studies: ethical issues in the following: Bit Coin- Bit Torrent – Facebook, WhatsApp, Twitter and Plagiarism | |
Text Books And Reference Books: Cyber Security Ethics – An Introduction, Mary Manjikian, Routledge Publication, 2018
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Essential Reading / Recommended Reading
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Evaluation Pattern ESE-50% CIA-50% | |
DMT141 - DANCE MOVEMENT THERAPY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course has been conceptualized in order to understand and explore Dance Movement Therapy, a discipline that is supported by a solid theoretical and technical background. It has huge applicability: it works in the clinical, social, educational, and artistic fields. At the same time, the different matrices, like artistic, anthropology, psychiatric, and psychodynamic – make Dance Movement Therapy one of the most holistic disciplines for the ability to combine and include elements from different subjects. |
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Course Outcome |
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CO1: Demonstrate practical understandings about dance: from ancient social function to performance, from performance to therapy CO2: Demonstrate human body expression through the Gross Motor Skills Development, and the Global Motor Coordination Schemes according to Bartenieff, the Effort/Shape system of movement analysis according Laban. CO3: Demonstrate how to work on the body schema, body image, and physical self-concept. CO4: Apply the body schema, body image and physical self-concepts to express emotion through dance approaches, improving confidence and self-esteem. CO5: Discuss how Dance Movement Therapy deals with life: instances of different social areas in which DMT is practiced |
Unit-1 |
Teaching Hours:15 |
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Introduction, Outline, and Overview
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Brief history of Dance Movement Therapy history and different methodologies
To understand and to gain practical understanding about the human body expression through the Gross Motor Skills Development through specific dance patterns of movement
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Unit-2 |
Teaching Hours:15 |
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Human Body Expressions
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Exploration of the Six Fundamentals of Bartenieff Rhythmic in a structured and semi-structured warm-up Structured warm -up Imitative warm-up Which music for Dance Movement Therapy Size and dynamic of different groups: small, medium, large group | |||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Human Body Expression
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Introduction to some of the props used in Dance Movement Therapy: strings, sticks, balls. | |||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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The Artistic Matrix of Dance Movement
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How to create sequence of dance choreography | |||||||||||||||||||||
Text Books And Reference Books: A body among other bodies. Relational Expressive Dance Movement Therapy, A&G CUECM, 2020 | |||||||||||||||||||||
Essential Reading / Recommended Reading Bartenieff I., Lewis D., Body Movement : Coping with the Environment. Gordon and Breach, 1980. | |||||||||||||||||||||
Evaluation Pattern
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DMT142 - INTRODUCTION TO CARNATIC MUSIC (2024 Batch) | |||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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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. |
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Course Outcome |
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CO1: Ability to render the Swara-s in three speeds CO2: Ability to identify and render the 7 Swara-s CO3: Ability to render Sarala, Janta, Dhatu, Tarasthayi, and Alankara-s in three speeds. |
Unit-1 |
Teaching Hours:10 |
Svaravali varisas and Janti varisas
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Lessons in three speeds | |
Unit-2 |
Teaching Hours:10 |
Tarasthayi and Dhattu varisas
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All the lessons in to three speeds | |
Unit-3 |
Teaching Hours:10 |
Alankaras and Geethams
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Sapta tala alankaras and any for geethams | |
Text Books And Reference Books: Carnatic music reader by Panchapakesha Iyer | |
Essential Reading / Recommended Reading Ganamrutha Bodhini | |
Evaluation Pattern Final assessment for 100 Marks | |
DMT143 - INTRODUCTION TO ACTING (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:2 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This introductory course explores fundamental acting techniques, including character development, improvisation, and emotional expression. Engage in various acting exercises and scene work to enhance students' understanding of the craft. This course further develops confidence and creativity as the students delve into the art of storytelling through performance. |
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Course Outcome |
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CO1: Recognise and explain the basics of acting. CO2: Demonstrate and interpret the interrelationship between speech, movement and text. CO3: Relate and experiment with the interconnection between text and acting design. CO4: Apprise and critique the role of the actor as a performing medium. CO5: Design and develop original piece of work. |
Unit-1 |
Teaching Hours:15 |
Voice and Speech
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This unit delves into the artistry of vocal expression and its profound impact on theatrical performance. Through rigorous vocal exercises and comprehensive training, students will develop various vocal techniques, mastering the nuances of pitch, tone, resonance, and articulation. Emphasizing voice integration with the actor's body and emotions, this transformative learning experience empowers students to deliver compelling, authentic, and emotionally resonant performances on stage and beyond. | |
Unit-2 |
Teaching Hours:15 |
Actor and the Stage
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This unit delves into the essence of captivating stage presence, refining students' gestures and body language skills. Participants will learn to create profound connections with their co-actors through immersive exercises, fostering authentic and compelling performances. Embark on a transformative journey, honing acting prowess and embracing the art of storytelling. | |
Unit-3 |
Teaching Hours:15 |
Actor and the Text
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This unit delves into captivating interplay between the actor and the text. Explore the essence of character portrayal through an in-depth analysis of themes, situations, and scenes within various dramatic texts. Uncover the art of embodying diverse roles, harnessing emotional depth, and expressing emotions. | |
Text Books And Reference Books: Stanislavski, C. (1989). Actor Prepares. Taylor & Francis Group. Chekhov, M. (1953). To the actor: On the technique of acting. Harper & Row.
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Essential Reading / Recommended Reading Merlin, B. (2017). Acting: The Basics. Taylor & Francis Group. Kahan, S. (1991). Introduction to acting (3rd ed.). Allyn and Bacon.
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Evaluation Pattern Mode of Assessment - Final Assessment
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DPS141 - UNDERSTANDING THE MODERN INDIAN SOCIETY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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Course Description: Understanding the Modern Indian Society is a multidisciplinarycourse which touches upon the areas of agricultural and agrarian crisis, Labour rights, role of press and social media, politics, tax reforms, commerce of conflict, nationalism and the Indian constitution and is well-grounded the manifold issues which have a high impact on the modern indian society. The course is designed to raise awareness among learners on the on-going changes in the social, political, economic and technological frontiers of India and enable them to be involved in critical and meaningful discussion and debates.
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Course Outcome |
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CO1: Understand the agrarian crisis and the politics of ownership of forest/ agricultural lands in India CO2: Identify forms of evasion of labour rights, and the human cost of careerism and automation CO3: Discern the threats to press freedom in India, including corporatisation of the media CO4: Gauge the need for net neutrality, data security, and curbing disinformation in the digital age CO5: Discuss significant unethical business practices, including public corruption, and key electoral/ direct tax reforms to address socio-economic disparities in India CO6: Critique the underlying economic interests of war and conflict, and the impact of violence perpetuated by state and non-state actors CO7: Recognise the value of diversity and dissent in sustaining Indian democracy |
Unit-1 |
Teaching Hours:6 |
Land, Agriculture and Property Rights
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a. Rationale for land reforms in India b. Land Acquisition Act: Rehabilitation and Resettlement c. Case Study: Narmada Bachao Andolan d. Agrarian distress: Swaminathan Commission, minimum support price, crop insurance, right to work, debate on farm loan waivers e. Visual text: Nero’s Guests (2009) f. Forest lands and tribal rights: constitutional protection, Naxalbari movement, Forest Rights Act g. Intellectual property and cultural rights of adivasis (examples) | |
Unit-2 |
Teaching Hours:7 |
Labour and Human Dignity
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a. Constitutional Labour Rights, Framework of Labour Law in India b. Politics of migrant labourers, debates on universal/ minimum basic income, gig economy and circumvention of labour laws c. Case studies: cab aggregators, e-commerce ‘delivery boys’, collective bargaining in the software industry d. Karl Marx: Commodity fetishism e. Critiquing careerism and performative workaholism; right to disconnect; corporate India’s mental health epidemic f. Artificial intelligence, automation, and the future of work | |
Unit-3 |
Teaching Hours:6 |
Corporate Media and Press Freedom
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a. Democratic function of the fourth estate; speaking truth to power b. Corporatisation, new media, and evolving funding models c. Noam Chomsky: Manufacturing consent (in brief) d. Press freedom in India: paid news, criminal defamation/ SLAPP, hate campaigns, political intimidation, state propaganda, killings (examples) | |
Unit-4 |
Teaching Hours:7 |
Data and Digital Age
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a. Internet penetration, data discrimination, and net neutrality b. Case study: India’s rejection of Facebook Free Basics c. Evolution of Aadhaar: right to privacy; concerns of identity theft, data security, surveillance, profiling; exclusions from welfare schemes d. Personal data: commercial exploitation, need for protection laws e. Big data and the dangers of algorithmic bias f. Disinformation/ falsehoods on social media: virality, social costs | |
Unit-5 |
Teaching Hours:7 |
Political Nexus and Direct Tax Reforms
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a. Lobbying, cronyism, public corruption; Introduction to Josy Joseph’s A Feast of Vultures: The Hidden Business of Democracy in India b. Case study: Public sector banking frauds c. Political funding: electoral bonds and transparency, recommendations of the Election Commission of India d. Black money ecosystem (in brief): gold, benami properties, offshore bank accounts, participatory notes, round-tripping, over-invoicing e. International tax reforms: tax havens, treaty shopping, transfer pricing f. Domestic direct tax reforms: progressive rates; wealth tax; taxing gifts/ transfers to relatives, inheritances, agricultural income of rich farmers | |
Unit-6 |
Teaching Hours:6 |
Politics and Commerce of Conflict
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a. Security vs. war psychosis: arms race and military exhibitionism b. Military-industrial complex, procurement scams, conflict profiteering c. India as a nuclear power and imposition of economic sanctions d. Pacifism and disarmament; Arundhati Roy’s The End of Imagination e. State terrorism vs. fundamentalism/ self-determination/ insurgencies f. Violence and local economies: ghettoisation, displacement, migration | |
Unit-7 |
Teaching Hours:6 |
Nationalism, Diversity and Dissent
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a. Benedict Anderson: Imagined communities (in brief) b. Nation, state, and nation-state; patriotism, nationalism, and jingoism c. Diversity: India as a land of immigrants; politics of ethnic, cultural, and linguistic nationalism; role of corporate India d. Case studies: select advertising campaigns e. Democracy and dissent: people’s movements and forms of protest, ‘reasonable’ restrictions on free speech, sedition, McCarthyism | |
Text Books And Reference Books: 1. India after Gandhi by Ramachandra Guha 2. A passage to India by E.M. Forster 3. India's Unending journey by Mark Tully 4. India Unbound: The social and economic revolution from independence to global information age by Gurcharan Das
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Essential Reading / Recommended Reading 1. Discovery of India by Jawaharlal Nehru 2. In spite of Gods: The strange rise of Modern India by Edward Luce 3. An autobiography of an unknown Indian by Nirad C Choudhary | |
Evaluation Pattern CIA 1 - 20 marks CIA 2 - 20 marks CIA 3 - 50 marks Total - 90 marks Towards the end will be converted to 45 marks Attendance - 5 marks Total = 45 + 5 = 50 marks | |
DPS142 - ENVIRONMENTAL AND SOCIAL POLICY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The course introduces students to environmental protection policies adopted globally and in India and the frameworks to balance development against social and environmental considerations. It enables students to understand Environmental Policies and how they capture the intentions and priorities of the government. Some pressing contemporary environmental issues of relevance have also been incorporated to provide a complete understanding of Environmental jurisprudence to the students. This can be understood only when students have gone through the contemporary environmental policy developments happening around them, which can be effectively covered only with a brief overview of relevant News Analysis. Hence with this course, students will be able to get an idea about how environmental policies are created, what are different lacunas in policies and what is the way forward or Policy recommendation. |
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Course Outcome |
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CO1: Understand the concepts and theories of Environment, Biodiversity, and Climate Change. CO2: Learn the Social and Environmental issues and efforts to resolve them. CO3: Understand through the unique blend of theory and practical experience the roadblocks in Environmental Policy in India and the world. CO4: Gain specialized skills concerning environmental preservation so that they can contribute towards effective environmental conservation policy at the city, state, and national levels. CO5: Gain professional competence in students and inculcate in them Environmentalism as a lifestyle choice. |
Unit-1 |
Teaching Hours:7 |
Environmental Theory and Concepts
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Wave dynamics and Green House Gases, Global Warming, and Green House Effect. Climate Change and its implications on global ecosystems and human societies. Key factors contributing to climate change and measures to mitigate its adverse effects. Ozone hole Depletion and the present state. Chemicals and pollutants. Acid rain and Photochemical smog. Effects of environmental deterioration its impact on human beings. Sustainable development. | |
Unit-2 |
Teaching Hours:9 |
Environment and Biodiversity
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Various In-situ conservation methods- Biodiversity Hotspots, Biosphere Reserves, Wildlife Sanctuaries and National Parks. Man and Biodiversity. Issues with tribal lands with special reference to Land diversion for various development projects. Land Acquisition Act 2013. Project Tiger and Latest Tiger Census Report, and NTCA. Project Cheetah and the challenges. Project Elephant and Elephant Corridors and Man-Animal Conflicts and its Mitigation. IUCN Red List of Threatened Species. The CITES Appendices. | |
Unit-3 |
Teaching Hours:11 |
Evolution of Environmentalism in the World and India and the Environmental Jurisprudence
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Important developments during the decade of 1960s and 1970s which led to Environmentalism in the World and India. Constitutional provisions in India for environmental protection. Various legislative enactments in India starting 1970’s viz. Wildlife Protection Act, 1972 and the recent Amendment to it in Yr. 2022, Air Pollution Act, Water Pollution Act, Environment Protection Act-1986, Forest Conservation Act-1980 and the recent Amendment to it in Yr. 2023, Biodiversity Amendment Act-2002 and the recent Amendment to it in Yr. 2022, Forest Rights Act-2006 and Rights of Tribals. Various Judicial precedents and judgments to preserve and safeguard the Environment esp. in India. Principles of Natural Justice in Environmental Jurisprudence. | |
Unit-4 |
Teaching Hours:9 |
Environmental Policy Initiatives and Agreements in India and the World
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National Green Hydrogen Mission, National Action Plan on Climate Change (NAPCC), National Solar Mission, the National Mission for Sustaining Himalayan Ecosystem, Renewable energy, Biotechnology (bio-fertilizers, bio-pesticides), Biomass gasification, Wetlands Conservation and Ramsar Convention, and Montreux Record. Environmental Impact Assessment (EIA): Process, measures, Needs and benefits, National Green Tribunal: Pronouncements and judgments. Earth Summit and UNFCCC and the latest Conference of Parties (COP) Meet and the deadlock between Developed and Developing Countries. Latest IPCC Assessment Cycle Report and Way Forward. Biopiracy & Protection of Traditional Knowledge. Carbon Trading and Carbon Markets. | |
Unit-5 |
Teaching Hours:9 |
Contemporary Policy Developments
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Important relevant contemporary news articles will be discussed from Newspaper Dailies concerning Environment and Climate Change, and the Energy Transition. Electric vehicles and Hybrid vehicles. Blending of Ethanol and CBG-CNG Blending. Union Budget and Environment. Agriculture sector in India and the Farm distress, Farm subsidies, and Farmers’ Protest concerning MSPs. WTO standards concerning Public Stockholding and the latest Ministerial Conference (MC) of WTO, Farmgate prices, and Growth of the Non-crops sector esp. Milk, Horticulture, Fruits, and Animal Husbandry as per the latest HCES survey. Contentious Farm Laws of Yr. 2020 and the Policy Recommendations. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern It will be a multi-disciplinary submission paper. Students will be tested continuously through CIA’s. This course paper is an assessment paper and the performance of the students, needs to be assessed systematically throughout out the semester. No end semester examination will be conducted for this course. CIA 1 20 Marks : MCQ format questions to test understanding of static aspects of the syllabus. CIA 2 20 Marks: Written assignments and PowerPoint presentations on contemporary issues of relevance. CIA 3 50 Marks: Video Recording and a Policy Research Paper. | |
ECO145 - ECOLOGY AND DEVELOPMENT (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course aims to provide a holistic and a deeper understanding of the very 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. |
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Course Outcome |
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CO1: To evoke a sense of deep ecology and social justice. CO2: To provoke students with the development paradigms and how it affects the ecology. This would subsequently make them fit to propose an action plan. CO3: To understand the problematic behind value designations. |
Unit-1 |
Teaching Hours:12 |
Ecology and Value
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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 | |
Unit-2 |
Teaching Hours:12 |
Ecology and Development
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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 | |
Unit-3 |
Teaching Hours:10 |
Ecofeminism and Ecocriticism
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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 | |
Unit-4 |
Teaching Hours:11 |
Action Plans
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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
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Text Books And Reference Books: 1. Burkett, Paul. (2006). Marxism and Ecological Economics. Brill 2. Daly & Farley. (2011). Ecological Economics (Principles and Applications). Island Press Pepper, D. (2002). Eco-socialism: from deep ecology to social justice. Routledge. 1. Gupta, Avijit. (1998).Ecology and Development in Third World. Routledge 2. Patel, S. (1997). Ecology and Development. Economic and Political Weekly, 2388-2391. 3. Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press 4. Burkett, Paul. (2006). Marxism and Ecological Economics. Brill Venkatachalam, L. (2007). Environmental economics and ecological economics: Where they can converge?. Ecological economics, 61(2-3), 550-558. 1. Plumwood, V. (1993). Feminism and the Mastery of Nature. London: Routledge 2. Warren, K.J. (ed), (1994). Ecological Feminism. London: Routledge. 3. Shiva, V. (2016). Staying alive: Women, ecology, and development. North Atlantic Books. Kavoori, P. S. (2002). The Varna Trophic system: an ecological theory of caste formation. Economic and Political Weekly, 1156-1164 1. 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. 2. 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. 3. Parameswaran, M. P. (1979). Significance of Silent Valley. Economic and Political Weekly, 1117-1119. 4. Lewis, M. (2002). Scientists or spies? Ecology in a climate of Cold War suspicion. Economic and Political Weekly, 2323-2332. 5. Viswanathan.S &Palmer. (2022). Reading Ecology, Reinventing Democracy The Gadgil Report on the Western Ghats. Economic and Political Weekly 6. On the road to equity and Justice – Medha Patkarhttps://youtu.be/Gca-BlALkt0 | |
Essential Reading / Recommended Reading G. Tyler Miller and Scott Spoolman (2018) “Living in the Environment”, International Edition Eldon D. Enger (2016) “Environmental Science: A study of interrelationships” Richard T. Wright, Dorothy F. Boorse (2017) Environmental Science: Toward A Sustainable Future, Pearson, 13th Edition | |
Evaluation Pattern CIA I and CIA 2 These are assessments to check the general and up to date knowledge that students possess on the ecology and development front. These assessments intend to drive students to look at ecology from a inter-disciplinary background keeping the contemporary nature of development very much in the loop. As a result it will provide the students a platform to bridge the theoretical contours of ecology and development explained through classroom lectures with practical knowledge of theirs with their own everyday lived life and media reports. CIA 3 This will be an assessment based on a question paper formulated on the basis of classroom lectures following the syllabus for 50 marks. Certain questions on the contemporary environment debates also will be included. | |
ECO147 - THINKING THROUGH THE ENVIRONMENT (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The natural environment necessarily lends itself to multiple disciplinary inquiries. While science and economics provide data, systems of information, knowledge, and models of management about the earth and its resources, environmental ethics enables one to ask ‘How then, should we live?’ This course aims to provide a holistic and deeper understanding of the environment, its varied interpretations, and ways of relating to it. This course also seeks to cultivate moral and ethical thinking about the environment to develop the basics of sustainable living. To sensitize the students and make them think critically about the environment, especially when technology and infrastructure projects rule over the environmental spaces. |
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Course Outcome |
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Unit-1 |
Teaching Hours:10 |
Environmentalism
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Environmentalism – tracing the history of global environmental consciousness and movements – Varieties of environmentalism – English love of the country – Wilderness thinking in America – Chipko and Silent Valley movements in India | |
Unit-2 |
Teaching Hours:15 |
Economics of the Environment and its Critique
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Environmental Economics – resource economics – ecological economics; How economists see the environment; Economics of renewable and exhaustible resources; Carbon trading; Economist’s perspective on Sustainability; Concepts of environmental values – Total economic value; Standard methods to value the environment; Reconsidering Economics; Bounded rationality and the environment | |
Unit-3 |
Teaching Hours:10 |
Ecofeminism and Ecocriticism
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Gender and environment; Ecofeminism; androcentrism; Deep ecology – ecofeminism debate; Ecocriticism; Romantic ecology; Nature writings; Thinking like a mountain; The forgetting and remembering of the air | |
Unit-4 |
Teaching Hours:10 |
Environmental Ethics
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Environmental Ethics; An autobiography of your relationship with the earth; Environmental justice; Discounting; Climate change debates; Environmental refugees; The inconvenient truth; Basics of sustainable living; Know your carbon footprints | |
Text Books And Reference Books: 1. Abram, D. (1996). The Spell of the Sensuous: Perception and Language in a More-than-human World. New York: Vintage Books 2. Bhattacharya, R.N. (2004). Environmental Economics. Oxford University Press 3. Clark, T. (2011). Literature and the Environment. Cambridge University Press 4. Garrard, G. (2011). Ecocriticism. Routledge 5. Guha, R. (2000). Environmentalism. Oxford University Press 6. Leopold, A. (1949). A Sand County Almanac. Oxford: Oxford University Press 7. Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press 8. Stavins, R.N. (Ed.) (2012). Economics of the Environment. New York, London: W.W. Norton 9. Carson, R. (1963). Silent Spring. London: Hamish Hamilton 10. Martinez – Alier, J. (2002). The Environmentalism of the Poor: A Study of Ecological Conflicts and Valuation. Cheltenham: Edward Elgar 11. Plumwood, V. (1993). Feminism and the Mastery of Nature. London: Routledge
12. Warren, K.J. (ed), (1994). Ecological Feminism. London: Routledge. | |
Essential Reading / Recommended Reading Bhattacharya, R.N. (2004). Environmental Economics. Oxford University Press Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press Guha, R. (2000). Environmentalism. Oxford University Press | |
Evaluation Pattern CIA1-20 MARKS CIA11-20 MARKS CIA111-20 MARKS ATTENDANCE-5 MARKS | |
ENG001 - ACADEMIC WRITING FOR UNIVERSITY (2024 Batch) | |
Total Teaching Hours for Semester:20 |
No of Lecture Hours/Week:4 |
Max Marks:50 |
Credits:0 |
Course Objectives/Course Description |
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Learning at the University is demonstrated and assessed through written assignments. It is important that the learners indicate understanding of the expectations, disciplinary context, use appropriate structure, style, incorporate relevant sources, express their individual voice in the writing. The bridge course relies on two beliefs – 1) academic writing can be taught; 2) academic writing is a process. The modules illustrate the process and thinking required for writing rather than reinforcing grammar. |
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Course Outcome |
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CO1: Understand the rhetorical situation. Recognize specific keywords to decide the structure of the response
CO2: Write critically, clearly and precisely
CO3: Use source material/avoid plagiarism CO4: Develop academic vocabulary. Find individual voice
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Unit-1 |
Teaching Hours:3 |
Module 1
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· Understanding context | |
Unit-2 |
Teaching Hours:4 |
Module 2
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· Writing process · Writing critically · Using sources Ethics of writing | |
Unit-3 |
Teaching Hours:4 |
Module 3
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· Significance of finding one’s voice · Demonstrating individual voice in writing | |
Unit-4 |
Teaching Hours:4 |
Module 4
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· Writing for an audience · Creating a clear assignment structure · Developing individual writing style · Using words precisely | |
Text Books And Reference Books: · Writing for University, Jeanne Godfrey, London: Bloomsbury Academic, 2022 (A softcopy will be provided) · | |
Essential Reading / Recommended Reading Student Phrasebook: Vocabulary for writing at university, Jeanne Godfrey, London: Red Globe Press, 2020 | |
Evaluation Pattern 5 Assignments - 15 marks each 1 Assignment - 25 marks (Final) | |
ENG181-2 - ENGLISH (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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· 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. |
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Course Outcome |
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CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-3 |
Teaching Hours:4 |
Language
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Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
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The Story of Mumbai Dabbawalas- ShivaniPandita
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Unit-4 |
Teaching Hours:3 |
Management
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If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
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Interview skills and CV writing | |
Unit-5 |
Teaching Hours:4 |
History
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Who were the Shudras? By Dr Ambedkar
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Unit-5 |
Teaching Hours:4 |
language
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Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
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Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
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Developing arguments- debating | |
Unit-7 |
Teaching Hours:4 |
language
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email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
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An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-8 |
Teaching Hours:2 |
Social Media
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Truth in the time of Social Media' by Girish Balachandran | |
Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading teacher manual and worksheets that teachers would provide. Listening skills worksheets. | |
Evaluation Pattern CIA1- 20 MSE-50 CIA3- 20 ESE- 50 | |
EST141 - TRAVEL AND TRAVEL NARRATIVES (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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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. |
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Course Outcome |
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CO1: Students will be able to understand the history and development of travel literature CO2: Students will be able to get an idea of Travel narratives in India CO3: This will provide an introductory peek into the theory of Travel and Travel writing CO4: Students will Will be able to critically and academically engage with travel writings |
Unit-1 |
Teaching Hours:10 |
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What is Travel ? A Basic introduction
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Travel is the buzz word of the day. In the fast-changing modern world travel plays a vital role in shaping up thoughts and aspirations of people. People travel for multiple reasons like to enjoy, to study, as a profession, etc and the theoretical understanding of travel needs to be taken into account at the beginning itself. Understanding travel in the light of modern socio-political and economic scenario is also very important in today’s global scenario. These basic positions of the course would enable students to look at travel in a broader context to create a better world with diversity and inclusivity. | |||||
Unit-2 |
Teaching Hours:15 |
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Travel Writing: An Overview
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This unit is intended to give students an over view of the evolution of the genre of Travel Writing. Some important theories of travel writing will be introduced in this module along with the evolution of travel narratives in India. | |||||
Unit-3 |
Teaching Hours:10 |
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Indian Travel Narratives
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This module focuses on the evolution of Indian Travel Narratives. | |||||
Unit-4 |
Teaching Hours:10 |
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Women and Travel Writing in India
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This unit is trying to look at the rise and development of women travellers historically and sociologically. This will enable students to critically evaluate the Indian scenario of travel narratives. | |||||
Text Books And Reference Books: Unit I: What is Travel – Basic introduction 1. Pratt, Mary Louise. Imperial Eyes: Studies in Travel Writing and Transculturation.Routledge, 1992. 2. Lislie, Debbie. The Global Politics of Contemporary Travel Writing, Cambridge University Press, 2009 Print. Unit II: Travel Writing: An Overview 1) Hulme, Peter, and Tim Youngs, eds., 2002. The Cambridge Companion to Travel Writing. Cambridge: Cambridge UP. 2) Said, Edward (1983). ‘Traveling Theory.’ The World, the Text, and the Critic. [1982]. Cambridge, MA: Harvard UP. 226–47. Unit III: Indian Travel Narratives 1) Bhattacharji, Shobhana(ed). 2008. Travel Writing in India, Sahitya Academy, New Delhi. 2) Mandal, Somadatta. Indian Travel Narratives, Rawat Publications, New Delhi. 2010. Unit IV: Women and Travel Writing in India 1. Ghose, Indira. Women Travellers in Colonial India: The Power of the Female Gaze OUP Delhi 1998 Print. Pp.1-19 2. Nath, Shivya. The Shooting Star: A girl, her backpack and the World, Penguin 2017.
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Essential Reading / Recommended Reading 1) Pratt, Mary louis. 1992. Imperial Eyes, Travel Writing and Transculturation, London: Routledge. 2) Tagore, Rabindranath. 1962. Diary of a Westward Voyage. Asia Publishing House. 3) Dalrymple, William. Nine Lives: In Search of the Sacred in Modern India. Bloomsbury, New Delhi.2010. 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.
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Evaluation Pattern Examination and Assessment 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). | |||||
EST145 - POETICS , POLITICS AND PIVOTAL PEOPLE OF ROCK N ROLL (2024 Batch) | |||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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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
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Course Outcome |
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CO1: To critically appreciate characteristics and concerns of popular music
CO2: To read popular music as cultural artefact and socio-political entities
CO3: To regard popular music as the voice and identity of a generation and locate its historical trajectory
CO4: To engage with artists and performances as cultural texts
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Unit-1 |
Teaching Hours:10 |
A brief history of Popular Music before the Beatles
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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
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Unit-2 |
Teaching Hours:15 |
Birth of a Genre (From Gospel to Rock)
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Bill Haley Chuck Berry Buddy Holly | |
Unit-3 |
Teaching Hours:15 |
Classic Rock and the British Invasion
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The Beatles and Beatlemania Establishing an aesthetic of Mod TV and bands The Rolling Stones | |
Unit-4 |
Teaching Hours:15 |
Art Rock and the Album Era: Concept Albums and Album Art
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Bands as Artists Beatles / Sgt Pepper’s Pink Floyd /The Wall The Who / Tommy
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Unit-5 |
Teaching Hours:15 |
The Politics of Rock n Roll Folk rock: People power; Guerrilla Minstrels Folksong as Protest
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Counter Culture: Vietnam, Draft, Gender, the Mystic East, Woodstock, Ban the Bomb Woody Guthrie Bob Dylan Joan Baez Janis Joplin Simon and Garfunkel Jimi Hendrix Pearl Jam Riot bands | |
Text Books And Reference Books: Whats that sound? An introduction to Rock and its history .
Jon CovachUniversity of Rochester and the Eastman School of Music Andrew Flory Carleton College
W. W. NORTON AND COMPANY NEW YORK • LONDON fifth Edition | |
Essential Reading / Recommended Reading Baugh, Bruce. “Prolegomena to Any Aesthetics of Rock Music”. The Journal of Aesthetics and Art Criticism, Vol. 51, No. 1 (Winter, 1993): 23-29. JSTOR. The American Society for Aesthetics. Web. 26Jul, 2016. < http://www.jstor.org/stable/431967> 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.
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Evaluation Pattern Assessment: (20 marks). Choose a song that has been an effective anthem for a cause or genre and analyse it in about 500-750 words. CIA II: (Mid Sem 50 marks) Choose a pivotal figure from Rock history and trace their career and impact on society. Consider image and sound in the construction of this image. CIA III:(20marks) The class in groups of 5-6 will anthologise a s |