CHRIST (Deemed to University), Bangalore

DEPARTMENT OF PHYSICS AND ELECTRONICS

School of Business and Management

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

 
1 Semester - 2023 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBA141D TALENT MANAGEMENT Multidisciplinary Courses 3 3 50
BLS141 INTRODUCTION TO BIOLOGY Multidisciplinary Courses 3 03 100
BLS142 PRINCIPLES OF FORENSIC SCIENCE Multidisciplinary Courses 3 3 100
CHE141A CHEMISTRY AND SOCIETY Multidisciplinary Courses 3 3 100
CHE141B NUTRICHEM Multidisciplinary Courses 3 3 100
COM144 FINANCIAL LITERACY Multidisciplinary Courses 3 03 100
COM145 CREATIVE ADVERTISEMENT Multidisciplinary Courses 45 3 100
CSC141 PROGRAMMING IN C Multidisciplinary Courses 3 3 100
CSC143 WEB DESIGNING USING HTML, PHP AND MYSQL Multidisciplinary Courses 3 3 100
CSC149 INTRODUCTION TO DATA SCIENCE Multidisciplinary Courses 3 3 100
DMT141 DANCE MOVEMENT THERAPY Multidisciplinary Courses 2 3 100
DSC142 PYTHON PROGRAMMING FOR DATA SCIENCE Multidisciplinary Courses 3 3 100
ENG181-1 ENGLISH Ability Enhancement Compulsory Courses 2 2 50
EST141 TRAVEL AND TRAVEL NARRATIVES Multidisciplinary Courses 3 3 100
EST142 READING SPORTS AND LITERATURE Multidisciplinary Courses 3 3 100
EST143 STORYTELLING, GAMES AND ETHICS Multidisciplinary Courses 3 3 50
EST145 POETICS , POLITICS AND PIVOTAL PEOPLE OF ROCK N ROLL Multidisciplinary Courses 3 3 50
EST148 THE OCEANS IN CINEMA: A BLUE HUMANITIES READING Multidisciplinary Courses 3 3 100
HIS141 HISTORY AND CINEMA Multidisciplinary Courses 3 3 100
LAW143 LABOUR AND SOCIAL WELFARE Multidisciplinary Courses 3 3 100
LAW144 ENVIRONMENTAL LAW Multidisciplinary Courses 3 3 100
MAT003 BRIDGE COURSE FOR DIFFERENTIAL CALCULUS Bridge Courses 5 0 50
MAT101-1 DIFFERENTIAL CALCULUS Major Core Courses-I 4 4 100
MAT161-1 INTEGRAL CALCULUS Skill Enhancement Courses 3 3 50
MED144 HARRY POTTER AND CONTEMPORARY ISSUES Multidisciplinary Courses 3 3 50
MED146 PUBLIC SPEAKING Multidisciplinary Courses 3 3 50
PHY001 BRIDGE COURSE IN PHYSICS Bridge Courses 2 0 50
PHY101-1 MECHANICS Major Core Courses-I 3 3 100
PHY111-1 MECHANICS LAB Major Core Courses-I 2 2 50
PHY161-1 BASIC ELECTRONICS Skill Enhancement Courses 3 3 100
POL141 DEMOCRACY AND ETHICAL VALUES Multidisciplinary Courses 2 2 100
POL142 SCIENCE, TECHNOLOGY AND INNOVATION IN INTERNATIONAL RELATIONS Multidisciplinary Courses 3 3 100
POL143 SUBALTERN STUDIES: NARRATIVES OF THE COMMUNITIES Multidisciplinary Courses 3 3 100
PSY155 PSYCHOLOGY OF GENDER Multidisciplinary Courses 3 3 100
PSY156 PSYCHOLOGY OF RELATIONSHIPS Multidisciplinary Courses 3 3 100
PSY157 SCIENCE OF WELLBEING Multidisciplinary Courses 3 3 100
PSY158 STRESS MANAGEMENT Multidisciplinary Courses 3 3 100
PSY159 PSYCHOLOGY OF LEADERSHIP Multidisciplinary Courses 3 3 100
SOC141 WOMEN'S ISSUES Multidisciplinary Courses 3 3 50
STA122-1 DATA ANALYSIS USING EXCEL AND R Allied Core Courses 3 3 100
2 Semester - 2023 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BLS144 PRINCIPLES OF AYURVEDA Multidisciplinary Courses 3 3 100
CHE141 CHEMISTRY IN ACTION Multidisciplinary Courses 3 3 100
COM149 INVESTMENTS AND TRADING STRATEGIES Multidisciplinary Courses 3 3 100
COM150 FINANCIAL LITERACY Multidisciplinary Courses 3 3 100
CSC152 INTRODUCTION TO BLOCKCHAIN Multidisciplinary Courses 3 4 100
CSC154 INTRODUCTION TO PYTHON PROGRAMMING Multidisciplinary Courses 3 3 100
CSC155 USER DESIGN EXPERIENCE (UX) Multidisciplinary Courses 3 3 100
DSC143 DATA VISUALIZATION Multidisciplinary Courses 3 3 50
ECO147 THINKING THROUGH THE ENVIRONMENT Multidisciplinary Courses 3 2 50
ENG181-2 ENGLISH Ability Enhancement Compulsory Courses 3 2 100
EST150 GENDER AND POPULAR CULTURE Multidisciplinary Courses 3 3 50
EST151 COMPARATIVE PHILOSOPHY: DARSANA AND PHILOSOPHY Multidisciplinary Courses 3 2 50
EST153 PARTITION NARRATIVES Multidisciplinary Courses 3 3 50
EST154 LITERATURE FROM THE NORTHEAST Multidisciplinary Courses 3 3 50
EST155 FORENSIC LINGUISTICS THROUGH CASE STUDIES Multidisciplinary Courses 3 3 50
EST156 RETELLING OF EPICS IN INDIAN LITERATURE Multidisciplinary Courses 3 3 50
LAW144 ENVIRONMENTAL LAW - 3 3 100
LAW148 LEGAL DIMENSIONS OF MARKETING Multidisciplinary Courses 3 2 100
LAW149 LEGAL ASPECTS OF HUMAN RESOURCE MANAGEMENT Multidisciplinary Courses 3 2 100
LAW150C CORPORATE SOCIAL RESPONSIBILITY AND HUMAN RIGHTS Multidisciplinary Courses 3 3 100
MAT101-2 INTRODUCTORY ALGEBRA Major Core Courses-II 3 3 100
MAT102-2 DIFFERENTIAL EQUATIONS Major Core Courses-II 4 4 100
MAT111-2 CALCULUS USING PYTHON Major Core Courses-II 2 1 50
MED149 INTRODUCTION TO SEMIOTICS Multidisciplinary Courses 45 3 100
PHY102-2 ELECTRICITY AND MAGNETISM Major Core Courses-I 3 3 100
PHY103-2 THERMAL PHYSICS AND STATISTICAL MECHANICS Major Core Courses-I 3 3 100
PHY112-2 ELECTRICITY AND MAGNETISM LAB Major Core Courses-I 2 2 50
PHY113-2 THERMAL PHYSICS AND STATISTICAL MECHANICS LAB Major Core Courses-I 2 2 50
POL141 DEMOCRACY AND ETHICAL VALUES Multidisciplinary Courses 2 2 100
POL144 INDIA AND THE WORLD Multidisciplinary Courses 3 2 100
PSY144 BASICS OF CONSUMER BEHAVIOUR Multidisciplinary Courses 3 3 100
PSY160 UNDERSTANDING ADDICTION AND SUBSTANCE USE Multidisciplinary Courses 3 3 100
SOC143 SOCIOLOGY THROUGH CINEMA Multidisciplinary Courses 3 3 50
    

    

Introduction to Program:

The department of physics provides high quality physics education, producing well prepared BSc graduates who are confident in their abilities and understanding of physics. It also promotes research and creative activities of students by providing exposure to the realm of physical science and technical expertise.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO1: Understand and analyse the concepts of physics and apply them to real-world situations

PO2: Develop logical and analytical skills in physical sciences.

PO3: Integrate the concepts in mathematics to solve various scientific problems through computational tools.

PO4: Demonstrate problem-solving skills in mathematical sciences

Programme Specific Outcome:

PSO1: Analyse the concepts of physics and apply them to real-world situations

PSO2: Develop logical and analytical skills in physical sciences and Mathematical Sciences.

Programme Educational Objective:

PEO1: The courses in BSc (Physics, Mathematics)/Honours/Honours with Research) provide students with vital core science concepts and an application-oriented undergraduate education
Assesment Pattern

End Semester Examination Question Paper Pattern (Theory) 

Time: 3 hrs                                                                                           Max marks: 100         

The question paper will contain 6 questions (10 marks each) that are mandatory and 4 questions (10 marks each) that will have internal choice.

 

Questions could be designed to test conceptual knowledge, theory and analytical skills. A minimum of 40% of the questions would be to challenge the students for analytical ability.

 

              Grading: 

Percentage

Grade

Grade Point      (4 Point Scale)

Interpretation

Division

80 -100

A+

4.00

Outstanding 

First class with Distinction

73 - 79

A

3.67

Excellent

First Class

66 - 72

B+ 

3.33

Very good

60 - 65

B

3.00

Good 

55 - 59

B 

2.67

Average

 

Second Class

 

50 - 54

C+

2.33

Satisfactory

45 - 49

C

2.00

Pass 

Pass Class

40 - 44

D

1.00

Pass

0 -39

F

0

Fail

 

 

Examination And Assesments

Theory

Continuous Internal Assessment (CIA) 50%,   End Semester Examination (ESE) 50%

 

Component

Schedule

Duration

Marks

Marks reduced to

CIA I

Assignment/test/group task/presentation

Before Mid

Semester

Exam

(MSE)

 

20

10

CIA II

Mid Semester Test (MST)

Centralised

2 hours

50

 

25

CIA III

Assignment/test/group task/presentation

After MST

 

20

 

10

Attendance

75 – 79: 1 mark, 80 – 84: 2 marks, 85 – 89: 3 marks, 90 – 94: 4 marks, 95 – 100: 5 marks

 

05

ESE

Centralised

3 hours

100

 

50

 

Total

 

100

BBA141D - TALENT MANAGEMENT (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Human Resource is considered as a valuable resource in every organization. The world class companies compete among themselves to attract the best talent across the globe.  They view talent as competitive differentiator and one where the acquisition, engagement, development and retention of talent is considered as a strategic priority of business.  This course exposes the students to methods and practices to acquire, engage and develop talent, focus on development of strategic leaders within an organization and also deals with how talent and knowledge can be managed effectively for the development of the organization

Course Outcome

CO 1: 1. Demonstrate an understanding of key concepts, principles and models related to talent and knowledge management

CO 2: 2. Evaluate the importance of talent management in developing organizations

CO 3: 3. Learn to apply the theories and concepts studied in the classroom to practical situations

CO 4: 4. Analyse the various talent and knowledge management practices and their value to organizations

CO 5: 5. Solve the issues pertaining to talent and knowledge management

Unit-1
Teaching Hours:7
Introduction to Talent Management
 

Meaning and concept of talent management, need and scope for talent management, Talent vs Knowledge, Talent management models: Process and Integrated model, Talent management initiatives, Techniques for potential appraisal, Talent management grid, Benefits of talent management.

Unit-2
Teaching Hours:7
Creating Talent Management Systems
 

Building blocks for talent management strategy, Developing and implementing Effective Talent Management System, Measuring the effectiveness of talent management, creating talent management system for organizational excellence.

Unit-3
Teaching Hours:7
Competency mapping and approaches to talent management
 

Competency Mapping- Meaning, Importance and Steps in competency mapping, Competency model, Role of leaders and HR in talent management, Talent Management Approaches, Mapping Business Strategies and Talent Management Strategies, Achieving competitive advantage, Best practices in talent management- Case studies

Unit-4
Teaching Hours:7
Integrating Talent and Knowledge Management
 

Introduction to knowledge management, types of knowledge, Benefits of Knowledge Management, Integrating talent management and knowledge management, Role of Information technology in talent and knowledge management.

Unit-5
Teaching Hours:7
Recent Trends and Best Practices in Talent Management
 

Introduction, Use of Technology in Talent Management, Use of AI in Talent Management, Talent Management using Design Thinking

Unit-6
Teaching Hours:10
Project Work: Field study & Report Submission
 

Experiential Learning Activity: Identifying any one organization in the manufacturing or service sector- Interacting, observing and conducting interviews with their senior HR leaders to understand how they manage and retain talent in their organizations.  

Text Books And Reference Books:

       Lance A. Berger, Dorothy Berger (2017): Talent management handbook, McGraw Hill New York.

 

       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.

Sphr Doris Sims, Sphr Matthew Gay(2007),Building Tomorrow’s Talent : A Practitioner’s Guide to Talent Management and Succession Planning, Author House

Evaluation Pattern

Component

 

Maximum marks

Weightage

Total Marks in Final Grade

CIA1

20

50%

10

CIA2

20

50%

10

CIA3

50

50%

25

Attendance

5

100 %

05

Total = 50

 

BLS141 - INTRODUCTION TO BIOLOGY (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:03

Course Objectives/Course Description

 

 This course introduces students to the basic principles of biology. Students will learn about the organization of life, including the cell theory and taxonomy, the chemistry of life, genetics, evolution, and ecology. The course will also cover current issues in biology such as biotechnology and environmental sustainability.

Course Outcome

CO1: Students will be able to describe the fundamental principles and concepts of biology, including the organization of life and the chemistry of living systems.

CO2: Students will be able to explain the role of genetics in inheritance, diversity, and evolution.

CO3: Students will be able to analyze the impact of human activities on the environment and the measures that can be taken to promote sustainability.

CO4: Students will be able to evaluate the ethical implications of advances in biotechnology and their impact on society.

Unit-1
Teaching Hours:15
Introduction to Biology
 

 

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

Unit-2
Teaching Hours:10
Genetics and Evolution
 

 

Mendelian genetics and inheritance patterns; DNA structure and function, gene expression and regulation; Genetic diversity and evolution; Natural selection and adaptation

Unit-3
Teaching Hours:10
Ecology and Environmental Biology
 

 

Ecosystems and biomes; Population dynamics and community interactions; Biodiversity and conservation; Human impact on the environment and sustainability

Unit-4
Teaching Hours:10
Biotechnology and Ethics
 

 

Applications of biotechnology in medicine, agriculture, and industry, Ethical issues related to biotechnology; The impact of biotechnology on society; Regulations and policies related to biotechnology

Text Books And Reference Books:
  1. Campbell, N. A., & Reece, J. B. (2018). Biology (11th ed.). Pearson.
  2. Freeman, S., Quillin, K., Allison, L., Black, M., Taylor, E., & Podgorski, G. (2017). Biological Science (6th ed.). Pearson.
Essential Reading / Recommended Reading
  1.  Begon, M., Townsend, C. R., & Harper, J. L. (2006). Ecology: From Individuals to Ecosystems (4th ed.). Blackwell Publishing.
  2. Ricklefs, R. E., & Relyea, R. A. (2019). The Economy of Nature (8th ed.). W.H. Freeman.

  3. Kuby, J., Owen, J., & Kindt, T. J. (2019). Kuby Immunology (8th ed.). W.H. Freeman.

  4. Thompson, P. B., & Kaplan, D. M. (2019). Encyclopedia of Food and Agricultural Ethics (2nd ed.). Springer.

Evaluation Pattern

Attendance and Class Participation- 10%

Midterm Examination- 30%

Review paper/Research Paper- 20%

Seminar presentation – 10%

Final Examination - 30%

 

BLS142 - PRINCIPLES OF FORENSIC SCIENCE (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Forensic science is the application of scientific principles and techniques to the investigation of crimes and legal issues. This course covers the fundamental principles of forensic science, including various scientific analysis techniques used in criminal investigations, legal and ethical issues, and types of evidence collected at crime scenes.

Course Outcome

CO1: Students will be able to Understand the principles and techniques used in forensic science investigations

CO2: Students will be able to describe the legal and ethical considerations associated with forensic science.

CO3: Students will be able to identify and analyze different types of evidence collected at crime scenes

CO4: Students will be able to evaluate scientific evidence in a legal context using proper documentation and reporting techniques

Unit-1
Teaching Hours:15
Introduction to Forensic Science
 

 

Introduction to forensic science; Historical development of forensic science; Branches and applications of forensic science; Legal and ethical issues in forensic science

Unit-2
Teaching Hours:10
Physical Evidence
 

 

Types of physical evidence; Collection and preservation of physical evidence; Analysis of physical evidence; Interpretation and evaluation of physical evidence

Unit-3
Teaching Hours:10
Biological Evidence
 

 

Types of biological evidence; DNA analysis; Serology analysis; Analyzing and interpreting biological evidence

Unit-4
Teaching Hours:10
Digital Forensics
 

 Digital forensic investigations; Evidence collection in digital forensics; Analyzing and interpreting digital evidence; Legal and ethical considerations in digital forensics

Text Books And Reference Books:

 

  1. Saferstein, R. (2019). Forensic science: From the crime scene to the crime lab. Pearson Education.

  2. Criminal Justice & Forensics. (2017). Cengage.

  3. Fisher, B. A. (2019). Techniques of crime scene investigation. Taylor & Francis Group.

  4. Richard Saferstein, R. (2018). Criminalistics: An Introduction to Forensic Science. Pearson Education.

  5. Houck, M. M., & Siegel, J. A. (2010). Fundamentals of forensic science. Academic Press.

  6. Casey, E. (2018). Digital evidence and computer crime: Forensic science, computers, and the internet. Academic Press.

  7. Nelson, B., Phillips, A., & Steuart, C. (2016). Guide to computer forensics and investigations. Cengage

Essential Reading / Recommended Reading

 

  1. Lee, H. C. (2016). Forensic science : an illustrated dictionary. CRC Press.

  2. Barry, J., & Cooper, J. (2018). Introduction to forensic science. Routledge.

  3. Houck, M. (2018). Trace evidence analysis: More cases in mute witnesses. Academic Press. 

  4. Brown, T. W. (2018). Handbook of Forensic Pathology, Second Edition. CRC Press.

  5. Barbara, J. (2011). Forensic anthropology: An introduction. CRC Press.

  6. Hall, M. (2017). Current practice in forensic medicine. John Wiley & Sons.

  7. Sammons, J., & Jenks, M. (2017). Digital forensics trial graphics: Teaching the jury through effective use of visual aids. Academic Press.

Evaluation Pattern

Attendance and Class Participation- 10%

Midterm Examination- 30%

Review paper/Research Paper- 20%

Seminar presentation – 10%

 

Final Examination - 30%

CHE141A - CHEMISTRY AND SOCIETY (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description: This course gives an insight into the implications of chemistry in daily life. This course will equip the students with better understanding of how the different forms of matter influences human lives. This also sensitizes them on the judicious use and safe handling of chemicals.

Course Objectives: Non Science students get to know about the various constituents present in household chemicals and use them judiciously.

Course Outcome

CO1:: Ability to identify the influence of different chemical substances in daily lives

CO2:: Evaluate the judicious use of different chemicals and their safe handling in day today life

CO3: Ability to analyse the environmental issues and adopt sustainable practices

Unit-1
Teaching Hours:2
Introduction
 

Explanation of terms like Poison, toxic, irritant, flammable liquid, combustible liquid, corrosive, solvents, etc.

Unit-2
Teaching Hours:6
Environmental chemistry
 

Air quality, air pollution, green house effect, acid rain, destruction of ozone layer, control of air pollution. Water pollution, Water quality criteria for domestic and industrial uses, soil pollution and its causes. Pollution abatement methods.

Unit-3
Teaching Hours:8
Energy and environment
 

Mention the following- Mineral resources – Metals and non-metals Fuel and energy resources, different energy sources, Wood, Petroleum and natural gas Nuclear energy – Solar energy –energy sources of tomorrow and green energy sources. Batteries and fuel cells.

Unit-4
Teaching Hours:7
House hold chemicals and its impact on environment
 

Ecofriendly chemicals, biodegradable and non degradable chemicals. (Bleach, ammonia, disinfectants, carpet freshener, air freshener, window cleaner, furniture polish, etc). Laundry products (laundry detergent, fabric softener, etc) Soaps, Detergents and special cleaners.

Unit-5
Teaching Hours:2
Polymers
 

Classification, uses. Recycling of polymers.

Unit-6
Teaching Hours:3
Acids and Bases
 

Acid and bases, their general characteristics. Household uses of acids and bases.

Unit-7
Teaching Hours:3
Biomolecules
 

Carbohydrates, proteins, Vitamins and minerals – Sources and Deficiency diseases.

Unit-8
Teaching Hours:3
Preservatives and additives
 

Chemicals used as colouring agents and as preservatives. Food adulteration.

Unit-9
Teaching Hours:5
Drugs and cosmetics
 

Analgesics, antivirals, antibiotics-examples. Health and beauty products (hairspray, hair remover, nail polish, nail polish remover, hair colouring products, talcum powder, lipstick etc).

Unit-10
Teaching Hours:6
Home maintenance
 

Paint, varnish, oils and stain removers. Garden chemicals (fertilizers, pesticides, insecticides, herbicides etc.) examples, advantages and disadvantages.

Text Books And Reference Books:

[1] A. K. De,. Environmental Chemistry 6 th ed, New Age International Pvt Ltd Publishers;2006.

[2] J. Toedt, D. Koza and K. Van Cleef-ToedChemical Composition of Everyday Products 2005.

Essential Reading / Recommended Reading

[1] Kerry k. Karukstis and Gerald R. Van Hecke Chemistry Connections, The Chemical Basis

of Everyday phenomena, 2 nd Ed., 2003.

[2] J. Schwarcz, All new commentaries on the science of everyday food and life, 2005.

[3] Raymond Chang Chemistry, 8 th Ed. Tata Mc Graw-Hill, 2005.

[4] Sriram and P.Yogeeswari, Dorling Medicinal Chemistry, Kindersley Pvt. Ltd., 2007.

Evaluation Pattern

Total Marks for each Semester – 100

1. CIA -1 ………………………. 25Marks

2. Mid-term Test (CIA-2)……………………… 25 Marks

3. End-semester examination ………………… 50 Marks

TOTAL 100 Marks

CHE141B - NUTRICHEM (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course gives an insight into nutrition and its importance in leading a healthy life.

 

Course Outcome

CO1: Discuss about nutrition and its importance in leading a healthy life.

CO2: Explain the elements of nutrition and dietry requirement.

CO3: Summerise about food analysis, food microbiology and therapeutic nutrition

Unit-1
Teaching Hours:5
Fundamentals of nutrition
 

FaFactors Influencing Food Selection: Flavours, appearance and other aspects of food,     Demographics Culture and Religion, Health, Social-Emotional Influences, and Environmental Concerns, Food Industry and the Media.

Unit-2
Teaching Hours:4
Basic Nutrition Concepts
 

NNutrition, Energy content in food, Nutrients, Nutrient Density, Characteristics of a Nutritious Diet.

Unit-3
Teaching Hours:6
Nutrient Recommendations
 

Dietary Reference Intakes, Digestion, Absorption, and Metabolism, Gastrointestinal Tract and secretions, Food groups, Organic Foods, GM foods.

Unit-4
Teaching Hours:6
Nutrition biochemistry
 

Elements of nutrition - Dietary requirement of carbohydrates, lipids and proteins. Biological value of proteins. Concepts of protein quality. Protein sparing action of carbohydrates and fats. Essential amino acids, essential fatty acids and their physiological functions.

Unit-5
Teaching Hours:3
Vitamins
 

Dietary sources, biochemical functions, requirements and deficiency diseases associated with vitamin B complex, C and A, D, E and K vitamins.

Unit-6
Teaching Hours:3
Minerals
 

Nutritional significance of dietary sodium, potassium, calcium, phosphorus, magnesium, iron, iodine, zinc and copper.

Unit-7
Teaching Hours:2
Malnutrition
 

Prevention of malnutrition, supplementary foods.

     

Unit-8
Teaching Hours:2
Food science and food analysis
 

Food additives and preservatives.

Unit-9
Teaching Hours:6
Food microbiology
 

Food safety, Fermentation, food spoilage and food borne pathogens, food processing.

 

Unit-10
Teaching Hours:6
Therapeutic nutrition
 

Life style diseases and personalized nutrition therapy, nutraceuticals and its classifications.

Unit-11
Teaching Hours:2
Public nutrition
 

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.

            

Evaluation Pattern

No.

Component

Schedule

Duration

Marks

CIA1

Assignment/quiz/group task/ presentations

Before MST

--

10

 

CIA2

Mid-Sem Test

[MST]

2 Hrs (50 marks)

25

CIA3

Assignment/quiz/group task/ presentations

After MST

--

10

CIA3

Attendance (75-79 = 1, 80-84 = 2, 85-89 = 3,

90-94 = 4, 95-100 = 5)

--

5

ESE

Internal

2 Hrs (50 marks)

50

Total

100

Final score is calculated out of 50

 

COM144 - FINANCIAL LITERACY (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:03

Course Objectives/Course Description

 

The course aims at enhancing their financial skills as well as training the students to be financial educators with family and friends. There is a need for students to effectively plan and monitor their spending. The course aims at effectively training students and equipping them with the knowledge and tools to manage their finances and also teach others the same.

Course Outcome

CO1: Understand the basic concepts of financial literacy.

CO2: Apply financial planning and budgeting decisions on a personal and professional front.

CO3: Understand the purpose and functions of the Banking system.

CO4: Understand the role and importance of financial instruments and insurance products.

Unit-1
Teaching Hours:6
Introduction to Financial Literacy
 

Introduction, Evolution, Meaning and importance of -  Income, Expenses, Savings, Budget, Money, Currency, Bank account, savings investment, JAM-balance sheet – purpose features, format – Technology in finance – FinTech, TechFin, Regtech, sandox, Mobile-based Banking – post offices – Savings vs investments – Power of Compounding – risk and Return-Time Value of Money- Simple Interest-Compound Interest-

 

Unit-2
Teaching Hours:5
Planning and Budgeting
 

Introduction to Financial Planning - Analysing the resources of the person - Concepts in Financial Planning:The time value of money, Diversification - 'spreading risk', Investment Timing - Financial Products for Savers: Financial Products options for savers, personal budget – family budget – financial planning procedure.

Unit-3
Teaching Hours:12
Banking Products and Services
 

Introduction and evolution of Banking – Banking in India – RBI – Role of RBI in India– Savings and Deposits – Deposits, Accounts, KYC,e/v KYC Types of Deposits - Saving Bank Accounts, Fixed Deposit Accounts, Recurring Deposit Account, Special Term Deposit Schemes, Loans and Types of loan advanced by Banks and Other secondary functions of Bank – PAN, NSDL: PAN, Meaning of Cheque and types of cheques – CTS_MICR-IFSC – e- Banking – ATM, Debit, Credit, Smart Card, UPI, e-Wallets, Payment Banks-NPCI: Products and role in regulating the online payments, CIBIL – Banking complaints and Banking Ombudsman. Mutual Funds_ Types of Mutual Funds-NAV. Digital Currency-Bitcoin- NFO

Unit-4
Teaching Hours:12
Post Office Products, Retirement planning and Investment Avenues
 

Post Office Savings Account(SB)​​​​​, National Savings Recurring Deposit Account (RD)​​, ​National Savings Time Deposit Account (TD), National Savings Monthly Income Account (MIS), Senior Citizens Savings Scheme Account (SCSS)​, Public Provident Fund Account (PPF)​, Sukanya Samriddhi Account (SSA)​, National Savings Certificates (VIIIth Issue) (NSC), Kisan Vikas Patra (KVP), PM CARES for Children Scheme, 2021, Interest rates (New)​, How to avail services, Schedule of Fee – IPBS – KYC. Employees Provident Fund (EPF) - Public Provident Fund (PPF), Superannuation Fund, Gratuity, Other Pension Plan, and Post-retire Counselling-National Pension Scheme(NPS)

 

Unit-5
Teaching Hours:10
Life Insurance and Related Services
 

Life Insurance Policies: Life Insurance, Term Life Insurance, Pension Policies, ULIP, Health Insurance, Endowment Policies, Property Insurance: Policies offered by various general insurance companies. Post office life Insurance Schemes: Postal Life Insurance and Rural Postal Life Insurance (PLI/RPLI). Housing Loans: Institutions providing housing loans, loans under Pradhan Mantri Awas Yojana – Rural and Urban-Atal Pension Yojana (APS),

Text Books And Reference Books:
  1. Chandra, P. (2012). Investment Game: How to Win. New Delhi: Tata McGraw Hill Education
Essential Reading / Recommended Reading

 

  1. Mittra, S., Rai, S. K., Sahu, A. P., & Starn, H. J. (2015). Financial Planning. New Delhi: Sage Publications India Pvt. Ltd.
  2. https://rbidocs.rbi.org.in/rdocs/content/pdfs/GUIDE310113_F.pdf

 

Evaluation Pattern

CIA1 25 marks

CIA2  25 marks 

ESE  50 marks 

COM145 - CREATIVE ADVERTISEMENT (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:45
Max Marks:100
Credits:3

Course Objectives/Course Description

 

The main objective of this course is to enable students to develop creative concepts for advertising of any product or service.

Course Outcome

CO1: To understand the critical role of creativity in advertising and develop creative strategies to be able to position the product/service.

CO2: To become familiar with the approaches and forms of advertising

CO3: To gain technical knowledge in the development of advertising for a company

CO 4: To learn to empathize with the client's needs and create content that meets the purpose in a creative manner.

Unit-1
Teaching Hours:10
Creativity and Aesthetics
 

Introduction to Creativity- The creativity process- Difference between a creative mind and non creative mind- Patterns of thoughts indicating creativity- How to bring out your creative genius- Philosophy of Aesthetics - Introduction to Creative works of the century

Unit-1
Teaching Hours:10
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Employability,
3.Integration of Cross Cutting Issues:Environment,Professional Ethics,
Creativity and Aesthetics

 

Introduction to Creativity- The creativity process- Difference between a creative mind and non creative mind- Patterns of thoughts indicating creativity- How to bring out your creative genius- Philosophy of Aesthetics - Introduction to Creative works of the century

Unit-2
Teaching Hours:10
Functions and Forms of Advertising
 

Types of advertisement, Ethics in advertisement, Position of Products/Services, Interplay of Branding and Advertising- Meaning of Advertising, Creative Ad makers and Advertising Agencies in India and World - Indian and Foreign creative advertisements, the controversial advertisements- The most memorable advertisements - Highly impactful and Creative advertisements.

Unit-2
Teaching Hours:10
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Employability,
3.Integration of Cross Cutting Issues:Professional Ethics,Environment,
Functions and Forms of Advertising

 

Types of advertisement, Ethics in advertisement, Position of Products/Services, Interplay of Branding and Advertising- Meaning of Advertising, Creative Ad makers and Advertising Agencies in India and World - Indian and Foreign creative advertisements, the controversial advertisements- The most memorable advertisements - Highly impactful and Creative advertisements.

Unit-3
Teaching Hours:10
Advertising and campaign Planning
 

 

Marketing strategy and situation analysis; Advertising plan; Advertising objectives; DAGMAR approach; Advertising campaign planning process. The art of copywriting; Advertising copy testing; Creativity in communication; motivational approaches; types of appeals used in advertising; Advertising budget process.

Unit-4
Teaching Hours:5
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Employability,
3.Integration of Cross Cutting Issues:Professional Ethics,Environment,
Elements and Principles of Design

Principles of Design- Lines, Scale, Color, Repetition, Negative Space, Symmetry,

 

Transparency, Texture, Balance, Hierarchy, Contrast, Framing, Grid, Randomness, Direction, Rules, Movement, Depth, Typography, Composition.

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
 
Syllabus Unit Mapping
1.Development Needs:Global,
2.Skill Focused:Employability,
3.Integration of Cross Cutting Issues:Professional Ethics,
Designing Advertisements

Creative brief - Value Questions -Research -Conceptual framework- Development of multiple ideas- Creative concept development process- creative brainstorming- creative differences- editing -refining creative concepts- concept presentation to the client- Appeals in advertising copy writing-print copy elements, headlines-body copy-slogans - Designing print ad- choosing –-choosing layout- -choosing Typefaces

 

Unit-5
Teaching Hours:10
Designing Advertisements
 

Creative brief - Value Questions -Research -Conceptual framework- Development of multiple ideas- Creative concept development process- creative brainstorming- creative differences- editing -refining creative concepts- concept presentation to the client- Appeals in advertising copy writing-print copy elements, headlines-body copy-slogans - Designing print ad- choosing –-choosing layout- -choosing Typefaces

Text Books And Reference Books:

Batra, A. M. (2010). Advertising Management. Delhi: Pearson Education.

Essential Reading / Recommended Reading

 

  • Chunawala, S .A.(2015). Advertising Management. Mumbai: Himalaya Publishers.

  • Moriarty, W. B. (2020). Advertising Principles and Practices. New Delhi: Prentice Hall of India.

Evaluation Pattern

100 marks divided into 20 marks each assignment.

CSC141 - PROGRAMMING IN C (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course introduces students to the C programming language, covering its history, features, data types, and program structure. Students will learn to apply decision control and loop structures, along with various operators, to create basic programs. Additionally, the course covers functions, recursion, arrays, and pointers to provide a solid foundation for C programming and problem-solving.

Course Outcome

CO1: Understand the fundamentals of C programming, including its history, features, variables, and data types.

CO2: Apply decision control statements, loop control structures, and various operators to write basic C programs.

CO3: Analyze and design functions, including recursion and passing values/arrays, and understand storage classes in C.

Unit-1
Teaching Hours:9
Introduction to C
 

 

Types of Programming Language- History of C, Features of C , C Tokens, variables and keywords and identifiers ,Types of C constants and variables, Rules for constructing variable names, Structure of C program, Input /output statements in C

Unit-2
Teaching Hours:9
Data types and Control Structures
 

Data Types, Type declaration, Different Operators in C - Arithmetic, Logical, Relational, Bitwise, Conditional, Expressions, Hierarchy of operations.

Control structures

 

Decision control statements-if, switch, go to statement, conditional operator statement. Loop control structures- while, do-while, for loop, Break statement, Continue statement.

Unit-3
Teaching Hours:9
Function
 

Introduction, function definition and prototyping, Types of functions, passing values to function, recursion, passing arrays to functions. I/O functions- formatted & unformatted console I/O functions Storage classes in C- Automatic, Register, Extern and Static Variables.

Unit-4
Teaching Hours:9
Arrays
 

 

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

Unit-5
Teaching Hours:9
Pointers
 

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

Text Books And Reference Books:

[1] Balagurusamy, E. Programming in ANSI C 4th Edition. Tata McGraw-Hill, 2010.

Essential Reading / Recommended Reading

[1] Kanetkar, Yashavant. Let Us C. 4th Edition. BPB Publications, 2012.

Evaluation Pattern

CIA 50%

ESE 50%

CSC143 - WEB DESIGNING USING HTML, PHP AND MYSQL (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course covers the fundamentals of HTML and PHP for web development. Students will learn HTML tags for content structuring and essential PHP scripting concepts, including variables, conditional statements, and error handling. Additionally, they will explore form handling, loops, and MySQL database interactions using PHP. By the end, students will be equipped to create dynamic web applications and understand the essentials of web programming.

Course Outcome

CO1: Understand and apply HTML basics, including tags for structure, lists, images, hyperlinks, and tables.

CO2: Develop PHP scripts with variables, data types, conditional statements, and error handling techniques.

CO3: Utilize PHP for form handling, switch-case statements, loop structures, and working with arrays in MySQL database.

Unit-1
Teaching Hours:9
Unit-1
 

 

Basic HTML tags- HTML, HEAD, BODY, TITLE, Paragraphs, Headings, Line Breaks, Dividers- P, H1, …H6, BR, HR, Character Entity References- Quotes, ampersands, angle brackets, and non-breaking spaces Lists- OL, UL, DL, Formatting-URL and Paths, Images- IMG, Hyperlinks, Table-TABLE, TR, TD, TH, Form-FORM, INPUT, TEXTAREA, SELECT, OPTION, Frames-FRAMESET, FRAME

Unit-2
Teaching Hours:9
PHP Basic
 

Writing PHP scripts - Writing PHP scripts, learn about PHP code structure, how to write and execute a simple PHP script and to add comments within your code.

Variables and Data Types- Learn about Variables, values and Data Types in PHP: boolean, integer, float, string, array, object, Resource, null.

Numbers and mathematical Operators- Introducing Numbers and mathematical 0perators, some PHP functions for more complex operations with numbers.

PHP Strings- Working with strings, using simple and double quotes, escaping quotes and other characters, concatenating strings, some functions for strings.

 Constants- Introducing Constants, syntax for defining constants, differences between variables and defined constants.

PHP Error Handling and Debugging-Error Handling, debugging and trigger errors and how to adjust the level of error reporting, handling exceptions.

 

If ... Else conditionals, Comparative and Logical operators - Make PHP script takes decisions with If, Else, Elseif conditional statements. Compare two values with Comparative and Logical operators. The ternary operator.

Unit-3
Teaching Hours:9
Unit-3
 

Using HTML Forms - Using HTML Forms, PHP form handling, get data sent from form fields through GET and POST method, form validation.

$_GET, $_POST Variables - How to send data with get and post methods to a PHP script and access it with superglobal $_GET, $_POST variables.

Switch ... Case ... - PHP MySQL course - Switch ... Case ... conditional statement, switch with break and default instructions.

While Loops - Using While and Do Wile Loops. End the While loops with the break instruction. Syntax and examples.

For and For each Loops - Using for () and for each () Loops. End the "For" loops with the break instruction. Syntax and examples.

 

PHP Arrays - Creating Numeric (indexed) Arrays and Associative arrays. Accessing, modifying and traversing array elements.

Unit-4
Teaching Hours:9
Unit-4
 

PHP MySQL Introduction, Data Types - PHP MySQL Introduction, database structure, tables. MySQL naming rules, and column's data types.

PHP MySQL - INSERT INTO - Insert data in MySQL table, INSERT INTO query. Insert data from a form into a database.

 

PHP MySQL - SELECT, ORDER BY - Retrieve and display data from a MySQL table, SELECT SQL command. Determine the number of records. Sort query results with ORDER BY clause (ASC and DESC).

Unit-5
Teaching Hours:9
Unit-5
 

PHP MySQL - WHERE and LIKE - Selecting specific data from a database with the WHERE clause and Conditionals. Check for string matching with LIKE and NOT LIKE terms.

PHP MySQL – UPDATE - UPDATE query to edit / change existing records in MySQL table.

 

PHP MySQL – DELETE - The DELETE statement, used to entirely remove records from a database table.

Text Books And Reference Books:

[1] Powell, HTML & XHTM: The Complete Reference, 4th Edition, Tata McGraw-Hill Edition
[2] Steven Holzner, PHP: The Complete Reference, McGraw-Hill Higher Education, 2008


Essential Reading / Recommended Reading

 

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

Evaluation Pattern

CIA 50%

ESE 50%

CSC149 - INTRODUCTION TO DATA SCIENCE (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Introductory-level training will be given software and tools for solving data science problems.

This course is designed to provide the theoretical foundations of data science.

Standard problems in data science, such as pre-processing, classification, clustering, and visualization, will be addressed.

Practical sessions will provide demonstrations, training, and discussions on results and interpretation methods.

Course Outcome

CO1: Collect the data from various sources.

CO2: Understand the problem scenario.

CO3: Solve data science problems with appropriate tools.

CO4: Interpret the results through visualizations.

Unit-1
Teaching Hours:6
UNIT 1
 

Introduction – Concept data – types of data – sources of data – data sets – terminologies – pre-processing – classification – clustering – association rule mining – visualization – approaches – statistics – machine learning and soft computing.

Unit-2
Teaching Hours:6
Preprocessing & Data Transformation:
 

Data cleaning – handling missing values – errors and outliers

 

Unit-2
Teaching Hours:6
Classification
 

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

Unit-2
Teaching Hours:6
Data Transformation
 

Application of normalization methods – min-max method – 

Unit-3
Teaching Hours:6
Clustering
 

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

Unit-4
Teaching Hours:6
Post-processing
 

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

Unit-5
Teaching Hours:6
Tools for data science
 

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

Text Books And Reference Books:

1. Data Mining: Concepts and Techniques, Han, Kamber and Pei, 2013

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

Essential Reading / Recommended Reading

1. Data Mining and Analysis Fundamental Concepts and Algorithms, Zaki and  Meira, MK Publisher,  2014.

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

 

Evaluation Pattern

CIA 50%

ESE 50%

DMT141 - DANCE MOVEMENT THERAPY (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:2
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course description:

This course has been conceptualized in order to Understanding and exploring theory and practice as two sides of the same coin for academic 

excellence in Performing Arts. Benchmarking quality, understanding and exploring adaptability to situations and taking leadership tasks.

Maintaining emotional and aesthetics sensitivity in verbal and non-verbal communication

Course Outcome

CO1: To work on the body schema, body image and physical self-concept To examine the concept of creativity and imagination.

CO2: To understand and gain practical understanding about the human body expression through the Gross Motor Skills Development, the Global Motor Coordination Schemes according Bartenieff, the Effort/Shape system of movement analysis according Laban.

CO3: To gain the ability to express emotions To improved confidence and self-esteem

CO4: To analyse and to gain practical understanding about the concept of Dance: from ancient social function to performance, from performance to therapy. To learn how Dance Movement Therapy dances with life: instances of different social areas in which Dmt is practised.

Unit-1
Teaching Hours:20
Introduction on Dance Movement
 

  Definition of Dance and its history 

 Definition of creativity 

 History of Dance Movement Therapy theory 

 

To understand and to gain practical understanding about the human body expression 

the Gross Motor Skills Development,

the Global Motor Coordination Schemes according Bartenieff,  

the Effort/Shape system of movement analysis according Laban.

Unit-2
Teaching Hours:25
Practice
 

Explore the body: The warm –up in Dance Movement Therapy 

The social function of the dance 

Text Books And Reference Books:

Essential references: (in APA format)

- Bellia , V. (2020). A body among other bodies. Relational Expressive Dance Movement Therapy. Catania A&G

- Hackney, P. (1998). Making connections. Total body integration through Barrtenieff Fundamentals. Routledge, New York.

- Laban R. (1950). The mastery of movement on the stage. McDonald & Evans, London

- Laban R., Lawrence F.C. (1947). Effort. McDonald & Evans, London

- Schilder P., (1935) The image and appearance of the human body. Taylor & Francis

Essential Reading / Recommended Reading

Essential references: (in APA format)

- Bellia , V. (2020). A body among other bodies. Relational Expressive Dance Movement Therapy. Catania A&G

- Hackney, P. (1998). Making connections. Total body integration through Barrtenieff Fundamentals. Routledge, New 

- Schilder P., (1935) The image and appearance of the human body. Taylor & Francis

Evaluation Pattern

Evaluation patterns  - final assessment 100 marks

DSC142 - PYTHON PROGRAMMING FOR DATA SCIENCE (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course covers the programming paradigms associated with Python. It provides a comprehensive understanding of Python data types, functions and modules with a focus on modular programming.

Course Outcome

CO1: Understand and apply core programming concepts.

CO2: Demonstrate significant experience with python program development environment.

CO3: Design and implement fully-functional programs using commonly used modules and custom functions.

Unit-1
Teaching Hours:12
INTRODUCTION
 

INTRODUCING PYTHON

Introduction, Python Fundamentals, Features of Python, Components of a Python Program, Understanding the interpreter.

Python basics:

Identifiers, Basic Types, Operators, Precedence and Associativity, Decision Control Structures, Looping Structures, Console input, output.

Practical Exercises:

1.Implement Basic data types, Control structures and operators.

2.Exercise on console input and output.

Unit-2
Teaching Hours:18
Programming Fundamentals
 

PYTHON DATA TYPES

Strings,Lists:Accessingelements,Basic List operations, Built-in methods

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

Sets: Definition, Set Elements, Built-in methods, basic set operations, Mathematical Set operation, Variety of Sets.

Dictionaries: Defining a dictionary, accessing elements, basic operations, methods.

COMPREHENSIONS and FUNCTIONS

 Comprehensions:ListComprehensions, Set Comprehension, Dictionary Comprehension.

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

Recursive functions.Main module, built-in, custommodules, importing a module.

 

Practical Exercises:

    1. Implement Tuples

    2. Implement Dictionary

    3. Implement Set

    4.ImplementList, Set and Dictionary Comprehensions

    5.Implement Recursive function

 

Unit-3
Teaching Hours:15
Introduction to NUMPY AND PANDAS
 

NUMPY 

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

PANDAS

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

 

Text Books And Reference Books:

 

[1]Martin Brown, Python:The Complete Reference,     McGraw Hill Publications,4th Edition March 2018.

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

 

Essential Reading / Recommended Reading

[1]Reema Thareja ,Python Programming using problem solving Approach , Oxford University, Higher Education Oxford University Press, 2017

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

Evaluation Pattern

CIA 100%

ENG181-1 - ENGLISH (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 
  • To expose learners to a variety of texts to interact with
  • To help learners classify ideologies and be able to express the same
  • To expose learners to visual texts and its reading formulas
  • To help learners develop a taste to appreciate works of literature through the organization of language
  • To help develop critical thinking
  • To help learners appreciate literature and the language nuances that enhances its literary values
  • To help learners understand the relationship between the world around them and the text/literature
  • To help learners negotiate with content and infer meaning contextually
  • To help learners understand logical sequencing of content and process information

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

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

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

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

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

Course Outcome

CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes

CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class

CO3: Develop the ability to communicate both orally and in writing for various purposes

Unit-1
Teaching Hours:7
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
 
  • 1. The Happy Prince- Oscar Wilde
  • 2. Sonnet 18- William Shakespeare

Unit-1
Teaching Hours:7
Language
 

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

Unit-2
Teaching Hours:6
1. Why We Travel-Pico Iyer
 

 Why We Travel-Pico Iyer 

Unit-2
Teaching Hours:6
language
 

Sentence fragments, dangling modifiers, faulty parallelism,

Unit-3
Teaching Hours:4
1. Thinking Like a Mountain By Aldo Leopold
 

Thinking Like a Mountain  By Aldo Leopold

Unit-3
Teaching Hours:4
language
 

Note taking

Unit-4
Teaching Hours:5
Aarushi-Hemraj Murder Article
 

 

Aarushi-Hemraj Murder Article 

Unit-4
Teaching Hours:5
Language
 

Newspaper report

Unit-5
Teaching Hours:4
1. My Story- Nicole DeFreece
 

 

 My Story- Nicole DeFreece

 

Unit-5
Teaching Hours:4
Language
 

Essay writing

Unit-6
Teaching Hours:4
Language
 

Paraphrasing and interpretation skills

Unit-6
Teaching Hours:4
Casey at the Bat- Ernest Lawrence Thayer
 
  • Casey at the Bat-  Ernest Lawrence Thayer
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

EST141 - TRAVEL AND TRAVEL NARRATIVES (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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

 

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

Course Outcome

CO1: Students will be able to understand the history and development of travel literature

CO2: Students will be able to get an idea of Travel narratives in India

CO3: This will provide an introductory peek into the theory of Travel and Travel writing

CO4: Students will Will be able to critically and academically engage with travel writings

Unit-1
Teaching Hours:10
What is Travel ? A Basic introduction
 

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

Unit-2
Teaching Hours:15
Travel Writing: An Overview
 

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

Unit-3
Teaching Hours:10
Indian Travel Narratives
 

This module focuses on the evolution of Indian Travel Narratives.

Unit-4
Teaching Hours:10
Women and Travel Writing in India
 

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

Text Books And Reference Books:

Unit I: What is Travel – Basic introduction

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

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

Unit II: Travel Writing: An Overview

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

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

Unit III: Indian Travel Narratives

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

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

Unit IV: Women and Travel Writing in India

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

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

      

Essential Reading / Recommended Reading

1)    Pratt, Mary louis. 1992. Imperial Eyes, Travel Writing and Transculturation, London: Routledge.

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

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

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.

 

Evaluation Pattern

Examination and Assessment

Assessment Pattern    

 

20 (CIA 1)

20 (CIA 3)

50 (CIA 2)

50 (End Semester)

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

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

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

EST142 - READING SPORTS AND LITERATURE (2023 Batch)

Total Teaching Hours for Semester:3
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Reading Sports and Literature

Course Description: The Sports and Literature course aims to explore the relationship between sports and literature through the analysis of various literary works. By examining texts that center around sports themes, this course will delve into the cultural, social, and personal aspects of sports as portrayed in literature. Students will develop critical thinking, analytical, and communication skills as they engage with a diverse range of texts, including novels, short stories, poems, and essays. Through class discussions, readings, and written assignments, students will gain a deeper understanding of the literary representation of sports and its significance in society.

Course Objectives:

To analyze and interpret literary works that feature sports themes.

To examine the portrayal of sports in literature and its reflection of cultural and social values.

To explore the personal and psychological dimensions of sports as depicted in literature.

To develop critical thinking and analytical skills through textual analysis.

 

To enhance written and oral communication skills through class discussions and written assignments.

Course Outcome

CO1: To analyze and interpret literary works that feature sports themes.

CO2: To examine the portrayal of sports in literature and its reflection of cultural and social values.

CO3: To explore the personal and psychological dimensions of sports as depicted in literature.

CO4: To develop critical thinking and analytical skills through textual analysis.

CO5: To enhance written and oral communication skills through class discussions and written assignments.

Unit-1
Teaching Hours:8
Introduction to Sports and Literature
 

Defining the relationship between sports and literature

Historical perspectives on sports in literature

 

The role of sports in society and culture

Unit-2
Teaching Hours:8
The Heroic Athlete
 

 

Exploring the archetype of the hero in sports literature

Analysis of sports heroes and their portrayal in literary works

 

Themes of triumph, perseverance, and sacrifice

Unit-3
Teaching Hours:8
Gender and Sports
 

 

Gender representation in sports literature

Examination of gender roles and expectations in athletic contexts

 

Sports as a means of empowerment and resistance

Unit-4
Teaching Hours:8
Sports and Identity
 

 

Sports as a vehicle for personal and collective identity

Intersectionality and the portrayal of race, ethnicity, and class in sports literature

 

The relationship between sports and national identity

Unit-5
Teaching Hours:5
Sports and Coming-of-Age
 

 

Analysis of sports as a backdrop for personal growth and maturation

The challenges and conflicts faced by young athletes in literature

 

Themes of ambition, dreams, and disillusionment

Unit-6
Teaching Hours:8
Sports and Society
 

Unit 6: Sports and Society

Critical examination of the social issues depicted in sports literature

Sports as a reflection of broader societal dynamics

 

Ethics, values, and controversies in the world of sports

Text Books And Reference Books:
  1. "The Natural" by Bernard Malamud
  2. "Friday Night Lights" by H.G. Bissinger
  3. "The Art of Fielding" by Chad Harbach
  4. "Seabiscuit: An American Legend" by Laura Hillenbrand
  5. "The Contender" by Robert Lipsyte
  6. "The Loneliness of the Long-Distance Runner" by Alan Sillitoe
  7. "A Fan's Notes" by Frederick Exley
  8. "The Boys of Summer" by Roger Kahn
  9. "The Sportswriter" by Richard Ford
  10. "Open" by Andre Agassi
  11. "Fever Pitch" by Nick Hornby
  12. "The Crossover" by Kwame Alexander (young adult literature)
  13. "The Runner" by Cynthia Voigt (young adult literature)
  14. "The Absolutely True Diary of a Part-Time Indian" by Sherman Alexie (young adult literature)
  15. "The Fighter" by Michael Farris Smith
Essential Reading / Recommended Reading
  1. "The Boxer" by Joyce Carol Oates
  2. "The Runner" by Don DeLillo
  3. "Blindside" by Michael Lewis
  4. "The Tennis Partner" by Abraham Verghese
  5. "Basketball" by John Updike
  6. "The Chariot" by Ray Bradbury
  7. "The Trophy" by Alberto Alvaro Ríos
  8. "The Catch" by W.P. Kinsella
  9. "In the Ring" by Andre Dubus
  10. "Roller Derby Queen" by Margot Livesey
Evaluation Pattern

CIA 1-20

CIA 2- MSE 50

CIA 3- 30

ESE- 50

EST143 - STORYTELLING, GAMES AND ETHICS (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

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

 

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

Course Outcome

CO1: ? will be able to understand the narrative conventions of gaming, their uses and ideological effects

CO2: ?will evaluate how narrative choices reflect ethical contextualisation

CO3: ?will be able to analyse and evaluate contemporary social, cultural and political issues and perspectives reflected in games

Unit-1
Teaching Hours:10
Unit I: What is gaming ? Basic introduction
 

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

Unit-2
Teaching Hours:15
Unit II: Gaming, Society and Narration
 

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

Unit-3
Teaching Hours:15
Unit III: Games and Ethics
 

This unit is focussed on ethical framework of games.

 

Unit-4
Teaching Hours:5
Unit IV: Storyboard ? design a game (basic story line)
 

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

Text Books And Reference Books:

Unit I: What is gaming – Basic introduction                                                         (10 hours)

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

1.     Roberts, J. M., Arth, M. J., & Bush, R. R. (1959). Games in culture. American anthropologist61(4), 597-605.

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

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

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

https://coe-gamecult.org/

Reading: Shaw, A. (2010). What is video game culture? Cultural studies and game studies. Games and culture5(4), 403-424.

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

Case study: Hellblade: Senua’s Sacrifice

Unit III: Games and Ethics                                                                                      (15 hours)

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

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

Schrier, K. (2015). EPIC: A framework for using video games in ethics education. Journal of Moral Education44(4), 393-424.

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

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

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

1.     Workshop by gaming planner/designer

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

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

Essential Reading / Recommended Reading

Recommended readings:

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

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

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

Schrier, K. (2017). Designing role-playing video games for ethical thinking. Educational Technology Research and Development65(4), 831-868.

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

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

 

Evaluation Pattern

Examination and Assessment

Assessment Pattern    

20 (CIA 1)

20 (CIA 3)

50 (CIA 2)

50 (End Semester)

 

Evaluation Pattern

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

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

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

Consolidated marks will be sent after the final examination.

EST145 - POETICS , POLITICS AND PIVOTAL PEOPLE OF ROCK N ROLL (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Course Description

 

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

 

Course Objectives

 

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

Course Outcome

CO1: ? To critically appreciate characteristics and concerns of popular music

CO2: To read popular music as cultural artefact and socio-political entities

CO3: ? To regard popular music as the voice and identity of a generation and locate its historical trajectory

CO4: ? To engage with artists and performances as cultural texts

Unit-1
Teaching Hours:10
A brief history of Popular Music before the Beatles
 

Tin Pan Alley and song pluggers, World War II

Sheet Music

Swing and ragtime

Vaudeville

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

Nashville, Music Row, Elvis Presley

 

Unit-2
Teaching Hours:15
Birth of a Genre (From Gospel to Rock)
 

 Bill Haley 

Chuck Berry

  Buddy Holly   

Unit-3
Teaching Hours:15
Classic Rock and the British Invasion
 

The Beatles and Beatlemania

Establishing an aesthetic of Mod

  TV and bands 

The Rolling Stones  

Unit-4
Teaching Hours:15
Art Rock and the Album Era: Concept Albums and Album Art
 

 

Bands as Artists                                                                                                                 

Beatles / Sgt Pepper’s  

Pink Floyd /The Wall

The Who / Tommy

 

Unit-5
Teaching Hours:15
The Politics of Rock n Roll Folk rock: People power; Guerrilla Minstrels Folksong as Protest
 

 

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

Woody Guthrie

Bob Dylan

Joan Baez

Janis Joplin

Simon and Garfunkel

Jimi Hendrix

Pearl Jam

Riot bands

Text Books And Reference Books:

Whats that sound? An introduction to Rock and its history .

 

Jon CovachUniversity of Rochester

and the Eastman School of Music

Andrew Flory

Carleton College

 

W. W. NORTON AND COMPANY

NEW YORK • LONDON

fifth Edition

Essential Reading / Recommended Reading

Baugh, Bruce. “Prolegomena to Any Aesthetics of Rock Music”. The Journal of Aesthetics and Art Criticism, Vol. 51, No. 1 (Winter, 1993): 23-29. JSTOR. The American Society for Aesthetics. Web. 26Jul, 2016. < http://www.jstor.org/stable/431967>

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.

 

Evaluation Pattern

Assessment: (20 marks).

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

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

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

 

Archiving:

End Semester:

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

 

EST148 - THE OCEANS IN CINEMA: A BLUE HUMANITIES READING (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

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

Course Outcome

CO1: ? Appreciate and interpret the ocean in the light of Blue Humanities

CO2: ? Analyze and understand the changing relationships between societies and the ocean through the cinematic representations

CO3: ? Rethink and initiate action towards oceanic thinking and sustainability

Unit-1
Teaching Hours:12
Knowing the Ocean: Re-visiting History and Origins
 

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

 

·       Excerpts from Rachel Carson, The Sea Around Us

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

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

 

 

 

Unit-2
Teaching Hours:13
Mapping the Ocean: Reading through Blue Humanities
 

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

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

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

 

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

Unit-3
Teaching Hours:20
Seeing the Ocean: Re-viewing the ocean through cinema
 

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

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

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

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

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

 

 

Text Books And Reference Books:

Carson, Rachel. The Sea Around Us. Canongate, 2021

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

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

Essential Reading / Recommended Reading

·       Blum, Hester. “Introduction: Oceanic Studies.” Atlantic Studies, vol. 10, no. 2, June 2013, pp. 151–55. 

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

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

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

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

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

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

·       Mentz, Steve. Ocean. Bloomsbury Academic, 2020.

·       Mentz, Steve. Shipwreck Modernity: Ecologies of Globalization, 1550-1719. Univ. of Minnesota Press, 2016.

·       Raban, Jonathan, editor. The Oxford Book of the Sea. Oxford Univ. Press, 1993.

·       Roorda, Eric. The Ocean Reader: History, Culture, PoliticsDuke Univ. Press, 2020. 

·       Steinberg, Philip E. The Social Construction of the Ocean. Cambridge Univ. Press, 2001.

 

 

 

Evaluation Pattern

As the course is multidisciplinary, the assessments will be done periodically to gauge the student’s level of understanding and learning. Review writing, weaving together a scrapbook, review tests and photo essays will form part of the assessment.

 End semester evaluation will be based on students setting up an online archive. They shall create an online archive selecting topics and presenting them by blending texts, theory and research. The submission will also have a viva component.  

HIS141 - HISTORY AND CINEMA (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course attempts to map out the connection between history and cinema. It aims to look at how cinema can be treated as a visual text and a source for understanding history. 

Course Outcome

CO1: To enhance and deepen the understanding of history through cinema.

CO2: To enable the students to develop their understanding and awareness of the rich possibilities of cinema and its connection with history.

CO3: To enhance the analytical skills of students and develop an understanding of how cinema engages with socio-cultural and political concerns, by placing the cinema in their historical context and engage with the current debates and future challenges with cinema as a medium.

Unit-1
Teaching Hours:10
Unit 1
 

a)   History as a narrative – History and Truth Contested Notions –Ideology, Sources and Historian

b)   Multiple Identities and Histories – History as a point of reference – Issues of Legitimacy & Justification.

Unit-2
Teaching Hours:10
Unit 2
 

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

b)    Language of Cinema- Color – Angles – Movement

Unit-2
Teaching Hours:10
UNIT 2
 

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

b)    Language of Cinema- Color – Angles – Movement

Unit-3
Teaching Hours:10
Unit 3
 

a)     Between History and Cinema:  The problem of linear narratives and flash back – questions of authenticity – definition of authenticity.

b)    Cinema as a political, social and historical text.

Text Books And Reference Books:

Chapman, J. (2003). Cinemas of the World: Film and Society from 1895 to the Present. Reaktion Books.

Chapman, J., Glancy, M., & Harper, S. (Eds.). (2007). The new film history: sources, methods, approaches. Springer.

Ferro, M. (1988). Cinema and history. Wayne State University Press.

Chapman, J. (2005). Past and present: national identity and the British historical. London: IB Tauris.

Miskell, P. (2004). Historians and film. In Making History (pp. 253-264). Routledge.

Nowell-Smith, G. (Ed.). (1996). The Oxford history of world cinema. OUP Oxford.

Raghavendra, M. K. (2014). Seduced by the Familiar: Narration and Meaning in Indian Popular Cinema. Oxford University Press.

Essential Reading / Recommended Reading

Chapman, J. (2013). Cinema, propaganda and national identity: British film and the Second World War. In British Cinema, Past and Present (pp. 213-226). Routledge.

Miskell, P. (2005). Seduced by the silver screen: Film addicts, critics and cinema regulation in Britain in the 1930s and 1940s. Business History47(3), 433-448.

Sedgwick, J., Miskell, P., & Nicoli, M. (2019). The market for films in postwar Italy: Evidence for both national and regional patterns of taste. Enterprise & Society20(1), 199-228.

Raghavendra, M. K. (2011). Bipolar identity: Region, nation, and the Kannada language film. Oxford University Press.

Raghavendra, M. K. (2014). The Politics of Hindi Cinema in the New Millennium: Bollywood and the Anglophone Indian Nation.

Sanyal, D. (2021). MK Raghavendra, “Locating World Cinema: Interpretations of Film as Culture” (Bloomsbury Academic India, 2020).

 

Evaluation Pattern

CIA 1:  10 Marks            

CIA 2:  Mid Semester Examinations 25 Marks

CIA 3:  10 Marks

End semester examination: 50 Marks

Attendance: 5 Marks

LAW143 - LABOUR AND SOCIAL WELFARE (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

It is a solitary principle of industrial relations that a happy and content labourer is an indispensable asset for any employer. However, labourers have not received their due on account of historical wrongs, and in this era of a market economy, labourers do not seem to get the minimum standards of social security. As a result, industrial peace and harmony have remained a distant dream. Hence, constant efforts are being made by the governments to ameliorate the working conditions of labour in order to ensure minimum welfare for the workers.

Course Outcome

CO 1 : Explain the general concept of labour social welfare and also the constitutional foundation of the same

CO 2 : Analyse the role of the International Labour Organisation in the protection of Labour Welfare

CO 3 : Describe existing provisions relating to the working conditions of Labourers

CO 4 : Describe the legal provisions relating to the health, safety, and welfare conditions of the employees.

CO 5 : Analyze the legal provisions relating to Maternity benefits in workplaces

CO 6: Describe the legal provisions relating to and regulation of Contractual employment in India

Unit-1
Teaching Hours:9
INTRODUCTION
 

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

Unit-2
Teaching Hours:9
HEALTH, SAFETY AND WELFARE OF WORKERS
 

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

Unit-3
Teaching Hours:9
EMPLOYEES' INSURANCE
 

Introduction; Important definitions; ESI Corporation; Various benefits

Unit-4
Teaching Hours:9
MATERNITY BENEFIT
 

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

Unit-5
Teaching Hours:9
CONTRACT LABOUR
 

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

Text Books And Reference Books:

Industrial Jurisprudence: A Critical Commentary by Dr EM Rao., Lexis Nexis., Second Edition 2015 p. 14-21

Labour and Industrial Law by H.L.Kumar., Universal Law Publishing Co., 2 volumes 15th edition 2010.,p.2082-2125

P.L.Malik‟s Industrial Law 2 Volumes., Eastern Book Company., 23rd Edition 2011.,p.2398-2405 

Pai, G. B. Labour Law in India. New Delhi: Butterworth, 2001. Rao, E. M. Industrial Jurisprudence, New Delhi: LexisNexis (India), 2004.

Essential Reading / Recommended Reading

Industrial Jurisprudence: A Critical Commentary by Dr EM Rao., Lexis Nexis., Second Edition 2015 p. 14-21

Labour and Industrial Law by H.L.Kumar., Universal Law Publishing Co., 2 volumes 15th edition 2010.,p.2082-2125

P.L.Malik‟s Industrial Law 2 Volumes., Eastern Book Company., 23rd Edition 2011.,p.2398-2405 

Pai, G. B. Labour Law in India. New Delhi: Butterworth, 2001. Rao, E. M. Industrial Jurisprudence, New Delhi: LexisNexis (India), 2004.

Evaluation Pattern

Assessment outline: There are in all 3 components in the scheme of evaluation. Weightage for the components is indicated in percentage.

CIA I- Class Test carrying 25 marks

CIA II – Class Test carrying 25 marks

CIA III – Class Test carrying 50 marks

LAW144 - ENVIRONMENTAL LAW (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

The present decline in environmental quality calls for a stricter enforcement of laws relating to protection of environment. The objective of this course is to give an insight into various legislations that has been enacted in our country for protection of environment and also to create awareness among the citizens of the country about the duties cast on them under various legislations in relation to protection of environment.

 

Course Objectives:

  • To impart an in-depth knowledge of environmental legislations to students from diverse backgrounds.
  • To interpret, analyse and make a critique of the legislations and Case laws relating to environment
  • To provide a brief understanding of various developments that has taken place at international level to check various environmental harms.

Course Outcome

CO1: learn about environmental law

C02: make students environmentally conscious

Unit-1
Teaching Hours:5
INTRODUCTION
 

INTRODUCTION

Unit-2
Teaching Hours:5
INDIAN CONSTITUTION AND ENVIRONMENT
 

INDIAN CONSTITUTION AND ENVIRONMENT

Unit-3
Teaching Hours:5
JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL POLLUTION
 

JUDICIAL REMEDIES AND PROCEDURES AVAILABLE FOR ABATEMENT OF ENVIRONMENTAL POLLUTION

Unit-4
Teaching Hours:5
ENVIRONMENT (PROTECTION) ACT, 1986
 

ENVIRONMENT (PROTECTION) ACT, 1986

Unit-5
Teaching Hours:5
ENVIRONMENT (PROTECTION) ACT, 1986
 

ENVIRONMENT (PROTECTION) ACT, 1986

Unit-6
Teaching Hours:5
WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974
 

WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 1974

Unit-7
Teaching Hours:5
FORESTS AND CONSERVATION LAWS
 

FORESTS AND CONSERVATION LAWS

Unit-8
Teaching Hours:5
WILD LIFE PROTECTION AND THE LAW
 

 WILD LIFE PROTECTION AND THE LAW

Unit-9
Teaching Hours:5
INTERNATIONAL DEVELOPMENTS FOR PROTECTION OF ENVIRONMENT
 

INTERNATIONAL DEVELOPMENTS FOR PROTECTION OF ENVIRONMENT

Text Books And Reference Books:

MC Mehta Enviromental Law Book

Essential Reading / Recommended Reading

MC Mehta Enviromental Law Book

Evaluation Pattern

Class Discussion: 50 Marks

MCQ exam: 50 Marks

MAT003 - BRIDGE COURSE FOR DIFFERENTIAL CALCULUS (2023 Batch)

Total Teaching Hours for Semester:15
No of Lecture Hours/Week:5
Max Marks:50
Credits:0

Course Objectives/Course Description

 

This course aims to enable the students to bridge the gap between the knowledge of the topics studied earlier and the current course, Differential Calculus.

Course Outcome

CO1: To lay the foundations of the preliminaries of Differential Calculus.

CO2: Gain conceptual clarity on Sets, Relations and Functions.

CO3: Acquire problem-solving skills in differential calculus.

Unit-1
Teaching Hours:15
Limits, Continuity and Differentiability
 

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

Text Books And Reference Books:

G.B. Thomas, M.D.Weir and J. Hass, Thomas Calculus, 12th ed., Pearson Education India, 2015.

Essential Reading / Recommended Reading
  1. N. P. Bali, Differential Calculus, New ed. New Delhi, India: Laxmi Publications (P) Ltd., 2012.
  2. Ralph P. Grimaldi, Discrete and Combinatorial Mathematics – An applied introduction, Pearson Addison Wesley, 5th Edition, 2004.
Evaluation Pattern

Internal Assessment: 40%;

End Semester Examination: 60%

MAT101-1 - DIFFERENTIAL CALCULUS (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description:Calculus is a discipline of mathematics that studies limits, motion, and rates of change. Proficiency in calculus is vital for math students for a better understanding of the subject and the advancement of the field. This course offers a modern introduction to calculus with a conceptual knowledge of the underlying mathematical concepts as its primary objective.

Course objectives​: This course will help the learner to

COBJ1:  develop a solid understanding of the concepts in differential calculus such as limit, continuity and differentiability and their inter-relationships.

COBJ2to acquire the ability to think logically and precisely; understand, apply and generalise mathematical ideas.

COBJ3. recognize the appropriate tools of calculus to solve applied problems.

Course Outcome

CO1: understand limits, continuity, and derivatives of functions.

CO2: apply mean value theorems, Taylor series and optimality tests in practical problems.

CO3: demonstrate mastery of partial differentiation of functions of several variables and their applications to various fields.

CO4: employ the knowledge in differential calculus to tackle practical problems.

Unit-1
Teaching Hours:20
Limits, Continuity and Differentiability
 

Rates of change and tangent lines to curves, limit of a function and limit laws, the precise definition of a limit, one-sided limits, continuity, limits involving infinity; asymptotes of graphs, derivative at a point, derivative as a function, differentiation rules, derivative as a rate of change, rules of differentiation.

Unit-2
Teaching Hours:20
Application of Derivatives
 

Extreme values of functions on closed intervals, Rolle's theorem, mean value theorem, monotonic functions and the first derivative test, indeterminate forms, Taylor and Maclaurin series, curvature, and radius of curvature.

Unit-3
Teaching Hours:20
Partial Derivatives
 

Functions of several variables, limits and continuity in higher dimensions, partial derivatives, the chain rule, Jacobians, directional derivatives and gradient vectors, tangent planes and differentials, extreme values and saddle points, Lagrange multipliers, Taylor’s formula for two variables, partial derivatives with constrained variables.

Text Books And Reference Books:

G. B. Thomas, J. Hass, C. Heil, and M. D. Weir, Thomas’ Calculus, 14th ed. New Jersey, USA: Pearson Education, Inc., 2018.

Essential Reading / Recommended Reading
  1. H. Anton, I. Bivens, and S. Davis, Calculus: Early Transcendentals, 11th ed., New York, USA: Wiley, 2016.
  2. E. Mendelson, Schaum's Outlines Calculus, 6th Ed., USA: Mc. Graw Hill, 2021.
  3. N. P Bali, Differential Calculus, New Delhi: Laxmi Publications, 2019. 
  4. J. Stewart, Single Variable Essential Calculus: Early Transcendentals, 2nd Ed., Belmont, USA: Brooks/Cole Cengage Learning., 2013. 
  5. S. Narayanan, T. K. M. Pillay, Calculus, Reprint, S. Viswanathan Pvt. Ltd., India, 2009. (vol. I & II.).
  6. J. Edwards, An elementary treatise on the differential calculus: With applications and numerous examples, Reprint, Charleston, USA: Biblio Bazaar, 2010.
Evaluation Pattern
 

Component

Mode of Assessment

Parameters

Points

CIA I

MCQ,

Written Assignment,

Reference work, etc.,

Mastery of the core concepts

Problem solving skills

 

10

CIA II

Mid-semester Examination

Basic, conceptual and analytical knowledge of the subject

25

CIA III

Written Assignment, Project

Problem solving skills

10

Attendance

Attendance

Regularity and Punctuality

05

ESE

 

Basic, conceptual and analytical knowledge of the subject

50

Total

100

MAT161-1 - INTEGRAL CALCULUS (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Course Description: This course aims at enabling the students to know various principles, problem solving skills in integral calculus and enables the students in applying it in finding length of arcs, surface areas and volumes of solids of revolution, improper integrals.

Course Objectives​: This course will help the learner to

COBJ 1:understand the fundamentals of integration and definite integration.

COBJ 2:establish reduction formulae for the integration of various types of functions.

COBJ 3: understand and apply integration.

Course Outcome

CO1: Compute definite and indefinite integrals of algebraic, trigonometric, logarithmic and exponential functions using formulas and substitution.

CO2: Solve integration problems using basic techniques of integration, including integration by parts and partial fractions, improper integrals.

CO3: Evaluate multiple integrals and apply integrals theorems.

CO4: Appreciate the use of reduction formulae in solving problems.

CO5: Solve applied problems using integration.

Unit-1
Teaching Hours:15
Elements of Integral Calculus
 

Recapitulation of methods of integration and Definite Integral, Reduction Formulae: ∫sin𝑛𝑥 𝑑𝑥, ∫cos𝑛𝑥 𝑑𝑥, 0𝜋/2sin𝑛𝑥 𝑑𝑥, ∫sin𝑚𝑥 cos𝑛𝑥 𝑑𝑥, ∫tan𝑛𝑥 𝑑𝑥, ∫cot𝑛𝑥 𝑑𝑥 ∫sin𝑚𝑥 sin𝑛𝑥𝑑𝑥, ∫cos𝑚𝑥 cos𝑛𝑥𝑑𝑥, ∫ 𝑥𝑛𝑒𝑎x𝑑𝑥, ∫𝑥𝑚sin𝑛𝑥𝑑𝑥, ∫𝑥𝑚cos𝑛𝑥𝑑𝑥, ∫(𝑥2+𝑦2)−𝑛 𝑑𝑥, ∫𝑥𝑚(𝑎+𝑏𝑥𝑛)𝑝 𝑑𝑥 , ∫(𝑎2+𝑥2)𝑛/2𝑑𝑥 and related examples– Leibnitz rule for differentiation under integral sign.

Unit-2
Teaching Hours:15
Line and Multiple Integrals
 

Line Integrals, double integrals, triple integrals, and integral theorems (Only statements).

Unit-3
Teaching Hours:15
Applications of Integral Calculus
 

Application of Integral Calculus: Length of arcs – Surface areas and Volumes of solids of revolutions for standard curves in Cartesian and Polar forms, Improper Integrals – beta and gamma functions – properties – relation between beta and gamma functions.

Text Books And Reference Books:
  1. S. Narayanan and T. K. M. Pillay, Calculus, Reprint, India: S. Viswanathan Pvt. Ltd., 2009. (vol.I and II.)
  2. G. B. Thomas, J. Hass, C. Heil and M. D. Weir, Thomas’ Calculus, 14th Ed., New Jersey, USA: Pearson Education, Inc., 2018.
Essential Reading / Recommended Reading

1. J. Stewart, Single Variable Essential Calculus: Early Transcendentals, 2nd ed.: Belmont, USA: BROOKS/COLE Cengage Learning, 2013.

2.    S. Narayan, Integral Calculus, 10th revised ed. New Delhi: S. Chand and Company Ltd., 2005.

3.    G. K. Ranganath, Text book of B.Sc., Mathematics, Revised ed.,  New Delhi, India: S Chand and Co., 2013.

4.    F. Ayres and E. Mendelson, Schaum's Outline of Calculus, 6th ed. USA: Mc. Graw Hill., 2013.

5.    N. P. Bali, Integral Calculus, 11th ed. New Delhi, India: Laxmi Publications (P) Ltd.., 2011.

6.    D. Bhardwaj, Integral Calculus made easy, 1st ed. NewDelhi: Laxmi Publications (P) Ltd., 2006.

7.    M. Spivak, Calculus, 3rd ed., Cambridge University Press, 2006.

8.    T.M. Apostol, Calculus vol-1, 2nd ed., Wiley India Pvt. Ltd., 2011.

9. T.M. Apostol, Calculus vol-2, 2nd ed., Wiley India Pvt. Ltd., 2007.

Evaluation Pattern

The course is evaluated based on continuous internal assessments (CIA). The parameters for evaluation under each component and the mode of assessment are given below.

Component

Mode of Assessment

Parameters

Points

CIA I

Written Assignment,

Reference work, etc.,

Mastery of the core concepts

Problem solving skills

 

10

CIA II

Mid-semester Examination

Basic, conceptual and analytical knowledge of the subject

25

CIA III

Written Assignment

Problem solving skills

10

Attendance

Attendance

Regularity and Punctuality

05

 

 

Total

50

MED144 - HARRY POTTER AND CONTEMPORARY ISSUES (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

This course will provide students the opportunity to apply a variety of interdisciplinary approaches on popular young adult narratives. Students will be exposed to the real -world culture and physical environment that produced, shaped, and continues to inform the Harry Potter series, giving students greater insight into the importance of textual awareness and analysis.

Course Outcome

CO1: Explore the socio-cultural, historical, and technological perspectives behind Harry Potter phenomenon.

CO2: Develop critical thinking skills

Unit-1
Teaching Hours:15
History of wizards in cinema
 

History of wizards in cinema – P L Travers, Disney era, rise of Nanny McPhee, Arrival of Harry potter in bookstores, narrative development of book 1 – Harry Potter and the Sorcerer’s Stone, Deconstruction of characters, significance of four houses, potions, beasts and spells.

Unit-2
Teaching Hours:15
Hogwarts a world class school
 

Hogwarts a world class school – dynamics of homework, relationship, bullying, teachers, team spirits and opponents, wizards and other, Debates on Morality, Technology and Media in Potter world, Privacy concerns with magical objects, Cultural Hegemony, Case Study on Snape and Dumbledore

Unit-3
Teaching Hours:10
Sociological perspective
 

Sociological perspective – idea of home, community, clan and society, class struggle and dynamics, Aurora and Azkaban, Representation of Gender, Idea of family and institution, construction of power structures

Unit-4
Teaching Hours:5
Film Screening
 

Screening of First and Last Harry Potter films

Text Books And Reference Books:

Harry Potter and Sorcerer’s Stone, J. K. Rowling (ISBN 978-0590353427)

Harry Potter and the Chamber of Secrets, J. K. Rowling (ISBN 978-0439064873)

Harry Potter and the Prisoner of Azkaban, J. K. Rowling (ISBN 978-0439136365)

Harry Potter and the Goblet of Fire, J. K. Rowling (ISBN 978-0439139601)

Harry Potter and the Order of the Phoenix, J. K. Rowling (ISBN 978-0439358071)

Harry Potter and the Half-Blood Prince, J. K. Rowling (ISBN 978-0439785969)

Harry Potter and the Deathly Hallows, J. K. Rowling (ISBN 978-0545139700)

Essential Reading / Recommended Reading

 

Whited, L A & Grimes, K. (2015). Critical Insights: The Harry Potter Series. Salem Books.

Bell, C E (2018). Inside the World of Harry Potter: Critical Essays on the Books and Films.McFarland Publishers.

Evaluation Pattern

Assignments will be done through Google Classroom

CIA -1 – Class Test– 20 marks

CIA 2 –  – 50 marks

CIA 3 – Group Assignment – 20 marks

End Semester - Project – 50 marks

MED146 - PUBLIC SPEAKING (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Public Speaking is an essential skill in the twenty first century that offers a lot of benefits for thos excel in it. Thise who have the gift of the gab are bound to interact with people with a lot of confidence and exert influence on how others respond. It boosts the chances of anyone to build their professional profile. Apart from these obvious positives in the personal and interpersonal spheres, those with Public Speaking skills are often seen as potential leaders. This course on Public Speaking aims to provide a solid conceptual foundation and a lot of opportunities for the participants to build their public speaking skills and excel at different levels.  

Course Outcome

CO1: The student will be able to demonstrate one's capacity to positively manage stage fright.

CO2: The student will be able to organise the content of one's speech strategically.

CO3: The student will be able to speak confidently and employ different mechanisms to create an impact on the audience.

Unit-1
Teaching Hours:15
Public Speaking - Basics
 

Why Public Speaking?

Sample Public Speeches

Understanding the Psychological and Physiological states while speaking  

Overcoming Stage Fright

Understanding context, objectives and the audience

Unit-2
Teaching Hours:15
Manner of speaking
 

In this unit, the students will learn how to speak.

Voice and delivery: Volume, texture, pauses, pace, variance

Body language: Gestures, postures, movement

Stage Presence: Using the mike,  the podium and the rostrum; positioning, spatial interactions

 

Unit-3
Teaching Hours:15
Matter of speaking
 

Organisation: Beginning, middle and ending

Working on the desired impact

Practice and feedback

Text Books And Reference Books:

Gallo, C. (2017). Talk like TED. Pan Books.

Acker, M. (2019). Speak with no fear: Go from a Nervous, Nauseated, and Sweaty Speaker to an Excited, Energized, and Passionate Presenter. Advance, Coaching and Consulting.

Essential Reading / Recommended Reading

Gallo, C. (2017). Talk like TED. Pan Books.

Acker, M. (2019). Speak with no fear: Go from a Nervous, Nauseated, and Sweaty Speaker to an Excited, Energized, and Passionate Presenter. Advance, Coaching and Consulting.

Evaluation Pattern

 Evaluation 1: One-minute self introduction

Evaluation 2: three-minute speech on one's chosen topic

Evaluation 3: five-minute speech on a given topic

 

PHY001 - BRIDGE COURSE IN PHYSICS (2023 Batch)

Total Teaching Hours for Semester:15
No of Lecture Hours/Week:2
Max Marks:50
Credits:0

Course Objectives/Course Description

 

This course is an introduction to some of the basic understanding in physics required in the first year of the undergraduate programme. One module of the course will be an introduction to the mathematical tools that is essential in understanding physics. The second module will cover basics of mechanics, thermodynamics, and electromagnetism.

Course Outcome

CO1: Understand the basic physical aspects of logarithms, trigonometry, and calculus, and solve real world physical problems using these mathematical tools.

CO2: Students will also be able to apply the basics of mechanics in higher level concepts in these areas.

Unit-1
Teaching Hours:10
Mathematical tools in Physics
 

Trigonometry: Basics of trigonometry, physical interpretation of the ratios, unit circle interpretation, graphs, identities, understanding the physical meaning of the identities and nature of the graphs, problem solving.

Logarithms: Natural and common log, inverse log and Euler’s number, physical phenomenon, human perception, and logarithm, problem solving.

 

Calculus: Physical origin of calculus, arriving at differential and integral formulae from graphical and physical basis, understanding the physical meaning of differentiation and integration, maxima and minima, problem solving. 

Unit-2
Teaching Hours:5
Fundamentals of mechanics
 

Vectors: Scalars and vectors, basics of vectors, vector algebra.

 

Mechanics: Kinematic equations, Newton’s laws of motion, conservation laws, angular momentum, Torque.

Text Books And Reference Books:

J. Nearing, Mathematical Tools for Physics, University of Miami Press, 2003

D. Halliday, J. Walker, R. Resnick, Fundamentals of Physics, Wiley India Pvt Ltd (6th Edition), 2006

Essential Reading / Recommended Reading

K.F. Riley, M.P. Hobson, S.J. Bence, Mathematical Methods for Physics and Engineering, Cambridge University Press, 2006

 

M. L. Boas, Mathematical Methods in the Physical Sciences, John Wiley, 2005

Evaluation Pattern

There will be pre and post-assessment of the bridge course. The post-assessment will be out of 50 and the student will be deemed pass or fail. 

PHY101-1 - MECHANICS (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course aims to provide a thorough knowledge of the basic mechanics, such as kinematics, gravitation, work, energy, oscillations, properties of matter and solving problems on related topics, which develop the students' critical and analytical thinking skills.

Course Outcome

CO1: Understand and conceptualize the forces acting on static and dynamic systems.

CO2: Solve problems related to the central force field and gravitation.

CO3: Analyze oscillatory motion, and evaluate simple harmonic motion. Understand the elastic properties and apply them to different materials.

Unit-1
Teaching Hours:15
Conservation of momentum and energy and fluid properties
 

Vector analysis: Review of vector algebra (Scalar and Vector product), applications for scalar and vector products, Vector derivatives, 1st order and second-order differential equations. Gradient, divergence, Curl and their significance, Vector Integration, Line, surface and volume integrals of Vector fields, Gauss divergence theorem and Stoke's theorem of vectors (statement only).

Conservation of momentum and energy: Review of Newton’s laws of motion - Conservative and non-conservative forces, Dynamics of a system of particles., Definition of centre of mass, centre of mass of two particles, group of particles. Conservation of momentum and energy, work–energy theorem and proof for the case of a falling body under gravity, the motion of rockets- equation of motion of space vehicle. Rotational motion: Angular velocity and angular momentum, torque, conservation of angular momentum.

Fluid properties: Surface tension - synclastic and anti-synclastic surface, excess of pressure, application to spherical and cylindrical drops and bubbles, variation of surface tension with temperature - Jaeger's method, drop weight method. Viscosity: Viscosity - Rate flow of liquid in a capillary tube - Poiseuille’s formula - Determination of coefficient of viscosity of a liquid - Stoke's method, variation of viscosity of a liquid with temperature. 

Unit-2
Teaching Hours:15
Gravitation and oscillations
 

Gravitations: Newton’s law of gravitation. Motion of a particle in a central force field (general equation of motion in a plane, prove that angular momentum is conserved, areal velocity is constant). Kepler’s laws (qualitative). Satellite in circular orbit and applications. Geosynchronous orbits. Weightlessness. Basic idea of global positioning system (GPS).

Oscillations: Simple harmonic motion – simple pendulum: derivation of frequency of oscillation and total energy. Differential equation of SHM and its solutions. Kinetic and potential energy, total energy and their time averages. Damped oscillations.

Unit-3
Teaching Hours:15
Elasticity
 

Elasticity: Hooke’s law - Stress-strain diagram - Elastic moduli-Relation between elastic constants - Poisson’s Ratio-Expression for Poisson’s ratio in terms of elastic constants - Work done in stretching and work done in twisting a wire - Twisting couple on a cylinder - Determination of rigidity modulus by static torsion, torsion pendulum - Determination of Rigidity modulus and moment of inertia – Derivation for q, η and σ by Searle’s method.

Text Books And Reference Books:
  1. Kittel C. (1965). Mechanics Berkeley Physics Course, New Delhi: Tata Mcgraw Hill.
  2. Adler C. G. (1987). Does Mass Really Depend on Velocity? American Journal of Physics, 55(8), 739-743.
  3. Halliday D., Resnick R. and Walker J. (2016). Principles of Physics Extended, International Student Version, New Delhi: Wiley India Pvt. Ltd.
Essential Reading / Recommended Reading
  1. Reese R. L. (2003). University Physics, Brooks Pacific Grove, CA: Brooks/Cole Pub. Co.
Evaluation Pattern

Continuous Internal Assessment (CIA) 50%,   End Semester Examination (ESE) 50%

 

 

Component

Schedule

Duration

Marks

Marks reduced to

CIA I

Assignment/test/group task/presentation

Before Mid

Semester

Exam

(MSE)

 

20

10

CIA II

Mid-Semester Test (MST)

Centralised

2 hours

50

 

25

CIA III

Assignment/test/group task/presentation

After MST

 

20

 

10

Attendance

75 – 79: 1 mark, 80 – 84: 2 marks, 85 – 89: 3 marks, 90 – 94: 4 marks, 95 – 100: 5 marks

 

05

ESE

Centralised

3 hours

100

 

50

 

Total

 

100

PHY111-1 - MECHANICS LAB (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

The mechanics-related experiments included in this course enable the students to understand the theory better and develop application skills in a practical situations.

Course Outcome

CO1: Understand the theory and apply it to different mechanical systems.

CO2: Acquire basic skills in constructing the experimental design effectively.

Unit-1
Teaching Hours:30
List of experiments
 

1. Length or diameter of an object using a vernier calliper, screw gauge and travelling microscope.

2. Moment of inertia of a flywheel.

3. Elastic constants of a wire by Searle’s method.

4. Acceleration due to gravity (g) by bar pendulum.

5. Acceleration due to gravity (g) and velocity of a freely falling body using digital timing technique.

6. Surface and interfacial tension between kerosene and water.

7. Coefficient of viscosity of a given liquid by Stoke’s method.

8. Modulus of rigidity of a wire by dynamic method.

9. Modulus of rigidity of a rod by the static method.

10. Verification of the law of conservation of energy.

11. To study the motion of a spring and calculate the spring constant and value of g.

Text Books And Reference Books:
  1. Worsnop B. L. and Flint H. T. (2005). Advanced Practical Physics (3rd ed.), New Delhi: Prentice Hall of India.
  2. Nelkon M. and Ogborn J. M. (1985). Advanced Level Physics Practicals (4th ed.), Portsmouth, NH: Heinemann Educational Publishers.
Essential Reading / Recommended Reading
  1. Panigrahi S. and Mallick B. (2015). Engineering Practical Physics, New Delhi: Cengage Learning India Pvt Ltd.
  2. Prakash I. and Krishna R. (2011). A Textbook of Practical Physics, Mumbai: Kitab Mahal Publisher.
Evaluation Pattern

Continuous Internal Assessment (CIA) 50%,   End Semester Examination (ESE) 50%

 

Component

Duration

Marks

CIA

Class work, Pre-lab assessment, MSE

 

25

ESE

Experiment and viva voce

3 hours

 

25

 

 

Total

50

 

 

 

Each student should complete a minimum of 75 per cent of the allotted experiments to be eligible to attend practical ESE. The fair record of each experiment is to be attested by the lab faculty in charge in the same week.  

PHY161-1 - BASIC ELECTRONICS (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This skill enhancement course on basic electronics includes the fundamental concepts in Electronic devices and circuits. This paper also gives an opportunity to the students to  learn the basic procedure in the designing of electronic circuits and also troubleshooting methods. In order to enable students to have an experience of electronics circuit design, the simulator tools are introduced in the course. The course also discusses e-waste and its hazards to sensitize the students as a part of societal engagement.

Course Outcome

CO1: Understand the basics of electronic devices, functioning of electronic circuits and basic instruments.

CO2: Apply the principles of electronic circuits to describe the applications of electronic systems

CO3: Analyze the circuits and solve numerical problems.

Unit-1
Teaching Hours:15
Fundamentals of electronics
 

Introduction, Major sectors of electronics industry and common applications, Electronic components, DC and AC voltage sources, ideal and practical representations and description. Electrical safety measures. Passive Components - Resistors, types, colour code, numerical examples on resistive circuits, Capacitors, principle, types, Inductor, principle, types. Active components - diode, Zener diode, construction, working and characteristics. Transistor, types, construction, operating modes and characteristics. Data sheet reference for the electrical specifications of the transistors. 

Unit-2
Teaching Hours:15
Applications of semiconductor devices
 

Semiconductor diode as rectifier, halfwave and fullwave circuits, waveforms, applications. Filter circuits, need for filters, types, circuit diagram and description with waveforms. Zener diode as voltage regulator, DC power supply block diagram. Practical applications. Transistor as an electronic switch, circuit diagram, analysis of its working. Transistor as an amplifier, single stage amplifier, description, expressions for voltage gain, basic design procedure for the voltage gain, power amplifiers, types and applications (qualitative). Hands on with simulators (online/offline) to build and test the circuits with passive and active devices.

Unit-3
Teaching Hours:15
Electronic measuring instruments
 

Multimeter, need for multimeter, types - analog and digital, measurement options, Cathode Ray Oscilloscope - basic principle, simplified block diagram, working, applications. Digital Oscilloscope (mention only). Signal generator, basic principle, simplified block diagram, working, applications. Electronic waste - brief description, qualitative discussion of hazards of e-waste, the materials responsible, management of e-waste, Indian and global current scenario of e-waste and its management.

Text Books And Reference Books:

[1]. Malvino A. P. (2011). Principles of Electronics (7th ed.), New Delhi: Tata McGraw Hill.

[2]. Mehta V. K. (2014). Principles of Electronics (11th ed.), New Delhi: S. Chand & Co.

[3]. Darr J. and Horn D. T. (2000). How to Test Almost Everything Electronic, New York:McGraw-Hill Inc.

Essential Reading / Recommended Reading

[4]. Frenzel Jr. L. E. (2010). Electronics Explained: The New Systems Approach to Learning Electronics, New York,Newnes.

Evaluation Pattern

No.

Components

Marks

CIA 1

Assignment/Test

10

CIA2

Mid Semester Exam

25

CIA 3

Quiz, online test, presentation, minor project

10

Attendance

 

05

ESE

 

50

Total

100

POL141 - DEMOCRACY AND ETHICAL VALUES (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:2

Course Objectives/Course Description

 

This course has been conceptualized to introduce and discuss the moral foundations of democracy in principle, and democratic institutions, in particular. The students are initiated to various types of moral discourses in political philosophy. Further, this course looks at the development of democracy, in the global as well as the national realm. Democracy as an ideal gets fructified in the form of a government, which in turn is based on the principles of justice, freedom, equality, and fraternity. Ethics acts as the premise on which a successful democracy rests.

Course Outcome

CO1: By the end of the course the learner should be able to: Demonstrate civic and political consciousness

CO2: To have a dedicated and empathetic band of students who would act as agents of change in society.

Unit-1
Teaching Hours:10
DEMOCRACY AND ETHICS: AN INTRODUCTION
 
  1. Democracy
    1. Conceptual development of Democracy
    2. Principles of Democracy: Freedom, Equality and Fraternity
  2. Ethics
    1. Concept of Values, Morals and Ethics
  3. Democracy vis-a-vis Ethics
    1. Government by Consent
    2. Constitutional Government and Rule of Law
    3. Democracy and Human Rights
Unit-1
Teaching Hours:10
DEMOCRACY AND ETHICS: AN INTRODUCTION
 
  1. Democracy
    1. Conceptual development of Democracy
    2. Principles of Democracy: Freedom, Equality and Fraternity
  2. Ethics
    1. Concept of Values, Morals and Ethics
  3. Democracy vis-a-vis Ethics
    1. Government by Consent
    2. Constitutional Government and Rule of Law
    3. Democracy and Human Rights
Unit-2
Teaching Hours:10
PERSPECTIVES ON ETHICS
 
  1. Western Thought
    1. Duty Ethic
    2. Utilitarianism
  2. Indian Thought                                                                  

a.     Hindu Tradition: Dharma and Karma, Purusharthas

b.     Buddhist Tradition: Four Noble Truths and Eight-fold Path

c.     Indian syncretic traditions-Ashoka, Kabir and Akbar

Unit-2
Teaching Hours:10
PERSPECTIVES ON ETHICS
 
  1. Western Thought
    1. Duty Ethic
    2. Utilitarianism
  2. Indian Thought                                                                  

a.     Hindu Tradition: Dharma and Karma, Purusharthas

b.     Buddhist Tradition: Four Noble Truths and Eight-fold Path

c.     Indian syncretic traditions-Ashoka, Kabir and Akbar

Unit-3
Teaching Hours:10
CHALLENGES TO INDIAN DEMOCRACY
 
  1. Institutional
    1. Free and fair elections
    2. Ethical Code of Conduct for Politicians
    3. Character record of members of the legislature
    4. Ethical use of majority in parliament
    5. Avoidance of ‘floor crossing’ and defection
    6. Alliance of political parties to form brittle governments
    7. Independence of judiciary and media
    8. Safeguard national history and avoid distortion
    9. Political neutrality in educational institutions.
    10. Judicious allocation of central funds to states
    11. Freedom of Press
  2. Citizen Centric
    1. Free speech and Expression
    2. Right to dissent
    3. Preventive detention and Sedition 
Unit-3
Teaching Hours:10
CHALLENGES TO INDIAN DEMOCRACY
 
  1. Institutional
    1. Free and fair elections
    2. Ethical Code of Conduct for Politicians
    3. Character record of members of the legislature
    4. Ethical use of majority in parliament
    5. Avoidance of ‘floor crossing’ and defection
    6. Alliance of political parties to form brittle governments
    7. Independence of judiciary and media
    8. Safeguard national history and avoid distortion
    9. Political neutrality in educational institutions.
    10. Judicious allocation of central funds to states
    11. Freedom of Press
  2. Citizen Centric
    1. Free speech and Expression
    2. Right to dissent
    3. Preventive detention and Sedition 
Text Books And Reference Books:
  1. Christiano, Thomas, ed., Philosophy and Democracy, Oxford: Oxford University Press, 2002.
  2. Dewey, John, “Philosophy and Democracy” [1919] and “The Ethics of Democracy” [1888] in The Political Writings, ed. D. Morris, I. Shapiro, Indianapolis: Hackett, 1993.
  3. Finnis, John. Fundamentals of Ethics. Oxford: Clarendon Press, 1983.
  4. Gandhi, M. K. An Autobiography or The Story of My Experiments with Truth. Ahmedabad: Navajivan Mudranalaya, 1927.
  5. Granville, Austin, The Indian Constitution: Cornerstone of a Nation. New Delhi: Oxford University Press, 2000.
  6. Jain, Subhash, The Constitution of India: Select Issues and Perceptions. New Delhi: Taxmann, 2000.
  7. Walzer, Michael, “Philosophy and Democracy”, Political Theory, Vol.9, No.3, 1981, 379-399.
Essential Reading / Recommended Reading

 

  1. Locke, John, Second Treatise on Civil Government, (1690), ed. C. B. MacPherson, Indianapolis, IN: Hackett, 1980.
  2. Kant, Immanuel. Foundations of the Metaphysics of Morals. trans. Lewis White Beck, Indianapolis: Bobbs-Merril, 1959.
  3. Kant, Immanuel, Critique of Practical Reason, trans. Lewis White Beck, Indianapolis: Bobbs-Merril, 1956.
  4. Machiavelli, The Prince [1513], ed. Q. Skinner, Cambridge, Cambridge University Press, 1988.
  5. Plato, The Republic, revised/trans. by Desmond Lee, Harmondsworth, UK: Penguin Books, 1974.
  6. Rawls, John, Political Liberalism, New York: Columbia University Press, 1996
  1. Sandel, Michael (ed.), Justice—A Reader, Oxford University Press, 2007.
  2. Singer, Peter, Democracy and Disobedience, Oxford: Oxford University Press, 1973.

 

Evaluation Pattern

CIA 1-25

CIA 2-25

CIA 3-50

POL142 - SCIENCE, TECHNOLOGY AND INNOVATION IN INTERNATIONAL RELATIONS (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

The main objectives of the course are to:

      Present an overview of the major concepts, debates, and historical facets of STI in IR.

      Create a foundation for the students to pursue further research in various aspects of STI in IR, and provide a systemic understanding of its impact on the economy, politics, culture, society, and foreign relations of India and other countries.

Providing an academic understanding in the current context of emerging technologies, its impact and influences in the society, as well as create avenues for interdisciplinary understanding and research.

Course Outcome

CO1: - Understand the nature, scope and significance of STI in International Relations (IR). - Understand the concepts, ideas, and debates in Science, Technology and Innovation vis-a-vis International Relations.

CO2: - Learn to use conceptual tools to understand new developments which of Science, Technology and Innovation in International Relations. - Analyze the major theories/approaches of Science, Technol-ogy and Innovation. - Develop a critical perspective on the major international regimes/ issues in STI in International Relations.

CO3: - Develop a thorough understanding on the scientific, technological and innovation-related process in major powers and national economies, especially India. - Explore the ways and Science, Technology and Innovation issues confronted by the world from a foreign policy perspective.

Unit-1
Teaching Hours:6
Introduction
 

Science, Technology and Innovation (STI) in International Relations;

History and Evolution of STI in International Relations;

STI and Globalization;

STI and Diplomacy;

State, non-State actors and Stakeholders;

STI and International Institutions;

International Scientific Relations (ISR)

Unit-2
Teaching Hours:6
Basic Concepts and Theories:
 

Digital Westphalia,

Technonationalism,

Cyberspace and related facets of sovereignty, warfare, security, espionage, terrorism, and crime;

Data sovereignty, Technocolonialism; Digital imperialism,

Security v Privacy debate,

STI and Sustainable Development Goals (SDGs)

Unit-3
Teaching Hours:6
Global STI Landscape
 

History and Evolution of Global STI Landscape;

Fourth Industrial Revolution;

Knowledge Economy;

STI and Human Capital;

International Political Economy of STI

Unit-4
Teaching Hours:6
India:
 

India’s STI Policies: history, evolution, implementation and challenges;

Spin-offs: civilian, military;

Research and Development (R&D);

Political Economy of India’s STI Ecosystem;

Institutions and Organisations

Unit-5
Teaching Hours:6
Case Studies:
 

STI landscape in countries: Emergent Technologies and Institutions, Internet of Things; Artificial Intelligence; Big Data; Blockchain

Text Books And Reference Books:

Aghion, P., David, P.A. and Foray, D. (2008). Science, Technology and Innovation for Economic Growth: Linking Policy Research and Practice in 'Stig Systems'. Research Policy 38(4): 681-693.

Del Canto Viterale, F. (2021). International Scientific Relations: Science, Technology and Innovation in the International System of the 21st Century. Anthem Press.

Ogburn, W.F. (1949). Technology and international relations. Chicago: The University of Chicago Press.

Colglazier, E.W. and Montgomery, K. (2022). Opportunities and Challenges for Science Diplomacy. Science & Diplomacy.

Hieronymi, O. (1987). Technology and International Relations. London: Palgrave Macmillan.

Leijten, J. Innovation policy and international relations: directions for EU diplomacy. Eur J Futures Res 7, 4 (2019).

M. Mayer, M. Carpes, & R. Knoblich. (eds.). (2014). The Global Politics of Science and Technology - Vol. 1. Springer Berlin, Heidelberg.

Ruffini, P.-B. (2017). Science and Diplomacy: A New Dimension of International Relations. Paris: Springer International Publishing AG.

 

Klein, U. (2020). Technoscience in History: Prussia, 1750-1850. MIT: The MIT Press.

McIlwain, C.H. (1933). A Fragment on Sovereignty. Political Science Quarterly, Vol. 48(1), pp. 94-106.

Negroponte, N. (1995). Being Digital. Hodder and Stoughton: Great Britain.

Reghunadhan, R. (2022). Cyber Technological Paradigms and Threat Landscape in India. First Edition., Palgrave Macmillan, Springer Singapore, ISBN: 978-981-1691-27-0.

Office of the United States Trade Representative (USTR). (2017a). Findings of The Investigation into China’s Acts, Policies, and Practices Related to Technology Transfer, Intellectual Property, and Innovation Under Section 301 of The Trade Act of 1974. https://ustr.gov/sites/default/files/Section%20301%20FINAL.PDF: 3-18 

Schmidt, J.C. (2021). Philosophy of Interdisciplinarity: Studies in Science, Society and Sustainability. History and Philosophy of Technoscience. Oxford: Routledge.

Schultz, T.W. (1961). Investment in Human Capital. The American Economic Review 51(1): 1-17.

Trencher, G. (2018). Towards the smart city 2.0: Empirical evidence of using smartness as a tool for tackling social challenges, Technological Forecasting and Social Change 142: 117-128.

Suttmeier, R.P., Cao, C. and Simon, D.F. (2006). China’s Innovation Challenge and the Remaking of the Chinese Academy of Sciences. Innovations: Technology, Governance, Globalization 1(3d): 78-97.

Landes, D. (2006). Why Europe and the West? Why Not China? The Journal of Economic Perspectives 20(2): 3-22.

M. Z. Taylor. (2016). The Politics of Innovation: Why Some Countries Are Better Than Others at Science and Technology. Oxford: Oxford University Press

Villa-Henriksen, A., Edwards, G.T.C., Pesonen, L.A., Green, O. and Sørensen, C.A.G. (2020). Internet of Things in arable farming: implementation, applications, challenges and potential. Biosys. Eng. 191: 60–84

Zhang, W. (2019). Constitutional Governance in India and China and Its Impact on National Innovation. In Liu, K-C. and Racheria, U. (eds.). Innovation, Economic Development, and Intellectual Property in India and China. ARCIALA Series on Intellectual Assets and Law in Asia. Springer Singapore: Singapore: 39-67.

Department of Science and Technology (DST). (2020). Science, Technology, and Innovation Policy. Government of India. https://dst.gov.in/sites/default/files/STIP_Doc_1.4_Dec2020.pdf

Reghunadhan, R. (2022). Cyber Technological Paradigms and Threat Landscape in India. First Edition., Palgrave Macmillan, Springer Singapore, ISBN: 978-981-1691-27-0.

Kharbanda and Ashok Jain. (eds.). Science and Technology Strategies: for Development in India and China. New Delhi: Har-Anand Publications Pvt Ltd: 93-134.

P.K. Pattnaik et al. (eds). IoT and Analytics for Agriculture, Volume 3. Studies in Big Data, vol 99, Singapore: Springer, pp. 201-225, ISBN: 978-981-16-6210-2.

Krishnan Saravanan et al. (eds.). Handbook of Research on Blockchain Technology, London: Academic Press (Elsevier), pp. 1-34, ISBN: 9780128198162.

 

Essential Reading / Recommended Reading

 

Department of Science and Technology (DST). (2020). Science, Technology, and Innovation Policy. Government of India. https://dst.gov.in/sites/default/files/STIP_Doc_1.4_Dec2020.pdf

Reghunadhan, R. (2022). Cyber Technological Paradigms and Threat Landscape in India. First Edition., Palgrave Macmillan, Springer Singapore, ISBN: 978-981-1691-27-0.

Kharbanda and Ashok Jain. (eds.). Science and Technology Strategies: for Development in India and China. New Delhi: Har-Anand Publications Pvt Ltd: 93-134.

 

Evaluation Pattern

Written analyses in about 800-1500 words submitted 

Multiple Choice Questions (MCQs) covering wide range of facets that focus on knowledge, skill and attitude of the student and their understanding on the topic.

 Subjective type question(s): Understanding the emerging complexities and dynamics in the region

Application of the understanding to the situation

Solutions to the problems given

POL143 - SUBALTERN STUDIES: NARRATIVES OF THE COMMUNITIES (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Subaltern Studies emerged as an intellectual project to counter the elitism prevailing in dominant historical narratives. This project aimed at giving voice to the people’s autonomous agency and struggles against the dominant forces. They offered a new outlook to narratives of Peasant, Adivasi and Woman’s movements in history. Over time, subaltern perspective was adopted to understand several issues concerning India and it still holds significant relevance in shedding light on contemporary issues. This course aims to introduce the students to subaltern studies and cultivate a new standpoint to understand and interpret the world.

Course Outcome

CO 1: Demonstrate knowledge about subaltern studies, its foundations, relevance methodology, and critique

CO 2: Analyse various narratives of communities, avenues of their struggles against the dominance

CO 3: Develop a sensibility to view the world from a subaltern perspective

Unit-1
Teaching Hours:6
Introduction to Subaltern Studies
 

Foundation of Subaltern Studies Collective, Ranajit Guha, Need of subaltern studies, Resources, Subaltern life narratives

Unit-2
Teaching Hours:6
Communities Countering the Dominance
 

State and subaltern citizens, Dominance without Hegemony, Peasant rebellions, Dalit and Adivasi Assertion, Indian Nationalism, Women’s question and the emergence of counter narratives

Unit-3
Teaching Hours:6
Contemporary Avenues of subaltern struggles
 

Cricket and caste, Environmental movements, political and social mobilization of marginalized classes, public theatre and reclaiming dignity

Unit-4
Teaching Hours:6
Subaltern Narratives in Film, Fiction and Folklore
 

-       Films: Laggan, Karnan, and The Discreet Charm of the Savarnas

-       Fiction: Subaltern in Mahasweta Devi’s stories (Jamunabati’s Mother, and Mother of 1084)

-       Folklore: Folktales from India, “So Many Words, So many sounds”: An Interview

-       People’s Archive of Rural India

Unit-5
Teaching Hours:6
Critiquing the subaltern studies
 

- Exploring the Relevance and Irrelevance of subaltern studies

- Adding new locations? Or After subaltern studies?

Text Books And Reference Books:

 Guha, R. (1982). Preface. In R. Guha (Ed.), Subaltern Studies I (pp. vii–viii). Oxford University Press

Guha, R. (1982). On Some Aspects of the Historiography of Colonial India. In R. Guha (Ed.), Subaltern Studies I (pp. 1–8). Oxford University Press.

Kumar, R. (2021). Police Matters: The Everyday State and Caste Politics in South India, 1900–1975. Cornell University Press.

Guha, R. (2005). ‘The Moral that can be Safely Drawn from the Hindus’ Magnificent Victory’: Cricket, Caste and the Palwankar Brothers. In J. H. Mills (Ed.), Subaltern Sports: Politics and Sport in South Asia (pp. 83–106). Anthem Press.

        Ahuja, A. (2019). Mobilizing the Marginalized. Oxford University Press.

       Chatterjee, P. (2012). After subaltern studies. In Economic and Political Weekly (Vol. 47, Issue 35).

       Ramanujan, A. K. (2009). Folktales From India. Penguin India.

 

Essential Reading / Recommended Reading

Bhadra, G. (1983). Two Frontier Uprisings in Mughal India. In R. Guha (Ed.), SS II (pp. 43–59). Oxford University Press.

Berg, D. E. (2021).Casteism and the Tsundur Atrocity. In Dynamics of Caste and Law (pp. 127–149). Cambridge University Press.

Chemmencheri, S. R. (2015). State, social policy and subaltern citizens in adivasi India. Citizenship Studies, 19(3–4), 436–449.

Das, A. N. (1983). Agrarian Change from Above and Below: Bihar 1947-78. In Ranajit Guha (Ed.), SS II (pp. 180–227). Oxford University Press.

Devi, M. (2005). Jamunabati’s Mother. In In the Name of the Mother. Seagull Books.

Devi, M. (2008). Mother of 1084. Seagull Books.

Guha, R. (1995). Review: Subaltern and Bhadralok Studies. Economic and Political Weekly, 30(33), 2056–2058.

Guha, R. (1996). The Small Voice of History. In  Amin & Chakrabarty (Ed.), SS IX (pp. 1–12). Oxford University Press.

“So Many Words, So many sounds”: An Interview. (2004). In Romtha. Seagull Books.

Evaluation Pattern

CIA I-25 Marks

CIA II-25 Marks

CIA III-50 Marks

PSY155 - PSYCHOLOGY OF GENDER (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This course has been conceptualized to help learners in delving into the conversation between gender and psychology. Through the lens of socio-historico location of an individual an attempt will be made to locate gender, cognize the spaces of performing, reproducing and perpetuating gender. Looking through psychological and feminist theoretical lenses, the course will analyze the connection of the psychology of gender to the discourse of power and socio-political economical structures. Learners are encouraged to evaluate and envision possible new grounds for a better world, considering the changing cultural diversity in the present Indian society, therefore, reinforcing them to approach gendered issues through cultural, social constructionist and post-structuralist lens to analyze its implications.

Course Outcome

1: Examine the accounts of the production, reproduction and perpetuation of gendered and sexual identities, spaces and subjectivities and related psychological concepts.

2: Discuss gender roles and intersectional nature of identity in everyday life and experience, using psychological, feminist and post-feminist lenses.

3: Demonstrate psychological literacy and problem-solving abilities by suggesting possible counters to the critical gendered issues in personal, interpersonal, social, emotional, cultural, political and professional domains in a multicultural context

Unit-1
Teaching Hours:15
Introduction
 

Describing the spectrum and gender-diverse identities. 

Classical 

psychoanalytic theories on masculinity and 

feminity, analyses 

through feminist, queer and trans readings of psychoanalytic 

theories. 

Feminist theories 

Male gender role stress Gender and space - 

secondarity, 

performativity, 

multiplicity, trans 

community and mental health. 

Body, identity and 

subjectivity - 

psychological and 

philosophical readIngs

Unit-1
Teaching Hours:15
Unit 1
 

Describing the spectrum and gender-diverse identities. Classical psychoanalytic theories on masculinity and feminity, are Analyses through feminist, queer and trans readings of psychoanalytic theories. Feminist theories Male gender role stress Gender and space - secondarity, performativity, multiplicity, trans-community and mental health. Body, identity and subjectivity - psychological and philosophical readings

Unit-2
Teaching Hours:15
Theories
 

Queer and trans theories, Political Economy of Sex Gender and life-space- psychology, feminism, architecture, history & philosophy.

Gender and Bodies; Gender and Violence; Gender and Media

Gender and Work; Gender and Parenthood; Gender and Mental Health

Gender and Indian Law: LGBTQIA+ RightS

Unit-2
Teaching Hours:15
Unit 2
 

Queer and trans theories, Political Economy of Sex; Gender and life-space psychology, feminism, architecture, history & philosophy. Gender and Bodies; Gender and Violence; Gender and Media; Gender and Work; Gender and Parenthood; Gender and Mental Health; Gender and Indian Law: LGBTQIA+ Rights

Unit-3
Teaching Hours:15
Project Work
 

Project-work: 

Examine various sites of the performance and perpetuation of gender and Gendered 

discrimination– 

Through field work, that shows its 

Production in everyday spaces and at the 

Intersections of social, cultural, politcal  Location marked 

Discourses of gender.

Unit-3
Teaching Hours:15
Unit 3
 

Project-work: Examine various sites of the performance and perpetuation of gender and Gendered discrimination– Through fieldwork,

that shows its Production in everyday spaces and at the Intersections of social, cultural, political. Location marked. Discourses of gender

Text Books And Reference Books:

RUDMAN, L. A. (2021). Social Psychology of gender: How Power and Intimacy Shape Gender Relations (2nd ed.). GUILFORD.

Matlin, M. (2011). Potential Problems and Biases in Current Research in The Psychology of Women (pp. 20-27). Nelson Education.

Fine, C. (2010). Delusions of gender: How our minds, society, and neurosexism create difference. WW Norton & Company.

Matlin, M. (2011).The Psychology of Women. Nelson Education.

Essential Reading / Recommended Reading

Webb, D. (2023). LGBTQ rights in India. AEA Randomized Controlled Trials. https://doi.org/10.1257/rct.10953-1.0

Irigaray(1995)-The Question of the Other Foucault(1976)-The Will to Knowledge: History of Sexuality (Vol 1)

Kristeva (1980) - Powers of Horror: An Essay on Abjection; Tans. (1992) by L. S. Roudiez.

Gayle (1975). “The Traffic in Women: Notes on a Political Economy of Sex.” In Rayna R. Reiter (ed.), Toward an Anthropology of Women. Monthly Review Press. pp. 157--210

(1975)

Stryker (2004) - Transgender Studies: Queer Theories Evil Twin.

Nagoshi et al. (2010)- Transgender Theories: Embodying Research & Practice Fieldwork and Project-based learning

Evaluation Pattern

Assessment Outline: 

 

CIA 1 and CIA 2 is a 20 mark assignment 

CIA 3 is a 50 mark complex assignment

PSY156 - PSYCHOLOGY OF RELATIONSHIPS (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description: Understanding close relationships is among the central goals of social psychology. Close relationships range from family ties to friendships to romantic and sexual relationships. Our main purpose will be on learning about the life cycle of adult intimate (i.e., romantic) relationships, ranging from stages of initial attraction and relationship initiation to growth and maintenance of the relationship, and in some cases, dissolution. Although other close relationships such as close friendships, family, and work relationships will also be addressed and integrated into the course, they will be of secondary importance. Class meetings will consist mainly of facilitated discussions and student-led presentations on topics such as the biological bases of attraction and love, commitment and interdependence, relationship cognition, attachment, communication, sexuality, relational interaction patterns, relationship satisfaction, and the social context of relationships (e.g., the influence of others) conflict, relationship dissolution, and relationship maintenance.

CO1: Understand the major concepts and models of interpersonal relationships.

CO2: Evaluate the different types of relationships and their impact on one's life.

CO3: Use strategies to enhance everyday life challenges and sustain effective relationships

Course Outcome

CO1: Understand the major concepts and models of interpersonal relationships.

CO2: Evaluate the different types of relationships and their impact on one's life.

C03: Use strategies to enhance everyday life challenges and sustain effective relationships

Unit-1
Teaching Hours:15
Understand the major concepts and models of interpersonal relationships.
 

Introduction to key theories and concepts in relationship psychology (attachment theory, social exchange theory, equity theory, interdependence theory, etc.), theories of attraction (evolutionary, social, and cognitive perspectives), historical perspectives on the study of relationships, Ethical considerations in relationships.

Unit-2
Teaching Hours:15
Evaluate the different types of relationships and their impact on one's life.
 

Different types of relationship: childhood relationship (parent, teacher, caregiver), adult relationship, friendship and workplace relationships, emerging trends in relationships such as virtual relationship, long distance relationship, cohabitation, post- divorce relationship, friendships and social networks – benefits, types and maintenance. Social media and its influence on relationship formation and maintenance

Unit-3
Teaching Hours:15
Use strategies to enhance everyday life challenges and sustain effective relationships
 

Effective communication strategies,

Active listening skills and empathetic communication,

Conflict resolution techniques and managing relationship disagreements, developing self-awareness, empathy, emotional intelligence, and applying psychological principles to real-life relationship scenarios.

Text Books And Reference Books:

Baron, R.A., Byrne, D. & Bhardwaj, G. (2010). Social Psychology (12th Ed.). New Delhi: Pearson.

Miller, Chapter 1: The Building Blocks of Relationships Reis, H. T. (2012).

A history of relationship research in social psychology. In A.W. Kruglanski & W Stroebe (Eds.), Handbook of the history of social psychology (pp. 213- 232). New York: Psychology Press.

Essential Reading / Recommended Reading

Graziano, W. G., & Bruce, J. W. (2008). Attraction and the initiation of relationships: A review of the empirical literature. In S. Sprecher, A. Wenzel, & J. Harvey (Eds), Handbook of relationship initiation, pp. 269-295. New York: Psychology Press.

Cameron, J. J., Stinson, D. A., & Wood, J. V. (2013). The bold and the bashful: Selfesteem, gender, and relationship initiation. Social Psychological and Personality Science, 4, 685-692. https://doi.org/10.10 02/9780470939338

Finkel, E.J., Eastwick, P.W., Karney, B.R., Reis, H. T., & Sprecher, S. (2012). Online dating: A critical analysis from the perspective of psychological science. Psychological Science in the Public Interest, 13, 3– 66.

Emery, L. F., Muise, A., Dix, E. L., & Le, B. (2014). Can you tell that I’m in a relationship? Attachment and relationship visibility on Facebook. Personality and Social Psychology Bulletin, 40, 1466–1479.

Vanden Abeele, M., Schouten, A. P., & Antheunis, M. L. (2017). Personal, editable, and always accessible: An affordance approach to the relationship between adolescents’ mobile messaging behavior and their friendship quality. Journal of Social and Personal Relationships.

Sbarra, D. A., & Beck, C. J. A. (2013). Divorce and close relationships: Findings, themes, and future directions. In J. A. Simpson & L. Campbell (Eds.), The Oxford handbook of close relationships (pp. 795-822). Oxford, UK: Oxford University Press. Lewandowski, G. W., Aron, A., Bassis, S. & Kunak, J. (2006). Losing a selfexpanding relationship: Implications for the selfconcept. Personal Relationships, 13, 317-331

Evaluation Pattern

CIA 1:Individual assignment – Video presentations

The students are required to make individual video presentations on the basis of the topics that will be given to them. Submission will be based on one of the different topics through a Video PPT (The feature is available in PPT software) Topics: Example: theories of relationship psychology; theories of attraction Number of Slides: Maximum 9 slides (excluding the Title slide) Duration: 3 minutes

Test details: ● Total Marks: 20 marks ● Date of Submission: 31st August

Evaluation Criteria:  Organization of the content  Quality of the information  Research citations   Creativity   Personal Learnings 

CIA 2: Group Presentation (with viva)

This is a group assignment and the groups will be divided into groups of five. The faculty in charge will be giving each group a movie (based on relationships). Each group will be given one movie/short film to watch and a week long time shall be given for the same. In the following Thursday, 2 hours shall be given to the group to prepare a presentation (5 Slides in 5 Minutes) on the basis of guiding questions and will have to present the same in 5 mins in the next class. Individually group members shall answer facilitator’s questions. Post the presentation each member of the group will write a reflective note on their experience working on the topics and submit the same on moodle. Students can be creative in making their ppts and adding audio-visuals etc but should be able to cover within the specified time limit. PPT submission pre presentation mandatory and individual reflective notes submission post presentation is mandatory. The presentation might primarily include :  Different types of relationships portrayed in the film  Their own perception as to whether the relationships has been portrayed accurately in the film or not.  Conflict resolution strategies in relationships that were used in the film vs what they would have used.

Details: Total marks: 20 ● Date of Allotment of their Movie/Documentary: 12th September ● Date of Group Discussion/Planning: 21st September ● Date of Presentation – 28th September 

Evaluation Criteria:

Pre- Presentation: ● 1. Timely Submission 

Individual contribution: ● a. Organization and Flow of the content ● b. Relevance of the content  ● c. Reference 

Presentation: ● 3. Delivery and presentation of information  ● 4. Organization of the slides  5. Group effort and team spirit  6. Time Management  7. Q & A (one question to per person) 

Post Presentation 8. Depth of Individual Reflections / Learnings

CIA 3: In class written exam

This will be an in class written exam. It will consist of two parts – Part A and Part B. Part-A is for a total of 30 marks. Part A will consist of five 10-mark questions. Out of five, students will answer three questions (each question carries ten marks). Part - B is for 20 marks. It is a compulsory case study that the students need to answer. There is no choice. Total marks: 50 marks Date of examination: 26th October An Assessment scheme will be created for the paper

PSY157 - SCIENCE OF WELLBEING (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This multidisciplinary course will focus on those aspects that help individuals thrive. The course sheds its light on well-being and its components and also clears all the misconceptions revolving around it. The students will be exposed to certain theories, concepts and practice procedures of well-being and its components. This programme will help the students to reflect on their life experiences on these dimensions and to know how to improve them and flourish in their life. 

Course Outcome

CO1: Explain the concept of well-being and its components

CO2: Analyze the role of happiness and emotions in enhancing well-being using relevant theories

CO3: Apply various concepts of well-being on the life experiences of students

Unit-1
Teaching Hours:10
Well-being
 

Well-being - components of well-being: subjective happiness and life satisfaction

Unit-1
Teaching Hours:10
Well-being - components of well-being
 

subjective happiness and life satisfaction

Unit-2
Teaching Hours:10
Happiness & Emotion
 

Happiness - Definition, Significance Misconceptions, types and interventions  Emotion - types, emotion regulation

Unit-2
Teaching Hours:10
Happiness
 

Definition, Significance Misconceptions, types and interventions Emotion - types, emotion regulation

Unit-3
Teaching Hours:10
Mindfulness- components
 

Mindfulness- components: gratitude, forgiveness, kindness-compassion

Unit-3
Teaching Hours:25
Mindfulness components
 

Gratitude, forgiveness, kindness-compassion

Text Books And Reference Books:

·       Carr, A. (2004). Positive Psychology. New York: Routldge.

·       Hupper, F. A., Baylis, N., & Keverne, B. (2005). The science of well-being. Oxford Scholarship.

·       Hupper, F. A., Baylis, N., & Keverne, B. (2005). The science of well-being. Oxford Scholarship.

·       Ivtzan, I. & Lomas, T.(Ed.) (2016) Mindfulness in Positive Psychology. New York: Routldge.

·       Kabat-Zinn, J. (2012). Mindfulness for beginners: reclaiming the present moment—and your life. Boulder, CO, Sounds True.

·       Linley, P. A., & Joseph, S. (Eds.). (2004). Positive psychology in practice. John Wiley & Sons, Inc.. https://doi.org/10.10 02/9780470939338

 

·       Maddux, J. E. (2018). Subjective Wellbeing and Life Satisfaction. New York: Routldge.

 

Essential Reading / Recommended Reading

.

Evaluation Pattern

 

 

CIA1

CIA2

CIA3

Class attendance & Participation

20 marks

20 marks

50 marks

10

PSY158 - STRESS MANAGEMENT (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Stress is a common word used today in everyday walks of life. This course is designed to enable students to understand the nature of stress and stressors at theoretical and Practical level. to understand the impact of stress on health and wellbeing and To analyse the maladaptive and adaptive coping strategies in developing a self-plan to manage stress effectively in a life long process.

Course Outcome

CO1: Explain the nature of stress, long-term effects and illnesses that can result from stressors at physiological, Psychological and behavioural levels

CO2: Evaluate personal stressors at various domains of life

CO3: Use various stress management techniques to achieve and maintain well-being.

Unit-1
Teaching Hours:15
Understanding the Meaning and Nature of Stress
 

Explain the nature of stress, long-term effects and illnesses that  can result  from stressors at physiological, Psychological and behavioural levels

Unit-1
Teaching Hours:15
Understanding the Meaning and Nature of Stress: (15 hours)
 

Types and Sources of Stress,

Theories and Models of Stress,

Stressors at the workplace,

Stressors unique to age and gender.

Stress and Health: Life style diseases Psychological - Irritability, Depression,

 

Anxiety, Eating disorders, Insomnia

 

Behavioural - Maladaptive, risky

behaviours.

related to stress –

Cardiovascular Disorder, Allergies,

Digestive System Disorder, Recurrent

 

Head ache and Cancer.

Unit-2
Teaching Hours:10
Coping Strategies
 

Evaluate personal stressors at various domains of life

Unit-2
Teaching Hours:10
Coping Strategies (10 hours) Styles of Coping
 

Maladaptive Coping Behaviors,

Maladaptive Cognitive Coping - addiction, abuse, violence, irrational thought process.

Individual differences in Coping

Adaptive Coping

Assessment of stress and wellbeing;

self-reflection

Unit-3
Teaching Hours:20
Stress Management Approaches
 

Use various stress management techniquesto achieve and maintain well-being.

Unit-3
Teaching Hours:20
Stress Management Approaches (20 hrs)
 

Breathing Exercise;

Systematic Desensitization;

Progressive Muscle Relaxation Techniques;

Meditation;

Mindfulness, yoga.

Care of the Self:

Nutrition and Other Lifestyle Issues

Develop a personal stress management plan;

suggest stress

management

techniques for various

contexts like academic,

workplace etc

Text Books And Reference Books:

Health Psychology by Taylor; Control your Stress by Piperopoulus Dutta, P,K, (2010) Stress management Himalaya, Himalaya Publishing House Baron .L & Feist.J (2000) Health Psychology 4th edition, USA Brooks/Cole

 

Essential Reading / Recommended Reading

The Stress Management Handbook by Selhub Olpin, M. & Hesson, M. (2015). Stress Management for Life:

 

A Research-Based Experiential Approach. 4th edition. Wadsworth Publishing. Cooper,C,& Palmer,S, (2000)Conquer Your tress, London: Institute of personal development Universities Press. Dutta, P,K, (2010) Stress management Himalaya, Himalaya Publishing House. Lee, K. (2014). Reset: Make the Most of Your Stress: Your 24-7 Plan for Well-being. Universe Publishing.

Evaluation Pattern

CIA 1

CIA 2

CIA 3

Attn+CP

20 marks

20 marks

50 marks

10 marks

PSY159 - PSYCHOLOGY OF LEADERSHIP (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This multidisciplinary course examines the concept of leadership and the psychological and social processes that characterize leadership. We will explore the qualities of effective leadership and the role of situational factors that make some forms of leadership more effective than others. We will explore paradox and complexity in discussions of leadership and will explore the dynamics of identity and power in the unfolding of leadership. In this course, students will not only learn about leadership in traditional ways, such as readings and discussion, but will explore their personal leadership style and plan their goals for personal leadership growth.

Course Objectives:

- To understand and differentiate leadership models, styles, and functions.

- To enhance learners’ knowledge about leading and sustaining diverse teams under diverse circumstances.

- To develop a personal leadership plan using leadership models.

Course Outcome

CO1: Understand and differentiate leadership models, styles, and functions.

CO2: Enhance learners? knowledge about leading and sustaining diverse teams under diverse circumstances.

CO3: Develop a personal leadership plan using leadership models.

Unit-1
Teaching Hours:15
Understanding Leadership
 

Introduction, Functions of a leader, Models, and theories of leadership, Styles in leadership, and Qualities of effective leadership.

Unit-2
Teaching Hours:15
Factors Influencing Leadership
 

Leadership and Power, Leadership and Gender, Leadership and Personality, Leadership and EQ, Leadership and Morals. Leadership and Decision making.

Unit-3
Teaching Hours:15
Personal Leadership Development
 

Personal leadership development models, self analysis and strength mapping, goal setting models.

Text Books And Reference Books:

Haslam, S. A., Reicher, S. D. & Platow, M. J. (2020): The New Psychology of Leadership: Identity, Influence and Power. Routledge

Barling, J. (2014). Science of leadership. Oxford: Oxford University Press.

Rowe, W. G., & Guerrero, L. (2016). Cases in leadership (4th ed.). Sage.

Essential Reading / Recommended Reading

Kotter, J.P. (2012). Leading Change. Harvard Business Review

Northouse, P.G. (2022). Leadership Theory and Practice. ISE Sage.

Evaluation Pattern

CIA1 will be an individual assignment. 

CIA2 will be a group assignment with individual components for evaluation.  

CIA3 will be a written exam for 2 hours and 50 Marks. CIA3 will have Section- A and Section - B.

Section A (Essay questions). 10 Marks X 3 Questions=30 Marks 

Section B (Case study). 20 Marks x 1Q= 20 Marks

SOC141 - WOMEN'S ISSUES (2023 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:50
Credits:3

Course Objectives/Course Description

 

Course Description: This course aims at enabling the student to study and understand the problems and issues relating to women in Indian society in the context of wider social forces. This course will sensitize students on the issues of subjugation of and oppression prevalent against women in Indian society and enhance their understanding of the various social problems that women face in the society.

Course objectives :

●        To introduce the students to social issues relating to women

●        To explore gender relations from an interdisciplinary perspective 

Course Outcome

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Unit-1
Teaching Hours:10
Unit I: Sociological Understanding of Social Problem with a Gender Perspective
 
  1. Conceptualization of a social problem                                         
  2. Structural and functional perspective, cultural roots, and critical analysis of social issues under power, ideology, and hegemony.
  3.  Understanding Gender and subjugation of gender.
Unit-1
Teaching Hours:10
Unit I: Sociological Understanding of Social Problem with a Gender Perspective
 
  1. Conceptualization of a social problem                                         
  2. Structural and functional perspective, cultural roots, and critical analysis of social issues under power, ideology, and hegemony.
  3.  Understanding Gender and subjugation of gender.