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1 Semester - 2024 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BBA141A | DIGITAL FINANCE | Multidisciplinary Courses | 3 | 3 | 50 |
BBA141B | MARKETING AND SELLING SKILLS | Multidisciplinary Courses | 3 | 3 | 100 |
BBA141D | TALENT MANAGEMENT | Multidisciplinary Courses | 3 | 3 | 50 |
BBA141F | SUSTAINABILITY?AND GREEN MARKETING | Multidisciplinary Courses | 3 | 3 | 50 |
CHE141B | NUTRICHEM | Multidisciplinary Courses | 3 | 3 | 100 |
COM141 | FUNDAMENTALS OF ACCOUNTING | Multidisciplinary Courses | 3 | 3 | 100 |
COM142 | BRAND MANAGEMENT | Multidisciplinary Courses | 3 | 3 | 100 |
COM143 | ENTREPRENEURSHIP DEVELOPMENT AND SMALL BUSINESS MANAGEMENT | Multidisciplinary Courses | 45 | 3 | 100 |
COM144 | FINANCIAL LITERACY | Multidisciplinary Courses | 3 | 3 | 100 |
COM145 | CREATIVE ADVERTISEMENT | Multidisciplinary Courses | 3 | 3 | 100 |
COM146 | INTRODUCTION TO EXCEL FOR MANAGERS | Multidisciplinary Courses | 3 | 3 | 100 |
CSC001-1 | FUNDAMENTALS OF COMPUTERS AND PROGRAMMING | Bridge Courses | 2 | 0 | 0 |
CSC101-1 | DIGITAL COMPUTER FUNDAMENTALS AND C PROGRAMMING | Major Core Courses-I | 5 | 4 | 100 |
CSC161-1 | WEB APPLICATION DEVELOPMENT | Skill Enhancement Courses | 3 | 3 | 100 |
CSC162-1 | DATA ANALYSIS USING SPREADSHEET | Skill Enhancement Courses | 4 | 3 | 100 |
DMT141 | DANCE MOVEMENT THERAPY | Multidisciplinary Courses | 3 | 3 | 100 |
ECO143 | DEMOCRACY AND ECONOMY | Multidisciplinary Courses | 3 | 3 | 50 |
ECO144 | GLOBALISATION AND DEVELOPMENT | Multidisciplinary Courses | 3 | 3 | 50 |
ECO145 | ECOLOGY AND DEVELOPMENT | Multidisciplinary Courses | 3 | 3 | 100 |
ENG181-1 | ENGLISH | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
EST144 | DESIGN THINKING AND SOCIAL ENTREPRENEURSHIP | Multidisciplinary Courses | 45 | 3 | 100 |
EST149 | HERITAGE LANGUAGES AND MULTILINGUALISM | Multidisciplinary Courses | 3 | 3 | 50 |
LAW141 | CYBER LAW | Multidisciplinary Courses | 4 | 3 | 100 |
MAT003 | BRIDGE COURSE FOR DIFFERENTIAL CALCULUS | Bridge Courses | 3 | 0 | 50 |
MAT101-1 | DIFFERENTIAL CALCULUS | Major Core Courses-I | 4 | 4 | 100 |
MAT141 | FOUNDATIONS OF MATHEMATICS | Multidisciplinary Courses | 3 | 3 | 100 |
MED145 | SOCIAL MEDIA | Multidisciplinary Courses | 3 | 3 | 100 |
PHY143 | JOURNEY THROUGH THE COSMOS | Multidisciplinary Courses | 3 | 3 | 100 |
POL144 | INDIA AND THE WORLD | Multidisciplinary Courses | 3 | 2 | 100 |
PSY143 | ARTIFICIAL INTELLIGENCE | Multidisciplinary Courses | 3 | 3 | 100 |
PSY156 | PSYCHOLOGY OF RELATIONSHIPS | Multidisciplinary Courses | 3 | 3 | 100 |
PSY158 | STRESS MANAGEMENT | Multidisciplinary Courses | 3 | 3 | 100 |
STA142 | DATA ANALYSIS USING EXCEL | Multidisciplinary Courses | 3 | 3 | 50 |
SW143 | INTRODUCTION TO HUMAN RESOURCE MANAGEMENT | Multidisciplinary Courses | 3 | 3 | 50 |
2 Semester - 2024 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BBA141A | DIGITAL FINANCE | - | 3 | 3 | 50 |
BBA141B | MARKETING AND SELLING SKILLS | - | 3 | 3 | 100 |
BBA141D | TALENT MANAGEMENT | - | 3 | 3 | 50 |
BBA141F | SUSTAINABILITY?AND GREEN MARKETING | - | 3 | 3 | 50 |
BBA142B | EMOTIONAL INTELLIGENCE AND MANAGERIAL EFFECTIVENESS | - | 3 | 3 | 50 |
BBA142C | FUNDAMENTALS OF DIGITAL MARKETING | - | 3 | 3 | 50 |
BBA142E | WORKING WITH SPREAD SHEETS | - | 3 | 3 | 100 |
BBA142G | GROUP AND TEAM EFFECTIVENESS | - | 3 | 3 | 50 |
CHE141B | NUTRICHEM | - | 3 | 3 | 100 |
COM141 | FUNDAMENTALS OF ACCOUNTING | - | 3 | 3 | 100 |
COM142 | BRAND MANAGEMENT | - | 3 | 3 | 100 |
COM143 | ENTREPRENEURSHIP DEVELOPMENT AND SMALL BUSINESS MANAGEMENT | - | 45 | 3 | 100 |
COM144 | FINANCIAL LITERACY | - | 3 | 3 | 100 |
COM145 | CREATIVE ADVERTISEMENT | - | 3 | 3 | 100 |
COM146 | INTRODUCTION TO EXCEL FOR MANAGERS | - | 3 | 3 | 100 |
CSC102-2 | DATA STRUCTURES | - | 5 | 4 | 100 |
CSC103-2 | OPERATING SYSTEMS | - | 4 | 4 | 100 |
DMT141 | DANCE MOVEMENT THERAPY | - | 3 | 3 | 100 |
DSC143 | DATA VISUALIZATION | - | 3 | 3 | 50 |
ECO143 | DEMOCRACY AND ECONOMY | - | 3 | 3 | 50 |
ECO144 | GLOBALISATION AND DEVELOPMENT | - | 3 | 3 | 50 |
ECO145 | ECOLOGY AND DEVELOPMENT | - | 3 | 3 | 100 |
ECO146 | GENDER AND DEVELOPMENT | - | 3 | 2 | 50 |
ECO147 | THINKING THROUGH THE ENVIRONMENT | - | 3 | 3 | 100 |
ENG001 | ACADEMIC WRITING FOR UNIVERSITY | - | 4 | 0 | 50 |
ENG181-2 | ENGLISH | - | 3 | 2 | 100 |
EST144 | DESIGN THINKING AND SOCIAL ENTREPRENEURSHIP | - | 45 | 3 | 100 |
EST146 | FOOD AND LITERATURE | - | 3 | 3 | 50 |
EST148 | INTRODUCTION TO SCREEN WRITING FOR FILMS | - | 3 | 2 | 100 |
EST153 | PARTITION NARRATIVES | - | 3 | 3 | 50 |
EST160 | EXPLORING INDIAN MYTHOLOGIES: STORIES, SYMBOLS, AND SOCIETAL REFLECTIONS | - | 3 | 3 | 50 |
HIS144 | AESTHETICS OF ANCIENT INDIAN ART AND ARCHITECTURE | - | 3 | 3 | 50 |
LAW141 | CYBER LAW | - | 4 | 3 | 100 |
MAT101-2 | INTRODUCTORY ALGEBRA | - | 3 | 3 | 100 |
MAT102-2 | DIFFERENTIAL EQUATIONS | - | 4 | 4 | 100 |
MAT111-2 | INTRODUCTION TO PYTHON PROGRAMMING FOR MATHEMATICS | - | 2 | 1 | 50 |
MAT141 | FOUNDATIONS OF MATHEMATICS | - | 3 | 3 | 100 |
MAT142 | APPLIED ARITHMETICS | - | 3 | 3 | 100 |
MED147 | MIDDLE CINEMA IN INDIA | - | 3 | 3 | 100 |
MED148 | LANGUAGE OF CINEMA: A VISUAL APPROACH | - | 45 | 3 | 100 |
MED149 | INTRODUCTION TO SEMIOTICS | - | 45 | 3 | 100 |
PHY141A | INTRODUCTION TO ASTRONOMY AND ASTROPHYSICS | - | 3 | 3 | 100 |
PHY142-2 | MICROCONTROLLER AND EMBEDDED SYSTEMS | - | 3 | 3 | 100 |
PHY143 | JOURNEY THROUGH THE COSMOS | - | 3 | 3 | 100 |
POL144 | INDIA AND THE WORLD | - | 3 | 2 | 100 |
PSY143 | ARTIFICIAL INTELLIGENCE | - | 3 | 3 | 100 |
PSY156 | PSYCHOLOGY OF RELATIONSHIPS | - | 3 | 3 | 100 |
PSY157 | SCIENCE OF WELL-BEING | - | 3 | 3 | 100 |
PSY158 | STRESS MANAGEMENT | - | 3 | 3 | 100 |
STA141 | DATA ANALYSIS USING R PROGRAMMING | - | 3 | 3 | 50 |
SW143 | INTRODUCTION TO HUMAN RESOURCE MANAGEMENT | - | 3 | 3 | 50 |
3 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
BBA133 | STOCK MARKET PRICE ACTION INVESTING | - | 2 | 3 | 50 |
CSC201-3 | JAVA PROGRAMMING | Major Core Courses-I | 5 | 4 | 100 |
CSC262-3 | DATA ANALYSIS USING PYTHON | Skill Enhancement Courses | 4 | 3 | 100 |
CSC281-3 | SUMMER INTERNSHIP | Internship | 4 | 4 | 100 |
FRE181-3 | FRENCH | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
GER181-3 | GERMAN | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
HIN181-3 | BASIC HINDI | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
HIN281-3 | HINDI (ADVANCED) | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
KAN181-3 | FOUNDATION KANNADA | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
KAN281-3 | KANNADA (ADVANCED) | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
KOR281-3 | KOREAN | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
MAT162-3 | INTRODUCTION TO MATHEMATICAL MODELLING | Skill Enhancement Courses | 3 | 3 | 50 |
MAT201-3 | REAL ANALYSIS | Major Core Courses-II | 4 | 4 | 100 |
SAN181-3 | BASIC SANSKRIT | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
SAN281-3 | SANSKRIT (ADVANCED) | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
SPA181-3 | SPANISH | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
TAM281-3 | TAMIL (ADVANCED) | Ability Enhancement Compulsory Courses | 2 | 2 | 50 |
4 Semester - 2023 - Batch | Course Code |
Course |
Type |
Hours Per Week |
Credits |
Marks |
CSC202-4 | DATABASE MANAGEMENT SYSTEM AND SOFTWARE ENGINEERING | - | 4 | 4 | 100 |
CSC203-4 | MOBILE APPLICATION | - | 5 | 4 | 100 |
FRE181-4 | FRENCH | - | 2 | 2 | 50 |
GER181-4 | GERMAN | - | 2 | 2 | 100 |
HIN181-4 | BASIC HINDI | - | 2 | 2 | 50 |
HIN281-4 | HINDI (ADVANCED) | - | 2 | 2 | 50 |
KAN181-4 | FOUNDATION KANNADA | - | 2 | 2 | 50 |
KAN281-4 | KANNADA (ADVANCED) | - | 2 | 2 | 50 |
KOR281-4 | KOREAN | - | 2 | 2 | 50 |
MAT301-4 | ABSTRACT ALGEBRA | - | 4 | 4 | 100 |
MAT302-4 | NUMERICAL METHODS | - | 3 | 3 | 100 |
MAT311-4 | COMPUTATIONAL MATHEMATICS USING PYTHON | - | 2 | 1 | 50 |
SAN181-4 | BASIC SANSKRIT | - | 2 | 2 | 50 |
SAN281-4 | SANSKRIT (ADVANCED) | - | 2 | 2 | 50 |
SPA181-4 | SPANISH | - | 2 | 2 | 50 |
TAM281-4 | TAMIL (ADVANCED) | - | 2 | 02 | 50 |
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Introduction to Program: | ||||
The BSc (Computer Science, Mathematics) is a dual major graduate programme, to nurture the confidence and skills of the students in Computer Science and Mathematics. It aims to impart sound fundamentals and specialized aspects of computer science and mathematics. The curriculum includes various theoretical and practical courses along with industry relevant software tools to prepare the young minds for the challenging opportunities available in the IT industries and research organizations. Also, based on the latest NEP guidelines, this programme offers a unique blend of flexible credit systems to support the individual learning needs with a research bent. | ||||
Programme Outcome/Programme Learning Goals/Programme Learning Outcome: PO1: Understand and apply the fundamental principles, concepts and methods in key areas of science and multidisciplinary fieldsPO2: Demonstrate problem solving, analytical and logical skills to provide solutions for the scientific requirements PO3: Develop the critical thinking with scientific temper PO4: Communicate the subject effectively PO5: Understand the importance and judicious use of technology for the sustainable growth of mankind in synergy with nature. PO6: Understand and apply fundamental principles, concepts and methods of mathematics. PO7: Demonstrate problem solving skills using mathematical techniques. PO8: Apply appropriate methods and tools for research and development in the chosen discipline. Programme Specific Outcome: NA: NAProgramme Educational Objective: NA: NA | ||||
Assesment Pattern | ||||
ESE-50% CIA-50% | ||||
Examination And Assesments | ||||
1. Evaluation Pattern: 50% CIA + 50% ESE 2. Tutorials / Assignments / Tests / Quiz / Seminar. 3. Attendance is part of the CIA component. 4. Minimum percentage to pass in each paper is 50% (CIA + ESE).
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CSC001-1 - FUNDAMENTALS OF COMPUTERS AND PROGRAMMING (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:0 |
Credits:0 |
Course Objectives/Course Description |
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To provide basic knowledge of C programming language and Digital computer fundamentals to the students. It helps in developing the ability to solve computational problems through programs and basic information about the number system. |
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Course Outcome |
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CO1: Understand different features of C language and Number system CO2: Analyze real life problem statements to enhance problem solving skills and Logic
Gates |
Unit-1 |
Teaching Hours:4 |
Introduction to Computers and Number systems
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Different number systems and their conversions (Decimal, Binary, Octal and Hexadecimal, Binary arithmetic, Addition, subtraction, multiplication and division of binary numbers, 1’s and 2’s complement | |
Unit-2 |
Teaching Hours:4 |
Logic Gates & Boolean Algebra
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OR gate, NOR gate , NOT gate, AND gate, NAND gate , X-OR gate , X-NOR gate, The universal property of NOR and NAND gate. Boolean operations and expressions, Laws and rules of Boolean algebra, Demorgan’s Theorem. | |
Unit-3 |
Teaching Hours:4 |
Algorithms
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HOW TO WRITE ALGORITHMS- characteristics of a good algorithm- advantages of Algorithm- Examples | |
Unit-4 |
Teaching Hours:18 |
Flowcharts
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Advantages of Using Flowcharts - Limitations of Using Flowcharts - When to Use Flowcharts - Flowchart Symbols and Guidelines - Types of Flowcharts- Examples | |
Unit-4 |
Teaching Hours:18 |
Assessments
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Assessment/retest/remedial class | |
Unit-4 |
Teaching Hours:18 |
Infosys Springboard course
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https://infyspringboard.onwingspan.com/web/en/app/toc/lex_auth_01384323703937433634517_shared/overview | |
Text Books And Reference Books: [1] P. J. Deitel, H. M. Deitel, C: How to Program, Pearson Prentice Hall, 9th Edition, 2021. [2] Digital Electronics Principles, Devices and Applications, Anil K. Maini, DRDO, India, John Wiley & Sons, Ltd. | |
Essential Reading / Recommended Reading https://archive.mu.ac.in/myweb_test/syllFybscit/C++.pdf | |
Evaluation Pattern Pass /Fail paper- not graded- should be conducted before last instruction date | |
CSC101-1 - DIGITAL COMPUTER FUNDAMENTALS AND C PROGRAMMING (2024 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
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Course Objectives The course objectives of Digital Computer Fundamentals typically aim to provide students with a foundational understanding of the principles, components, and operation of digital computers including binary number systems, logic gates, Boolean algebra, and digital circuits. Also, The course provides the fundamentals of C programming which covers Data types and variables, control structures, functions. These objectives aim to equip students with a solid foundation in C programming, preparing them for further study or employment in fields such as software development, system programming, and embedded systems development.
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Course Outcome |
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CO1: Recognize and differentiate between various digital components such as logic gates, flip-flops, and registers. CO2: Recall and explain fundamental concepts of C programming, such as variables, data types, and control structures CO3: Demonstrate understanding by interpreting code snippets related to Arrays, functions CO4: Apply knowledge of C programming to solve real-world problems, design algorithms, and implement efficient and correct solutions using appropriate data structures and functions with ethical coding standards. |
Unit-1 |
Teaching Hours:12 |
Introduction to Digital Computer Fundamentals
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Different number systems and their conversions (Decimal, Binary, Octal and Hexadecimal) Binary arithmetic - Addition, subtraction, multiplication and division of binary numbers, 1’s and 2’s complement, Coding – BCD, Gray and ASCII. Boolean Algebra -Boolean operations and expressions, Laws and rules of Boolean algebra, DE Morgan’s Theorem, Boolean expressions, Simplification of Boolean expression.
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Unit-2 |
Teaching Hours:18 |
Introduction to C and Control Structure
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Data type Declaration. The Decision Control Structure - The if - if-else- Nested if-else statements. Decisions Using switch - The Loop Control Structure While Loop - for Loop - break Statement - continue Statement- do-while Loop. Lab Exercises: - Program to implement conditional statements. Program to implement the concepts of while loop, for and do while loops. Program to implement the switch and nested switch statements
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Unit-3 |
Teaching Hours:20 |
Arrays
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A Simple Program Using Array - Array Initialization - Two Dimensional Arrays- Initializing a 2-Dimensional Array - Memory Map of a 2-Dimensional Array – Strings - Standard Library String Functions - strlen( ) - strcpy( ) - strcat() - strcmp() - Two-Dimensional Array of Characters. Program to implement 1D array concept and 2D array concepts program to implement multidimensional array Program based on string concepts.
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Unit-4 |
Teaching Hours:20 |
Functions & Pointers
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Function - Passing Values between Functions - Scope Rule of Functions - Calling Convention - Return Type of Function - Call by Value and Call by Reference - An Introduction to Pointers - Pointer Notation – Recursion. Lab Exercises: - Program to implement functions. Program demonstrating recursion functions. Program to implement pointer expression
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Unit-5 |
Teaching Hours:20 |
Macros and Structures
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Introduction to macros, Structures - Declaring a Structure - Accessing Structure Elements - Storing structure elements and Unions. Lab Exercises: - Program to demonstrate call by value and call by reference. Program to demonstrate structures and union. Program to implement nested structures
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Text Books And Reference Books: Essential Reading [1] M. Morris Mano, “Digital Logic and Computer Design”, ISBN:9789332586048, Published:2017 (Reprint 2023), [2] Brian Kernighan and Dennis Ritchie, “The C Programming Language”, ISBN: 978-0131103627, Second Edition (reprint 2023).
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Essential Reading / Recommended Reading Recommended Reading [1] Byron Gottfried and Jitender Chhabra, Programming with C, 3rd Ed, Tata McGrawHill, 2010. [2] Balagurusamy E, Programming in ANSI C, 4th Edition, Tata-McGraw-Hill, 2007. [3] Deitel H M and Deitel P J, C - How to Program, 7th Edition, Prentice-Hall, 2012. [4] Susant K Rout, Cimple,C, Tata-McGraw-Hill Publishing Company Ltd., 2016. [5] Yashavant P. Kanetkar, Let Us C, 15th Edition, BPB Publications, 2012.
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Evaluation Pattern CIA - 50% ESE - 50% | |
CSC161-1 - WEB APPLICATION DEVELOPMENT (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Objectives This course is designed to introduce the students to web technologies in Hyper Text Mark-up Language, Cascade Style Sheet, JavaScript and XML for interactive web applications that use rich user interfaces and also understand the server-side web technologies for creating dynamic web applications. Students will learn the concepts of web site planning and hosting. This course will help them to create an interactive website with great look and functionality. |
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Course Outcome |
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CO1: Understand the World Wide Web and associated technologies.
CO2: Apply web development techniques for designing web pages. CO3: Design an interactive website with web tools and scripting methods
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Unit-1 |
Teaching Hours:9 |
WEB PROGRAMMING INTRODUCTION
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Internet and web Technologies- Client/Server model -Web Search Engine-Web Services - Features of Web 3.0 - HTML5- HTML Basic Tags - Attributes - Formatting - Comments - Images - Tables - Lists - Text Links - Image links - Frames - Backgrounds - HTML Color codes / schemes - HTML Forms Lab Exercise:
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Unit-2 |
Teaching Hours:9 |
CSS - INTRODUCTION
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Cascading style sheet –Benefits –CSS version History-Syntax-External-internal-inline-single style-multiple style-value lengths and percentage-ID selector –Class Selector-group Selector – universal selector- Color-background-cursor-list-Box model-display positioning-floats; CSS - Backgrounds - Fonts - Text - Images - Links - Tables - Borders - Margin - Lists. Lab Exercise:
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Unit-3 |
Teaching Hours:9 |
JAVA SCRIPT - FUNDAMENTALS
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Java Script (JS Script) Introduction to Java Script (Jscript) – Installation – Syntax – Variables – Operators – If else – Switch case – Loop controls: for loop, do while loop; Functions – Events – Cookies – Page redirect – JavaScript Objects: Arrays, Date HTML DOM;
Lab Exercises: 5. Program to demonstrate Jscript variables and operators 6.Program to demonstrate loop controls – decision controls and functions | |
Unit-4 |
Teaching Hours:9 |
HYPERTEXT PREPROCESSOR (PHP)
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PHP Introduction – Installation version information – Environment setup – Variable types – Constants – Operator Types – Decision Making – Loop controls : for, do while ; Arrays – Strings – Web concepts – GET and POST methods – Functions – Cookies
Lab Exercises: 7.Program to demonstrate PHP variable types – operators Decision and loop controls 8.Program to demonstrate GET and POST methods
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Unit-5 |
Teaching Hours:9 |
DATABASE CONNECTION WITH MySQL
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Introduction to MySQL, Installation version information – Connecting to MySQL database – PHP Introduction – Installation version information – Environment setup – Variable types – Constants – Operator Types – Decision Making – Loop controls : for, do while ; Arrays – Strings – Web concepts – GET and POST methods – Functions – Cookies
Lab Exercises: 9.Program to demonstrate PHP variable types – operators Decision and loop controls 10.Program to demonstrate GET and POST methods
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Text Books And Reference Books: [1] Internet and World Wide Web: How to Program, Paul Deitel , Harvey Deitel & Abbey Deitel, Pearson Education, 5th Edition, 2018. [2] HTML 5 Black Book (Covers CSS3, JavaScript, XML, XHTML, AJAX, PHP, jQuery), DT Editorial Services, Dreamtech Press, 2nd Edition, 2016 [3] Jeremy McPeak and Paul Wilton, “Beginning JavaScript”, Wrox publication | |
Essential Reading / Recommended Reading [1] Faithe Wempen, Microsoft,” Start Here! Learn HTML5" , 2012 [2] David McFarland, O’REILLY , “CSS 3 Missing Manual”, 2nd edition , 2014 | |
Evaluation Pattern ESE -50% CIA- 50% | |
CSC162-1 - DATA ANALYSIS USING SPREADSHEET (2024 Batch) | |
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Data analysis is a crucial skill in various fields, from business and finance to research and academia. This course provides a comprehensive introduction to data analysis using Spreadsheet (Excel). Students will learn fundamental data analysis techniques, including data manipulation, visualization, and interpretation, using powerful features and functions. Provides students with hands-on experience and skills with a spreadsheet. Students will learn how to plan, create, and program spreadsheets for common business applications. It is appropriate for accounting and business majors, programmers and spreadsheet application developers. |
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Course Outcome |
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CO1: Able to understand basic data analysis concepts and Excel functionalities, demonstrating proficiency in importing, organizing, and cleaning data for analysis purposes. CO2: Apply fundamental principles of statistical analysis, including descriptive statistics and hypothesis testing, and how these techniques can be applied using Excel's built-in functions CO3: Analyzing complex datasets using advanced spreadsheet functions and statistical methods, interpreting results. |
Unit-1 |
Teaching Hours:8 |
BASICS OF EXCEL
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Exploring Data Types - Number Formatting - Working with Rows and Columns - Cells and Ranges - Working with Tables - Sorting and filtering a table - Applying a theme - Using AutoRecover - Password-Protection - Exploring Excel Templates Lab Exercises: 1.Simple arithmetic 2. Text functions, Date and Time functions | |
Unit-2 |
Teaching Hours:8 |
FORMULAS AND FUNCTIONS
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Using operators in formulas - Using functions in formulas - Using Formulas in Tables - Text Functions - Advanced Text Formulas - Date-Related Worksheet Functions - Time-Related Worksheet Functions - Working with Single-Cell Array Formulas Lab Exercises: 3. Logical operations 4. Decision making conditional statements | |
Unit-3 |
Teaching Hours:9 |
VISUALIZATION
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Creating and Customizing a Chart - Choosing a chart type - Experimenting with different styles - Experimenting with different layouts - Line charts - Pie charts - XY (scatter) charts - Bubble charts - Radar charts - Histogram charts - Pareto charts - Waterfall charts - Box & whisker charts - Treemap charts Lab Exercises: 5. Look up functions 6. Working with arrays | |
Unit-4 |
Teaching Hours:10 |
ANALYSING DATA WITH EXCEL
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Importing Data - Data Cleanup Techniques - Exporting Data - Creating a Pivot Table Automatically Creating a Pivot Table - Manually Working with Nonnumeric Data - Creating Pivot Charts - Types of What-If Analyses - Data Sources for Get & Transform Lab Exercises: 7. Exploring different types of charts 8. Working with Pivot table
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Unit-5 |
Teaching Hours:10 |
PROGRAMMING EXCEL WITH VBA
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Introducing VBA Macros - Creating VBA Macros - Recording VBA macros - Examining the macro - Testing the macro - Editing the macro - Writing VBA code - How VBA works - Objects and collections - Properties - Methods - Variables Lab Exercises: 9. Data analysis for a use case 10. Creation of VBA Macro | |
Text Books And Reference Books: 1. Excel 2016 Bible, John Walkenbac, Wiley, 1st Edition, 2015. | |
Essential Reading / Recommended Reading 1. Excel 2019 All-in-One for Dummies, Greg Harvey, For Dummies, 1st edition, 2018. 2. Slaying Excel Dragons, Mike Girvin, Holy Macro! Books, 1st edition, 2016. | |
Evaluation Pattern CIA 50% ESE 50% | |
ENG181-1 - ENGLISH (2024 Batch) | |
Total Teaching Hours for Semester:30 |
No of Lecture Hours/Week:2 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
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Course Outcome |
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CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes
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Unit-1 |
Teaching Hours:7 |
1. The Happy Prince- Oscar Wilde 2. Sonnet 18- William Shakespeare
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Unit-1 |
Teaching Hours:7 |
Language
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Common errors- subject-verb agreement, punctuation, tense errors Just a minute talk, cubing | |
Unit-2 |
Teaching Hours:6 |
language
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Sentence fragments, dangling modifiers, faulty parallelism, | |
Unit-2 |
Teaching Hours:6 |
1. Why We Travel-Pico Iyer
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Why We Travel-Pico Iyer | |
Unit-3 |
Teaching Hours:4 |
language
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Note taking | |
Unit-3 |
Teaching Hours:4 |
1. Thinking Like a Mountain By Aldo Leopold
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Thinking Like a Mountain By Aldo Leopold | |
Unit-4 |
Teaching Hours:5 |
Language
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Newspaper report | |
Unit-4 |
Teaching Hours:5 |
Aarushi-Hemraj Murder Article
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Aarushi-Hemraj Murder Article | |
Unit-5 |
Teaching Hours:4 |
1. My Story- Nicole DeFreece
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My Story- Nicole DeFreece
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Unit-5 |
Teaching Hours:4 |
Language
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Essay writing | |
Unit-6 |
Teaching Hours:4 |
Language
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Paraphrasing and interpretation skills | |
Unit-6 |
Teaching Hours:4 |
Casey at the Bat- Ernest Lawrence Thayer
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Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading Additional material as per teacher manual will be provided by the teachers | |
Evaluation Pattern CIA 1=20 CIA 2=50 CIA 3= 20 ESE= 50 marks | |
EST149 - HERITAGE LANGUAGES AND MULTILINGUALISM (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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The course aims to familiarize students with the concepts of heritage language and the sociocultural factors that contribute to the existence of large number of heritage languages in today’s multilingual world. The course also aims to distinguish between heritage language and second language learning/acquisition while also addressing the reasons for the death of heritage languages, and methods to revitalize the same. |
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Course Outcome |
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CO1: Distinguish between heritage language, first language and second language CO2: Understand linguistic, social and cultural factors causing multilingualism, language shift and language death CO3: Critically reflect on the connections between language, identity, attitude and ethnicity |
Unit-1 |
Teaching Hours:5 |
Multilingualism
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This unit will introduce the learners to the concept of multilingualism and reasons behind the rise of multilingualism. Different types of multilingualism, especially in the Indian context, will be discussed and analysed. · Rise of Multilingualism · Types of Multilingualism Individual and societal Mutual and asymmetric Stable and transitional | |
Unit-2 |
Teaching Hours:10 |
Heritage Languages
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This unit will enable the learners to critically reflect on the connections between language, identity and ethnicity. The role of attitude in language maintenance and language shift/death will also be analysed using case studies based on languages around the world. · Defining Heritage Language · Difference between Heritage Language, First Language and Second Language · Relevance of Heritage Language · Language, Ethnicity and Attitude · Case Studies: Language loss, Immigrants, Identity conflict | |
Unit-3 |
Teaching Hours:10 |
Translanguaging in Everyday Life
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This unit will help the learners understand the nuances of multilingual world. The concept of translanguaging will be introduced as a method to sustain heritage languages using case studies. · Introducing translanguaging · Translanguaging in multilingual classrooms · Challenges and opportunities · Case studies | |
Unit-4 |
Teaching Hours:5 |
Language Death
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This unit will discuss the factors that trigger language death. Along with the methods to understand language vitality, the socio-cultural consequences of language loss/death will also be discussed. · Language contact · Language shift · Language Vitality Assessment · What dies with language? | |
Unit-5 |
Teaching Hours:15 |
Methods of Revitalization
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This unit will familiarize the students with the methods of revitalization, and provide hands-on training in using some of the revitalizing techniques. · Language nest · Oral Traditions · Technology Enhanced revitalization · Practicing some methods of language documentation | |
Text Books And Reference Books: García, O. (2009). Education, multilingualism and translanguaging in the 21st century. Social justice through multilingual education, 143, 158. Hinton, L., Huss, L. M., & Roche, G. (Eds.). (2018). The Routledge handbook of language revitalization (p. 1). New York: Routledge. Juan-Garau, M. (2014). Heritage language use and maintenance in multilingual communities. Applied Linguistics Review, 5(2), 425-440. Montrul, S. (2012). Bilingualism and the heritage language speaker. The handbook of bilingualism and multilingualism, 168-189. Montrul, S. A. (2012). Is the heritage language like a second language? EUROSLA yearbook, 12(1), 1-29. Montrul, S. (2023). Heritage languages: Language acquired, language lost, language regained. Annual Review of Linguistics, 9(1), 399-418. Polinsky, M., & Scontras, G. (2020). Understanding heritage languages. Bilingualism: Language and cognition, 23(1), 4-20. | |
Essential Reading / Recommended Reading Cenoz, J. (2013). Defining multilingualism. Annual review of applied linguistics, 33, 3-18. Polinsky, M. (2018). Who Are These Speakers, Where Do They Come From, and How Did They Get to Be the Way They Are? In Heritage Languages and their Speakers (pp. 1–37). chapter, Cambridge: Cambridge University Press. Benmamoun, E., Montrul, S. & Polinsky, M. (2013). Heritage languages and their speakers: Opportunities and challenges for linguistics. Theoretical Linguistics, 39(3-4), 129-181. https://doi.org/10.1515/tl-2013-0009
Cariño, J. (2020). Language Maintenance and Cultural Identity: Case Studies of Filipino Immigrant Families in Mississippi.
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Evaluation Pattern CIA 1 - 20 marks - Assignment based on Units 1 and 2. CIA 2 - 20 marks – Submission based on units 1, 2 and 3 ESE - 50 marks- Submission based on all the units Attendance - 5% | |
MAT003 - BRIDGE COURSE FOR DIFFERENTIAL CALCULUS (2024 Batch) | |
Total Teaching Hours for Semester:15 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:0 |
Course Objectives/Course Description |
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Course Description: This course aims at enabling the students to bridge the gap between the knowledge of the topics studied earlier and the current course Differential Calculus. |
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Course Outcome |
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CO1: On successful completion of the course, the students should be able to lay the foundations of the preliminaries of Differential Calculus. CO2: On successful completion of the course, the students should be able to gain conceptual clarity on Sets, Relations and Functions. CO3: On successful completion of the course, the students should be able to acquire problem-solving skills in differential calculus. |
Unit-1 |
Teaching Hours:3 |
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Sets and Relations.
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Foundational Concepts in Sets and Relations | |||||||||
Unit-2 |
Teaching Hours:4 |
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Functions:
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Foundational Concepts in Representation of functions, its types and properties. | |||||||||
Unit-3 |
Teaching Hours:4 |
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Limits and Continuity
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Foundational Concepts in Limits and Continuity | |||||||||
Unit-4 |
Teaching Hours:4 |
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Differentiability: Derivatives of standard functions, rules of differentiation.
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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
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Evaluation Pattern
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MAT101-1 - DIFFERENTIAL CALCULUS (2024 Batch) | |||||||||
Total Teaching Hours for Semester:60 |
No of Lecture Hours/Week:4 |
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Max Marks:100 |
Credits:4 |
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Course Objectives/Course Description |
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Course Description:Calculus is a discipline of mathematics that studies limits, motion, and rates of change. Proficiency in calculus is vital for math students for a better understanding of the subject and the advancement of the field. This course offers a modern introduction to calculus with a conceptual knowledge of the underlying mathematical concepts as its primary objective. Course objectives: This course will help the learner to COBJ1: develop a solid understanding of the concepts in differential calculus such as limit, continuity and differentiability and their inter-relationships. COBJ2: to acquire the ability to think logically and precisely; understand, apply and generalise mathematical ideas. COBJ3. recognize the appropriate tools of calculus to solve applied problems. |
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Course Outcome |
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CO1: On successful completion of the course, the students should be able to understand limits, continuity, and derivatives of functions. CO2: On successful completion of the course, the students should be able to apply mean value theorems, Taylor series and optimality tests in practical problems. CO3: On successful completion of the course, the students should be able to demonstrate mastery of partial differentiation of functions of several variables and their applications to various fields. CO4: On successful completion of the course, the students should be able to employ the knowledge in differential calculus to tackle practical problems. |
Unit-1 |
Teaching Hours:20 |
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Limits, Continuity and Differentiability
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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 |
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Application of Derivatives
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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 |
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Partial Derivatives
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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
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Evaluation Pattern
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MED145 - SOCIAL MEDIA (2024 Batch) | |||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description: This course provides an in-depth exploration of the intersection between social media platforms and content creation strategies. Students will examine the role of social media in digital communication and marketing, and how effective content creation can enhance brand presence, engage audiences, and drive conversions. Through theoretical concepts, practical exercises, and real-world case studies, students will learn to develop, curate, and optimize content for various social media platforms to meet organizational objectives and target audience preferences. Course objective: ● Understand the Role of Social Media in Communication and Marketing ● Develop Effective Content Strategies ● Master Content Creation Techniques ● Optimize Content for Social Media Platforms ● Engage and Manage Online Communities ● Leverage Influencer Collaboration and Partnerships ● Measure Content Performance and Analyze Results ● Adhere to Ethical Standards and Legal Compliance ● Explore Emerging Trends and Future Outlook |
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Course Outcome |
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CO1: Develop Comprehensive Content Strategies CO2: Optimize Content for Different Platforms CO3: Engage and Manage Online Communities CO4: Leverage Influencer Collaborations CO5: Develop Comprehensive Content Strategies CO6: Optimize Content for Different Platforms CO7: Engage and Manage Online Communities CO8: Leverage Influencer Collaborations |
Unit-1 |
Teaching Hours:5 |
Introduction to Social Media and New Platforms
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streaming services impact on traditional media consumption habits, Understanding the content creation process for streaming platforms, original content and its significance in the streaming industry | |
Unit-2 |
Teaching Hours:10 |
Economic and Production in New Media
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Talent Management and Representation, role of talent managers, agents, and agencies, contract negotiation, career development, and brand management, Career Development and Brand Management, Subscription Services and Premium Content, Influencer Marketing, Monetization. Video Production for Social Media - Narrative, and Real-Time Content | |
Unit-3 |
Teaching Hours:15 |
Social media influencing
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Identifying niche markets and audience demographics for influence, Building and Maintaining Influence, building online communities, brand partnerships, content creation strategies, driving brand engagement, Types of Influencers (macro, micro, nano) | |
Unit-4 |
Teaching Hours:15 |
Content Creation
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content creation process role in building brand identity and engagement, visual communication and design principles for digital content, web copy, blogs, and social media posts, content creation for story, feed, reel, post and long format video, Interactive Content and Engagement, Content Distribution, content marketing, Measurement and Analytics. | |
Text Books And Reference Books: 1. "Social Media ROI: Managing and Measuring Social Media Efforts in Your Organization" by Olivier Blanchard
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Essential Reading / Recommended Reading
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Evaluation Pattern Viva+submission 50+50 marks | |
STA142 - DATA ANALYSIS USING EXCEL (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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This course is designed to build the logical thinking ability and to provide hands-on experience in solving statistical models using MS Excel with Problem based learning. To explore and visualize data using excel formulas and data analysis tool pack. |
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Course Outcome |
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CO1: Demonstrate the logics of using excel features. CO2: Demonstrate the building blocks of excel, excel shortcuts, sample data creation and analyzing data. CO3: Analyze the data sets using Data Analysis Pack. |
Unit-1 |
Teaching Hours:15 |
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Basics
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Introduction: File types - Spreadsheet structure - Menu bar - Quick access toolbar - Mini toolbar - Excel options - Formatting: Format painter - Font - Alignment - Number - Styles - Cells, Clear - Page layout - Symbols - Equation - Editing - Link - Filter - Charts - Formula Auditing - Overview of Excel tables and properties - Collecting sample data and arranging in definite format in Excel tables. | |||||||||
Unit-2 |
Teaching Hours:15 |
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File exchange and Data cleaning
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Importing data from different sources - text file - web page and XML file - Exporting data in different formats - text - csv - image -pdf etc - Creating database with the imported data - Data tools: text to column - identifying and removing duplicates - using format cell options - Application of functions - Concatenate - Upper - Lower - Trim - Repeat - Proper - Clean - Substitute - Convert - Left - Right - Mid - Len - Find - Exact - Replace - Text join - Value - Fixed etc. | |||||||||
Unit-3 |
Teaching Hours:15 |
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Data analysis
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Data analysis tool pack: measures of central tendency - dispersion - skewness - kurtosis - partition values - graphical and diagrammatic representation of data: histogram - bar diagram - charts - line graphs - Ogive - covariance - correlation - linear regression. | |||||||||
Text Books And Reference Books: 1. Alexander R, Kuselika R and Walkenbach J, Microsoft Excel 2019 Bible, Wiley India Pvt Ltd, New Delhi, 2018. 2. Greg Harvey, Excel 2019 All-in-One For Dummies, for Dummies, US, 2018. | |||||||||
Essential Reading / Recommended Reading Paul M, Microsoft Excel 2019 formulas and functions, Pearson Eduction, 2019 | |||||||||
Evaluation Pattern
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BBA141A - DIGITAL FINANCE (2024 Batch) | |||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description This course provides the participants with a bird’s-eye view of the FinTech landscape and an appreciation of the history of financial innovation. The course examines the technology fundamentals driving the FinTech revolution to develop an appreciation of their application in a comprehensive array of financial sectors. This course builds on the foundation of elementary financial theory and complements financial intermediation and capital market courses with a unique yet essential technology and innovation perspective.
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Course Outcome |
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CLO1: Develop an overview of Digital Finance and its trend CLO2: Differentiate among various digital payment methods and functionalities CLO3: Identify and comprehend the diverse applications of digitalization in financing and investing. CLO4: Evaluate contemporary issues and challenges within digital finance. |
Unit-1 |
Teaching Hours:6 |
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Digital Finance -An Introduction
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Overview of Digital Finance, Evolution of Digital Finance, Importance and Benefits of Digital Finance. Regulatory Framework in Digital Finance | |||||
Unit-2 |
Teaching Hours:7 |
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Digital Payment Systems
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Types of Digital Payment Systems, Payment Gateways and Processors, Mobile Wallets and E-Wallets. Cryptocurrency and Blockchain Technology in Payments. Evolution from credit card to CBDC, B2B, B2C, C2C payment mechanisms, EMV, NFC, Tokenization, Mobile wallet, UPI, QR code, Cross-border digital payments, Payment pl | |||||
Unit-3 |
Teaching Hours:7 |
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Digital Lending and Crowdfunding
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Peer-to-Peer (P2P) Lending Platforms, Online Microfinance and Consumer Lending Crowdfunding Models and Platforms, Risk Assessment and Management in Digital Lending
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Unit-4 |
Teaching Hours:8 |
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Digital Banking and Personal Finance Management
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Online Banking Services, Mobile Banking Applications, Budgeting and Expense Tracking Apps Investment and Wealth Management Platforms, | |||||
Unit-5 |
Teaching Hours:8 |
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Digital Trading and Investment
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Online Trading Platforms, Robo-Advisors and Algorithmic Trading, Cryptocurrency Exchanges and Trading Strategies, Regulatory Considerations in Digital Trading | |||||
Unit-6 |
Teaching Hours:8 |
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Fintech Innovation and Future Trends
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Emerging Technologies in Finance (AI, IoT, Big Data), Fintech Startups and Incubators Regulatory Challenges and Opportunities, Future Trends and Predictions in Digital Finance
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Text Books And Reference Books: Lynn, T., Mooney, J.G., & Rosati, P., & Cummins, M. (2019). Disrupting Finance: FinTech and Strategy in the 21st Century. (DF) | |||||
Essential Reading / Recommended Reading 1. Cheun, D.L.K. (2015). Handbook of Digital Currency, Bitcoin, Innovation, Financial Instruments, and Big Data. Elsevier. 2. Chishti, S., & Barberis, J. (2016). The FinTech book: the financial technology handbook for investors, entrepreneurs and visionaries. John Wiley & Sons. 3. Chishti, S., & Puschmann, T. (2018). The Wealthtech Book: The FinTech Handbook for Investors, Entrepreneurs and Finance Visionaries. John Wiley & Sons. 4. Loesch, S. (2018). A Guide to Financial Regulation for Fintech Entrepreneurs. John Wiley & Sons. 5. Metawa, N., Elhoseney, M., Hassanein, A.E., & Hassan, M.K.H. (2019). Expert Systems in Finance: Smart Financial Applications in Big Data Environments. Routledge. 6. Sironi, P. (2016). FinTech Innovation, From Robo-Advisors to Goal Based Investing and Gamification. 7. VanderLinden, S. L., Millie, S. M., Anderson, N., & Chishti, S. (2018). The INSURTECH Book: The Insurance Technology Handbook for Investors, Entrepreneurs and FinTech Visionaries. John Wiley & Sons. | |||||
Evaluation Pattern
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BBA141B - MARKETING AND SELLING SKILLS (2024 Batch) | |||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description This is the basic course in Marketing and Selling Skills, where students will get exposure to Marketing and Sales. The subject gives them a vast and wide insight into the traditional and contemporary aspects of Marketing and sales. The input of basic fundamentals, coupled with the practical knowledge, will be given to the students to help them in understanding and designing the sales & marketing tactics and strategies. Course Objective:
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Course Outcome |
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CO1: Demonstrate a comprehensive understanding of marketing and sales principles, theories, and their practical applications (RBTL 2) CO2: Identify the key elements of the marketing environment and their impact on marketing and selling activities. (RBTL 3) CO3: Apply segmentation techniques to categorize target market segments effectively. (RBTL 3) CO4: Demonstrate basic selling skills, such as effective communication and relationship building, through practical exercises and simulations. (RBTL 2) |
Unit-1 |
Teaching Hours:8 |
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An Introduction to Marketing
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Introduction, genesis & evolution of marketing in society, Importance and Scope of Marketing, Elements of Marketing – Need, Want, Demand, Desire, Marketing Philosophies, Mccarthy’s 4P classification, Lauterborn’s 4C’s classification & 4A’s Framework of rural marketing, Product service continuum. | |||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:6 |
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Marketing Environment - An Understanding
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Basics of Marketing Environment, Factors Affecting Marketing Environment, Environmental analysis – SWOT & PESTLE, Marketing Environment in India, Legal & regulatory framework in India, Marketing Mix (Four Ps of Marketing)
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Unit-3 |
Teaching Hours:8 |
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Unit 3: Segmentation, Targeting and Positioning
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Market Segmentation, Basis of segmentation & its types - Demographic, Geographic, Psychographic and behavioral Segmentation etc, Targeting- Five Patterns of Target Market Selection, Positioning-Concept of Positioning, Perceptual Mapping. | |||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Product Life Cycle and Consumer Behaviour
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Product Life Cycle concept, marketing implications of PLC stages, corresponding strategies, dealing with competition, Perceptual Mapping, Consumer Behaviour – Rational V/s Emotional, Consumer proposition & acquisition process, buying motives, its types, CB process | |||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:10 |
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Selling - An Introduction
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Nature, Meaning and Significance of Sales Management and Personal selling; Evolution of Sales Management, Role of Selling in Marketing, Characteristics of a successful Salesman; Types of Selling, Selling Functions, Sales Funnel; Process of Effective Selling: Sales strategies; Prospecting: Meaning, process & methods; Ways to approach a customer | |||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:7 |
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Effective Sales management and Sales Force Organization
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Sales presentation; Handling objections; Closing a sale; Current issues in sales management; Case lets and applications, Meaning of Sales Force Management; Determining the sales force and size of the sales force, Introduction to: Sales organization concepts; Sales territories
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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BBA141D - TALENT MANAGEMENT (2024 Batch) | |||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Human Resource is considered as a valuable resource in every organization. The world class companies compete among themselves to attract the best talent across the globe. They view talent as competitive differentiator and one where the acquisition, engagement, development and retention of talent is considered as a strategic priority of business. This course exposes the students to methods and practices to acquire, engage and develop talent, focus on development of strategic leaders within an organization and also deals with how talent and knowledge can be managed effectively for the development of the organization. Course Objectives: This course intends ● To provide an outline about the concepts, principles and models of talent management ● To understand the importance of talent management in developing the organizations. ● To enable the students to apply the concepts, principles and models of talent management in real time scenario. ● To evaluate the various process, approaches and strategies for managing and retaining talent in organizations. ● To provide solutions to issues pertaining to managing talent and knowledge |
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Course Outcome |
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CLO1: Demonstrate the understanding of key concepts, principles and models related to talent and knowledge management CLO2: Evaluate the importance of talent management in developing organizations CLO3: Learn to apply the theories and concepts studied in the classroom to practical situations CLO4: Analyse the various talent and knowledge management practices and their value to organizations CLO5: Solve the issues pertaining to talent and knowledge management |
Unit-1 |
Teaching Hours:8 |
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Introduction to Talent Management
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Meaning and concept of talent management, need and scope for talent management, Talent vs Knowledge, Talent management initiatives, Techniques for potential appraisal, Talent management grid, Benefits of talent management. | |||||||||||||||||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Creating Talent Management System
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Components of talent management system/process- recruitment, employee onboarding, performance management, learning and professional development, compensation management, and succession planning. Designing Job description and specification. | |||||||||||||||||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Competency mapping and approaches to talent management
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Competency Mapping- Meaning, Importance and Steps in competency mapping, Competency model, Role of leaders and HR in talent management, Talent Management Approaches, Mapping Business Strategies and Talent Management Strategies, Achieving competitive advantage, Best practices in talent management- Case studies.
Mapping competency for various job roles according to level of knowledge. | |||||||||||||||||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Integrating Talent and performance Management
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Introduction to performance management: types of PM methods-checklist, graphic rating scale, Behavioural observation scale and BARS. Designing the Performa of PM | |||||||||||||||||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:5 |
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Recent Trends and Best Practices in Talent Management
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Introduction, Use of Technology in Talent Management, Use of AI in Talent Management, Talent Management using Design Thinking. | |||||||||||||||||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:8 |
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Project Work: Field study & Report Submission
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Experiential Learning Activity: Identifying any one organization in manufacturing or service sector- Interacting, observing and conducting interviews with their senior HR leaders, understand how they manage and retain talent in their organizations. | |||||||||||||||||||||||||||||||||||||||||||
Text Books And Reference Books: ● Lance A. Berger, Dorothy Berger (2017): Talent management handbook, McGraw Hill New York.
● Mohapatra.M & Dhir.S (2022); Talent Management-A contemporary perspective (2022), Sage Publications | |||||||||||||||||||||||||||||||||||||||||||
Essential Reading / Recommended Reading ● Mark Wilcox (2016), Effective Talent Management: Aligning strategy, people and performance, (1st ed.), Routledge Taylor and Francis Group. ● Marshal Gold Smith and Louis Carter (2018): Best practices in talent management, A Publication of the practice institute, Pfeiffer, A Wiley Imprint. ● Atheer Abdullah Mohammed (2019), Integrating Talent and Knowledge Management: Theory and practice, Lamber Publishing co.,
● Cappeli Peter: Talent on Demand –Managing Talent in an age of uncertainty, Harvard Business press. | |||||||||||||||||||||||||||||||||||||||||||
Evaluation Pattern
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BBA141F - SUSTAINABILITY?AND GREEN MARKETING (2024 Batch) | |||||||||||||||||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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The course is designed to understand the importance of Sustainability and Green Marketing on consumer satisfaction and environmental safety. Green revolution, going green, environment protection, and sustainable development have become the buzz words today. Consumers are gradually becoming conscious buying eco-friendly products. This course aims at understanding the concept of Green Products and Marketing. This course also revisits the factors that affect consumers’ purchase decision in general. This course will lead the exploration of the leading edge of this paradigm shift that is now underway. This course introduces students to the concepts and processes of Green marketing and takes them deeper into the world of Green marketing. |
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Course Outcome |
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CO1: Explain green marketing and its importance to the environment from the perspective of consumers and businesses CO2: Students will be able to describe the current state of the environment resulting from the past and present practices of the human consumption CO3: To understand the opportunities, challenges, and issues in designing and implementing green marketing strategies. CO4: Demonstrate evidence of emerging green consumer segments and how marketers are addressing those needs |
Unit-1 |
Teaching Hours:10 |
Introduction to Sustainability and Fundamentals of Green Marketing
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Meaning & Concept & Evolution of Sustainability, Green Marketing, Types of Green Marketing, Difference between Marketing & Green Marketing, Green Product - Green Marketing – Importance of Green Marketing - Importance of green marketing - Benefits of Green Marketing, Adoption of Green Marketing- Green Marketing Mix – Strategies to Green Marketing | |
Unit-2 |
Teaching Hours:10 |
Segmentation of Green Marketing
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Green Spinning – Green Selling – Green Harvesting – Enviropreneur Marketing - Compliance Marketing – Green Washing – Climate Performance Leadership Index- Promotional Channels of Green Marketing. | |
Unit-3 |
Teaching Hours:10 |
Green Marketing initiatives
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Green Firms – HCL’s Green Management Policy – IBM’s Green Solutions – IndusInd Bank’s Solar Powered ATMs – ITCs Paperkraft – Maruti’s Green Supply Chain – ONCGs Mokshada Green Crematorium – Reva’s Electric Car – Samsung’s Eco-friendly handsets- Wipro Infotech’s Eco-friendly computer peripherals | |
Unit-4 |
Teaching Hours:10 |
Environmental consciousness
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Introduction of Environment - Importance of environmentalism - Environmental movement - Benefits of green environment to the society - E-waste exchange - Extended Producer Responsibility Plan - Guidelines for Collection and Storage of E-Waste - Guidelines for Transportation of E-Waste - Guidelines for Environmentally Sound Recycling of E-Waste Types of pricing, Pricing strategies: New product pricing strategies, Product mix pricing strategies, Price adjustment strategies, Price changes, Public policy and pricing. | |
Unit-5 |
Teaching Hours:5 |
Socially Responsible Marketing
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Sustainable Marketing, Social Criticisms of Marketing, Marketing’s Impact on Individual, Marketing’s Impact on Society as a Whole, Marketing’s Impact on Other Businesses, Actions to Promote Sustainable Marketing, Business Actions Toward Sustainable Marketing, Principles and Marketing Ethics. | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
Edition.
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Evaluation Pattern CIA 1 10 marks CIA 2 10 marks CIA 3 25 marks ATTENDANCE 5 marks | |
BBA142B - EMOTIONAL INTELLIGENCE AND MANAGERIAL EFFECTIVENESS (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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Emotional intelligence is considered to be a pertinent skill and it influences the way we act and react in any given situation in our lives. It helps to understand the emotion of self and others, which paves the way for coping up with one's challenges, maintain good social relationships and remain successful in one's own endeavors and goals. |
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Course Outcome |
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CO1: Explain the role of EI at the workplace CO2: Identify triggers in self and others that can precipitate emotional deregulation CO3: Examine reasons for interpersonal conflict at the workplace CO4: Select emotionally intelligent behaviours in personal and professional interactions |
Unit-1 |
Teaching Hours:8 |
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Introduction to Emotions
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Emotions: Definition, Types, Purpose, Basic Theory & Dimension Theory of Emotions; Affect-circumflex model of emotions, Myths associated with emotions. Emotional Intelligence (EI): Definition, components and importance of EI in personal and professional life. | ||||||||||||||||||||||||||||
Unit-2 |
Teaching Hours:8 |
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Emotional Awareness and Regulation
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Culture and Emotional Regulation and Emotional Expression. Developing Emotional Literacy Tools for Emotional Regulation: Mindfulness, Training students in mindfulness. | ||||||||||||||||||||||||||||
Unit-3 |
Teaching Hours:8 |
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Understanding the Self
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Examining "Success": Relationship between Self concept, self esteem, self efficacy with Emotional Regulation; Relationship with core beliefs and values and Emotional expression and regulation; Relationship between Personality and Emotional expression and regulation; Indigenous (Non-western) conceptualization of Self and its importance in Emotional Regulation | ||||||||||||||||||||||||||||
Unit-4 |
Teaching Hours:8 |
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Interpersonal Success & Empathy
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Interpersonal effectiveness: Interpersonal orientation; Effective Communication in cross cultural contexts, Conflict: Types, Process of Conflict Resolution, Role of EI in Conflict Resolution; Empathy: Definition, types, and importance. Empathetic listening, empathetic body language, tactics for empathetic connection. | ||||||||||||||||||||||||||||
Unit-5 |
Teaching Hours:8 |
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EI at the workplace
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EI at the Workplace; Impact of Emotionally Intelligent behaviour at the workplace - for individuals, teams and organizations. Developing Emotionally Intelligent Teams; Being a Emotionally Intelligent Leader | ||||||||||||||||||||||||||||
Unit-6 |
Teaching Hours:5 |
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EI for Lifelong learning
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Contemporary science of EI; EI training for teams: Methods, activities and assessment | ||||||||||||||||||||||||||||
Text Books And Reference Books: 1. King Jacob (2019): Master Your Emotions: Practical Guide to Manage Feelings, Overcome Negativity, Stress, Anxiety, Anger and Depression, and Change Your Life Developing Emotional Intelligence and Positive Thinking. 2. The EQ Edge: Emotional Intelligence and Your Success – Steve J. Stein & Howard E. Book. 3. www.6seconds.org | ||||||||||||||||||||||||||||
Essential Reading / Recommended Reading 1. Cowen A (2018) How Many Different Kinds of Emotion are There?. Front. Young Minds. 6:15. doi: 10.3389/frym.2018.00015. 2. Posner, J., Russell, J. A., & Peterson, B. S. (2005). The circumplex model of affect: an integrative approach to affective neuroscience, cognitive development, and psychopathology. Development and psychopathology, 17(3), 715–734. https://doi.org/10.1017/S0954579405050340 | ||||||||||||||||||||||||||||
Evaluation Pattern
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BBA142C - FUNDAMENTALS OF DIGITAL MARKETING (2024 Batch) | ||||||||||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description: This course will be a base for the students to understand the various facets of Digital Marketing. The course is a foundation stone for students to get motivated and start a career in Digital Marketing. The course will facilitate any novice student to understand and use digital marketing platforms. Course Objectives:
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Course Outcome |
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CO1: Understand about Digital Marketing CO2: Analyse various Content Management System to select the appropriate one for Website Design CO3: Design E-Mail marketing campaigns CO4: Analyse the potential of Social Media Marketing CO5: Analyse and select appropriate digital marketing strategies |
Unit-1 |
Teaching Hours:7 |
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Introduction to Digital Marketing
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Digital Marketing: Introduction, Significance, Growth. Traditional vs Digital Marketing, Digital Marketing Mix, The 7Cs, Drafting Digital Marketing Plan | |||||
Unit-2 |
Teaching Hours:7 |
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Online Presence
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Launching Business Online: Local Listings, Websites, Social Media. Websites: Components, Layout. Utility of Content Management Softwares in Website Design, Selecting Domain, Hosting Services and Plans | |||||
Unit-3 |
Teaching Hours:8 |
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E-Mail Marketing
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E-Mail Marketing: Significance, Process, E-Mail Marketing Strategy, E-Mail Marketing Campaign with MailChimp | |||||
Unit-4 |
Teaching Hours:8 |
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Social Media Marketing
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Overview of Social Media Platforms, Selecting Channels, Publishing Content, Twitter Marketing, LinkedIn Marketing, YouTube Marketing | |||||
Unit-5 |
Teaching Hours:7 |
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Digital Marketing Strategies
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Content Marketing, Video Marketing, Affiliate Marketing, Web Remarketing, Podcast Marketing | |||||
Unit-6 |
Teaching Hours:8 |
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Practical / Hands on Sessions
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Online Campaigning (5hrs) - Google Branding Strategy - Digital presence: Website - Google My Business account creation and management - Website creation - website optimization Content Creation (10hrs) - Digital Content Creation - hands on tools training for crating Post- Story- Reels- Shorts. Multiple tools strategy- #tag strategy- campaign creation-promotion- video-image- based-content. Blog creation [ Canva / creative cloud express / Figma / Adobe XD] / Website Analytics Reporting using SEM Rush.
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Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern
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BBA142E - WORKING WITH SPREAD SHEETS (2024 Batch) | |||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description: In this course, you will learn the basic and advanced functions of excel through guided demonstration. Each week you will build on your excel skills and be provided with an opportunity to practice what you’ve learned. Finally, you will have a chance to put your knowledge to work in a mini-project. Please note, the content in this course was developed using a Windows version of Excel 2013 and 2016. Course Objectives: ● To demonstrate simple arithmetic calculations directly in a cell as well as by referring to another cell. ● To compare and contrast formulas and functions in Excel. ● To examine, interpret and analyse data using the database functions of Excel.
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Course Outcome |
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CLO1: Students are able to demonstrate simple arithmetic calculations directly in a cell as well as by referring to another cell. CLO2: Students are able to compare and contrast between formulas and functions in Excel. CLO3: Students are able to examine and interpret data using the database functions of Excel. CLO4: Students are able to model the chart function of Excel to represent numeric data in multiple formats. |
Unit-1 |
Teaching Hours:7 |
Introduction to Spread Sheet Level of Knowledge: Application
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Understanding Microsoft Excel, Excel Workbook Windows, Basic Spreadsheet Skills, Excel Help System, Opening and Closing Workbooks, Understanding Workbook File Formats, Creating New Workbooks, Selecting Cells, Auto Sum and Auto Fill Function, Cell Referencing and Request, Formatting Cells, Formatting Numbers, Placing Cell Alignment, Cell, Rows and Columns, Understanding Worksheets, Editing, Copying and Moving Cells, Page Layouts in Excel, Proofing Workbook, Basic Options, Ribbons and Toolbar, AutoFilter, Advanced Filters, Managing Windows, Multiple Windows, Splitting Windows, Freezing Panes, Linking Data, Basics’ Assessment | |
Unit-2 |
Teaching Hours:7 |
Fundamental tools in Spreadsheet Level of Knowledge: Application
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Introduction to Excel Spreadsheet Intermediate Level, Defining Names in Excel, Sorting Data, Using Excel Tables, Filtering Data in Excel, Find and Replace, Headers and Footers, Adding Comment, Conditional Formatting, Understand Charts, Chart Design Options and Tools, Chart Format Tools, Combo Charts | |
Unit-3 |
Teaching Hours:7 |
Functions in Spreadsheet Level of Knowledge: Application
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Functions within Excel, Understanding Date Function, Super Power, Array Formulae, Advanced Range Names, What If function? Information Functions, Logical Functions, Using Text to Columns, the Paste Special Function, Tracking Changes in Excel, Merging and Compare Excel Workbooks, Data Validation, Subtotals and Grouping, Consolidating Data | |
Unit-4 |
Teaching Hours:8 |
Spreadsheet for Analysis Level of Knowledge: Application
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Scenario Analysis, Data Tables in Scenario Analysis, What-if Analysis, Mats and Trig Functions, Text Functions in Excel, Using Lookup Functions, Vlookups, HLookups, Using Statistical Functions, Database Functions, Formula Auditing and Error Tracing, Hyperlinks in Excel, Linking Data | |
Unit-5 |
Teaching Hours:8 |
Data Visualization using tables and charts Level of Knowledge: Application
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Understanding Pivot Tables, Using Pivot Charts, Workbook Properties, Protecting and Sharing Worksheets, Understanding to Macros, Custom Number Formats in Excel, Using Custom Lists, Working with Templates, Data Encrypting and Finalising Workbooks, Data analysis in Excel using classic tools, such as pivot tables, pivot charts, and slicers, on data that is already in a worksheet / grid data, Excel data model, DAX expression | |
Unit-6 |
Teaching Hours:8 |
Foundations of SQL
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Power Query add-in in Excel 2013, build an Excel data model from a single flat table, import multiple tables from a SQL database, Create a mash-up between data from text-files and data from a SQL database. Cube functions, Timelines, Hierarchies, Slicer and Assessment (MCQ) | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA DETAILS MARKS DETAILS CIA 1 20 CIA II 20 CIA III 50 Attendance marks will be added as per the attendance policy | |
BBA142G - GROUP AND TEAM EFFECTIVENESS (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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Course Description: The success of organizations are predominantly determined by the effectiveness of its people resources. To succeed in this global competition, it is imperative for the organizations to build high performing teams. The core of building high performing teams is to understand team dynamics and build collaboration within teams, between teams and work as a team of teams. The course will enable the students to understand the nuances of team dynamics, experience the power of synergy working as a team and collaborate effectively for the benefit of personal, organizational and societal growth. Course Objective: ● To facilitate better understanding of group and phases of group development ● To provide a deeper understanding of team dynamics and qualities of being a good team player ● Resolve team conflicts and build synergy ● Build trust, offer constructive feedback, coach and mentor others. ● To inculcate the spirit of working as a team |
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Course Outcome |
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CO1: Define the concept of groups and stages of group development CO2: Understand the nuances of working as a team and qualities of a good team player CO3: Build teams, achieve synergy and resolve team conflicts CO4: Analyze and offer constructive feedback, coaching and mentoring. CO5: Choose to collaborate effectively and work as a team |
Unit-1 |
Teaching Hours:9 |
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Group Dynamics
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Concept of Groups, why people join groups, Phases of Group Development, Group Cohesiveness, Group Think, Group Decision Making, Techniques. | |||||||||||||||||
Unit-2 |
Teaching Hours:9 |
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Understanding Teams
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Concept of Team, Significance of working as Team, Difference between Work Groups and Work Teams, Types of Teams, Team Effectiveness, Qualities of a good Team Player, Self-Managed Teams. | |||||||||||||||||
Unit-3 |
Teaching Hours:9 |
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Team Building
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Concept of Team Building, Barriers to Team Building, Resolving Team Conflicts, Achieving Synergy through team work. | |||||||||||||||||
Unit-4 |
Teaching Hours:9 |
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High Performing Teams
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Building Trust and Credibility, Constructive Feedback, Coaching and Mentoring. | |||||||||||||||||
Unit-5 |
Teaching Hours:9 |
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Outdoor Experiential Learning Activities
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Bonding, Team Building, Trust Building, Team Competitive Games, Group Dynamics, Identifying High Performing Teams and Achieving Team Effectiveness. | |||||||||||||||||
Text Books And Reference Books: ● Robbins, P.S. (2022) Organizational Behavior: International Version. 19th Edition, Pearson Higher Education. ● Leadership: Enhancing the lessons of experience by Hughes, R.L., Ginnett, R.C., & Curphy, G.J. (2019), 9th Edition, McGraw Hill Education, Chennai, India. | |||||||||||||||||
Essential Reading / Recommended Reading
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Evaluation Pattern
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CHE141B - NUTRICHEM (2024 Batch) | |||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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This course gives an insight into nutrition and its importance in leading a healthy life.
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Course Outcome |
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CO1: Discuss about nutrition and its importance in leading a healthy life. CO2: Explain the elements of nutrition and dietry requirement. CO3: Summerise about food analysis, food microbiology and therapeutic nutrition |
Unit-1 |
Teaching Hours:5 |
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Fundamentals of nutrition
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FaFactors Influencing Food Selection: Flavours, appearance and other aspects of food, Demographics Culture and Religion, Health, Social-Emotional Influences, and Environmental Concerns, Food Industry and the Media. | ||||||||||||||||
Unit-2 |
Teaching Hours:4 |
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Basic Nutrition Concepts
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NNutrition, Energy content in food, Nutrients, Nutrient Density, Characteristics of a Nutritious Diet. | ||||||||||||||||
Unit-3 |
Teaching Hours:6 |
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Nutrient Recommendations
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Dietary Reference Intakes, Digestion, Absorption, and Metabolism, Gastrointestinal Tract and secretions, Food groups, Organic Foods, GM foods. | ||||||||||||||||
Unit-4 |
Teaching Hours:6 |
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Nutrition biochemistry
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Elements of nutrition - Dietary requirement of carbohydrates, lipids and proteins. Biological value of proteins. Concepts of protein quality. Protein sparing action of carbohydrates and fats. Essential amino acids, essential fatty acids and their physiological functions. | ||||||||||||||||
Unit-5 |
Teaching Hours:3 |
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Vitamins
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Dietary sources, biochemical functions, requirements and deficiency diseases associated with vitamin B complex, C and A, D, E and K vitamins. | ||||||||||||||||
Unit-6 |
Teaching Hours:3 |
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Minerals
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Nutritional significance of dietary sodium, potassium, calcium, phosphorus, magnesium, iron, iodine, zinc and copper. | ||||||||||||||||
Unit-7 |
Teaching Hours:2 |
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Malnutrition
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Prevention of malnutrition, supplementary foods.
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Unit-8 |
Teaching Hours:2 |
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Food science and food analysis
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Food additives and preservatives. | ||||||||||||||||
Unit-9 |
Teaching Hours:6 |
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Food microbiology
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Food safety, Fermentation, food spoilage and food borne pathogens, food processing.
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Unit-10 |
Teaching Hours:6 |
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Therapeutic nutrition
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Life style diseases and personalized nutrition therapy, nutraceuticals and its classifications. | ||||||||||||||||
Unit-11 |
Teaching Hours:2 |
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Public nutrition
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Health organizations, NGO’s etc. | ||||||||||||||||
Text Books And Reference Books: [1] Ganesh Narayanan Chauhan, 5th ed Foods that heal. Popular Book Depot 2012 [2] Mohinder Singh, 2nd ed. Health and food Gyan Publishing House 2003. [3] S. A. Iqbal and Y. Mido 1st ed Food Chemistry. Discovery Publishing House, 2008. | ||||||||||||||||
Essential Reading / Recommended Reading [1] Kittler and Sucher, 5th ed. Food and Culture Thomson Wadsworth 2007. [2] Anita Tull, 3rd Food Nutritioned.Oxford University Press, 1997.
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Evaluation Pattern
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COM141 - FUNDAMENTALS OF ACCOUNTING (2024 Batch) | ||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:100 |
Credits:3 |
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Course Objectives/Course Description |
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Course Description: This course will enable the students to have fundamental knowledge about financial accounting. The topics covered are Book-keeping, Subsidiary Books, preparation of Ledger and Financial Statements and Analysis of Financial Statements. Course Objectives:
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Course Outcome |
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CO1: To equip students with basic knowledge of book-keeping for different business organizations CO2: To familiarize the students with accounting as an information system. CO3: Prepare the basic subsidiary books required by a business. CO4: Rearrange the information in the Journal to prepare the ledger accounts, Trial Balance, and Financial Statements CO5: Compare and comment on the basic information provided by the Financial Statements of Real Companies and other organizations. CO6: Analyze the Financial Statements of different organizations and make decisions. |
Unit-1 |
Teaching Hours:5 |
Introduction to Accounting
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Accounting – Meaning, Objectives, Accounting as source of information, Internal and External users of accounting information and their needs. Qualitative Characteristics of Accounting Information– Reliability, Relevance, Understandability and Comparability. Book-Keeping – Meaning – Definition. Accounting, Difference between Book-keeping, and Accounting. Accounting Concepts and Conventions. Accounting terms – Capital – Assets – Liabilities – Expenses – Income – Fund – Net worth – Capital Expenditure – Revenue expenditure– Capital Receipts – Revenue Receipts – Debtors – Creditors – Goods – Cost – Gain – Stock – Purchase – Sales – Loss – Profit – Voucher – Discount – Transaction – Drawings, etc. System of Book Keeping: Single entry system and Double entry system of Book Keeping – Accounting Process - introduction. | |
Unit-2 |
Teaching Hours:7 |
Books of Original Entry
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Books of Accounts – Journal – Rules of Journalizing (Debit and Credit) – Steps in Journalizing - Meaning – Importance – Different types of Subsidiary books – Cash book – Petty cash book – Purchase book – Purchase returns book – Sales book – Sales return book – Bills receivables book – Bills payable book – Journal Proper – Process of recording transactions in the respective books. | |
Unit-3 |
Teaching Hours:8 |
Preparation of Ledger and Trial Balance
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Ledger – Types of Accounts – Posting to Ledger accounts – Balancing the Ledger accounts – Trial Balance – Meaning – Objectives and Preparation of Trial Balance | |
Unit-4 |
Teaching Hours:12 |
4 Final Accounts
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Financial statements – Meaning – Objectives – Financial reporting through Financial Statements – Preparation of Trading account – Profit and Loss account – Balance Sheet, Cash Flow Statement | |
Unit-5 |
Teaching Hours:13 |
Analysis and Interpretation of Financial Statements
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Financial statements – Meaning – Objectives – Financial reporting through Financial Statements – Preparation of Trading account – Profit and Loss account – Balance Sheet, Cash Flow Statement | |
Text Books And Reference Books:
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Essential Reading / Recommended Reading
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Evaluation Pattern CIA 1 20 marks MCQs CIA 2 Group Assessements CIA3 50 marks Written Examination | |
COM142 - BRAND MANAGEMENT (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The Brand Management course will enable students to have a fundamental understanding of how to build, measure, and manage a brand. |
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Course Outcome |
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CO1: Demonstrate concepts, principles, techniques and application of contemporary branding
management process. CO2: Evaluate the taxonomy in designing brands. CO3: Summarise the measures and manage brand-equity and extension. |
Unit-1 |
Teaching Hours:10 |
Strategic Brand Management Process
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Brands – Brands Vs Products – Different Product Levels - Things that can be branded. Branding Challenges and Opportunities – Strategic Brand Management Process, PRACTICAL: SBM Process, Trends and innovations in brand management, Emerging technologies and their impact on branding. | |
Unit-2 |
Teaching Hours:10 |
Branding identity, architecture and taxonomy
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Brand Image, Developing a brand identity, Brand Identity – Kapferer’s Brand Identity Prism, Creating a brand positioning statement, Understanding the importance of brand consistency, Developing a brand architecture strategy, Managing brand portfolios, Brand extensions and sub-brands. Criteria for choosing brand elements – Brand Names – Landor’s Brand Name Taxonomy – Brand Name Linguistic Characteristics – Trademark Issues and Concerning Names – PRACTICAL: Naming Hypothetical Brands. | |
Unit-3 |
Teaching Hours:10 |
Brand Messaging, Designing and Aesthetics
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Developing a brand messaging strategy, Creating effective brand communications, Managing brand reputation, URLs – Logos and Symbols – Characters – Slogans and Jingles – Packaging and Signage – PRACTICAL: Creating Logos and Mascots for Hypothetical Brands. Impact of digital technologies on brand management, Developing digital branding strategies, Managing online brand reputation. | |
Unit-4 |
Teaching Hours:10 |
Brand Equity and Brand Communication
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Customer-Based Brand Equity – CBBE Pyramid – PRACTICAL: Constructing CBBE Pyramid. Understanding the impact of consumer behaviour on brand management, Consumer decision-making process, Building brand relationships with consumers, Understanding the role of advertising in brand management, Developing effective advertising campaigns, Measuring and analyzing advertising effectiveness. | |
Unit-5 |
Teaching Hours:5 |
Brand Extension and International Brand Management
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Brand Extension - Merits and Demertis of Extension – Types of Brand Extension. Building brand loyalty, Measuring and analyzing brand equity and brand loyalty, Understanding the challenges of international brand management, Adapting branding strategies for international markets, Managing global brand portfolios | |
Text Books And Reference Books: Keller, M. (4th Edition). Brand Management. Delhi: Pearson Education India. | |
Essential Reading / Recommended Reading Rajagopal, M. (Latest Edition). Brand Management. New York: Nova Science Publisher | |
Evaluation Pattern CIA -1- MCQ and individual assignment ( 20 marks) CIA-2- Group Assignment and viva voce ( 30 marks) CIA-3- Written Examination ( 50 marks)
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COM143 - ENTREPRENEURSHIP DEVELOPMENT AND SMALL BUSINESS MANAGEMENT (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:45 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Description: This is designed to immerse students into the entrepreneurial process of new venture creation. The course therefore provides students with an understanding of the role and personality of the entrepreneur, and a range of skills aimed at successful planning of entrepreneurial ventures. The purpose of the course is that the students acquire necessary knowledge and skills required for organizing and carrying out entrepreneurial activities, to develop the ability of analyzing and understanding business situations in which entrepreneurs act and to master the knowledge necessary to plan entrepreneurial activities. The students develop the ability of analyzing various aspects of entrepreneurship – especially of taking over the risk, and the specificities as well as the pattern of entrepreneurship development and finally, to contribute to their entrepreneurial and managerial potentials. The major piece of assessment is the writing of a comprehensive BUSINESS PLAN for a new venture. And central to the learning experience is a semester long series of business conceptualization and planning projects where students, working in small teams, will have the opportunity to develop their new venture creation and management skills under the tutelage of experts in each domain. |
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Course Outcome |
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CO1: Develop an understanding of the nature of entrepreneurship. CO2: Understand how to identify opportunities (problems), develop creative solutions and build a viable business model around these. CO3: Identify and understand the driving forces of new venture success and to develop skills in innovation and business planning for entrepreneurial ventures CO4: Understand the ethical and legitimacy challenges that face entrepreneurs with new ventures. CO5: To increase students' ability to work in multidisciplinary teams and to provide entrepreneurial leadership in organizations. |
Unit-1 |
Teaching Hours:5 |
Small Business Enterprise
|
|
Small Business framework – concept and definition - nature and characteristics – relationship between small and large business – scope and types of small business – rationale and objectives – small business as seed bed of Entrepreneurship
| |
Unit-2 |
Teaching Hours:5 |
Unit II : Entrepreneurship:
|
|
Entrepreneur - Entrepreneurship concept – distinction between business and entrepreneurship – developing entrepreneurial competencies – functions – types (including social entrepreneurs, women and rural), Entrepreneurial Decision Process, Caselets and Case studies of Entrepreneurs, Role Models, Mentors and Support System building entrepreneurship culture. Entrepreneurship ethics, and barriers to entrepreneurship. | |
Unit-3 |
Teaching Hours:6 |
Unit III : Organising A Small Enterprise:
|
|
Generation and screening the project ideas – Environment Scanning, Opportunity Recognition, Competitor and Industry Analysis, Project identification and selection - Market feasibility – Technical /operational feasibility, and Financial feasibility analysis (up to cost of production), Project formulation – assessment of overall Project Feasibility – Preparation of a Project Report. | |
Unit-4 |
Teaching Hours:6 |
Unit IV: Innovation Management and Entrepreneurship:
|
|
Meaning and Definition, Creativity and Innovation, Traditional v/s Creative Thinking, Design Thinking, Product Innovation, Types of Innovation, Phases of Innovation, Developing Entrepreneurial Innovation, Techniques of Innovation, Need and Importance of Innovation. Blue Ocean Strategy and Innovation. Lean Management and Innovation. | |
Unit-5 |
Teaching Hours:5 |
Unit V: Preparing a Business Plan:
|
|
Business Plan – need and importance – Content and format, Preparing a business model using canvanizer.com, and leanstack.com.
| |
Unit-6 |
Teaching Hours:5 |
Unit VI: New Venture Financing:
|
|
Sources of Finance – Financial Support to small Business – Institutional Support – Venture Capital, Various incentives and subsidies – Central and State Government Schemes – Financial Planning and Control | |
Unit-7 |
Teaching Hours:7 |
Unit VII: Launching, Growth and Exit Strategy:
|
|
Choosing the legal form of new venture, protection of patent, copyright, trademark, trade secrets, intellectual property, licensing, franchising, entrepreneurship Innovations and marketing the new venture, growth strategy for small business – need for growth – types of growth strategy – expansion – diversification - sub contracting, and exit strategies for entrepreneurs.
| |
Unit-8 |
Teaching Hours:6 |
Unit VIII: Business Pitch:
|
|
Business Pitch, what banks and investors look for in a Business Pitch, Template for Business Pitch, Persuasive Presentation and Effective Pitching – Strategies and Delivery, Ideas for creating leads and customers. | |
Text Books And Reference Books: Essential Reading 1. Desai, D. V. (2010). Fundamentals of Entrepreneurship and Small Business Management. Mumbai: Himalaya Publications.
| |
Essential Reading / Recommended Reading Recommended Reading 1. Scarborough, N. M. (2010). Essentials of Entrepreneurship and Small Business Management. New Jersey: Prentice hall. | |
Evaluation Pattern CIA 1 20 Marks (MCQ's and group assignement) CIA 2 20 Marks ( Group Assignment and Viva Voce) CIA 3 50 Marks ( written exam) | |
COM144 - FINANCIAL LITERACY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The course aims at enhancing their financial skills as well as training the students to be financial educators with family and friends. There is a need for students to effectively plan and monitor their spending. The course aims at effectively training students and equipping them with the knowledge and tools to manage their finances and also teach others the same. |
|
Course Outcome |
|
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:
| |
Essential Reading / Recommended Reading
| |
Evaluation Pattern CIA 1 20 MARKS (MCQs and Group Assignment) CIA 2 20 MARKS (Group Assignment and Viva-voce) CIA 3 50 MARKS (Written Exam)
| |
COM145 - CREATIVE ADVERTISEMENT (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
The main objective of this course is to enable students to develop creative concepts for advertising of any product or service. |
|
Course Outcome |
|
CO 1: To understand the critical role of creativity in advertising and develop creative
strategies to be able to position the product/service. CO 2: To become familiar with the approaches and forms of advertising. CO 3: To gain technical knowledge in the development of advertising for a company. CO 4: To learn to empathize with the client's needs and create content that meets the purpose
in a creative manner. |
Unit-1 |
Teaching Hours:10 |
Creativity and Aesthetics
|
|
Introduction to Creativity- The creativity process- Difference between a creative mind and non-creative mind- Patterns of thoughts indicating creativity- How to bring out your creative genius- Philosophy of Aesthetics - Introduction to Creative works of the century. | |
Unit-2 |
Teaching Hours:10 |
Functions and Forms of Advertising
|
|
Types of advertisement, Ethics in advertisement, Position of Products/Services, Interplay of Branding and Advertising- Meaning of Advertising, Creative Ad Makers and Advertising Agencies in India and the World - Indian and Foreign creative advertisements, the controversial advertisements- The most memorable advertisements - Highly impactful and Creative advertisements. | |
Unit-3 |
Teaching Hours:10 |
Advertising and campaign Planning
|
|
Marketing strategy and situation analysis; Advertising plan; Advertising objectives; DAGMAR approach; Advertising campaign planning process. The art of copywriting; Advertising copy testing; Creativity in communication; motivational approaches; types of appeals used in advertising; Advertising budget process. | |
Unit-4 |
Teaching Hours:5 |
Elements and Principles of Design
|
|
Principles of Design- Lines, Scale, Color, Repetition, Negative Space, Symmetry, Transparency, Texture, Balance, Hierarchy, Contrast, Framing, Grid, Randomness, Direction, Rules, Movement, Depth, Typography, Composition. | |
Unit-5 |
Teaching Hours:10 |
Designing Advertisements
|
|
Creative brief - Value Questions -Research -Conceptual framework- Development of multiple ideas- Creative concept development process- creative brainstorming- creative differences- editing -refining creative concepts- concept presentation to the client- Appeals in advertising copy writing-print copy elements, headlines-body copy-slogans - Designing print ad- choosing –-choosing layout- -choosing Typefaces. | |
Text Books And Reference Books: Batra, A. M. (2022). Advertising Management. Delhi: Pearson Education. | |
Essential Reading / Recommended Reading 1. Chunawala, S .A.(2015). Advertising Management. Mumbai: Himalaya Publishers. 2. Moriarty, W. B. (2020). Advertising Principles and Practices. New Delhi: Prentice Hall of India. | |
Evaluation Pattern CIA - 1 - 20 Marks (MCQ's, individual assignments) CIA - 2 - 20 Marks (Group Assignments ) CIA - 3 - 20 Marks (Group Assignments) CIA -4- 20 Marks (Individual assignments) CIA - 5 - 20 Marks (Group Assignments and Viva Voce) | |
COM146 - INTRODUCTION TO EXCEL FOR MANAGERS (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course provides the knowledge base for understanding the workings of Excel. The primary objective of the course is to familiarize the students with the basics of Microsoft excel. The course introduces the students to financial analysis. Further, the course also deals with the practical application of Microsoft Excel in day-to-day business activities. As a prerequisite, the students should have basic knowledge of computers and MS Office. |
|
Course Outcome |
|
CO1: To provide students with the fundamental knowledge of the use of computers in business. CO2: To provide exposure to the students on MS Office Excel. CO3: To apply MS excel functions in business. |
Unit-1 |
Teaching Hours:12 |
Introduction to Excel
|
|
Understanding the concept of a spreadsheet - Identifying the components of a spreadsheet
Navigating the Excel interface – Comparison of various version of Microsoft excel - Creating a new spreadsheet- Entering data into cells - Formatting data (fonts, colors, borders) - Adjusting column width and row height - Merging and splitting cells - Basic Excel functions: Structure of an excel function, functions such as SUM (), MIN (), MAX (), AVERAGE (), COUNT (), AUTOSUM, AUTOFILL. Working with an Excel List: Understanding Excel List Structure, Sorting a List Using Single Level Sort, Sorting a List Using Multi-Level Sorts, Using Custom Sorts in an Excel List, Filter an Excel List Using the AutoFilter, Creating Subtotals in a List, Format a List as a Table, Using Conditional Formatting to Find Duplicates, Removing Duplicates. | |
Unit-2 |
Teaching Hours:2 |
Validation
|
|
Excel Data Validation: Understanding the Need for Data Validation, Creating a Validation. List, Adding a Custom Validation Error, Dynamic Formulas by Using Validation Techniques – Protecting range, formula, entire workbook – inserting header and footer | |
Unit-3 |
Teaching Hours:6 |
Excel PivotTables
|
|
Understanding Excel PivotTables, Creating an Excel PivotTable, Modifying Excel PivotTable Calculations, Grouping PivotTable Data, Formatting PivotTable Data, Drilling Down into PivotTable Data, Creating Pivot Charts, Filtering PivotTable Data, Filtering with the Slicer Tool | |
Unit-4 |
Teaching Hours:9 |
Conditional Functions and Working with Large Excel Data Sets
|
|
Conditional Functions: Working with Excel Name Ranges, Using Excel's IF () Function, Nesting Functions, Using Excel's COUNTIF () Function, Using Excel's SUMIF () Function, Using Excel's IFERROR () Function. Working with Large Sets of Excel Data: Using the Freeze Panes Tool, Grouping Data (Columns and/or Rows), Consolidating Data from Multiple Worksheets. Printing of excel worksheet – alignment, printing of selection, range, entire workbook – mail merge using excel | |
Unit-5 |
Teaching Hours:9 |
LookUp, Text Based Function and financial function
|
|
Excel's Lookup Functions: Using Excel's VLOOKUP() Function, Using Excel's HLOOKUP() Function, Using Excel's INDEX() and MATCH() Functions. Excel's Text-Based Functions: Using Excel's functions such as LEFT(), RIGHT() and MID(), LEN(), SEARCH(), CONCATENATE(). Time value of money - present value of money - capital budgeting, Net present value, Internal rate of return. Statistical function - Introduction to macros. Creation of simple macro functions | |
Text Books And Reference Books: Microsoft Excel 2016 Step by Step Curtis Frye, Microsoft Press, A division of Microsoft Corporation, 2016 edition. | |
Essential Reading / Recommended Reading Microsoft Excel Essential Hints and Tips Fundamental hints and tips to kick start your Excel skills By Diane Griffiths Published, 2015 edition
Excel 2010 Formulas, by Wiley Publishing, 2010 Edition. | |
Evaluation Pattern MCQ Test and Practical excercise | |
CSC102-2 - DATA STRUCTURES (2024 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:5 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The course is designed to develop skills to design and analyze simple linear and nonlinear data structures. It strengthens the ability to identify and apply the suitable data structure for the given real-world problem. It enables students to gain knowledge in practical applications of data structures. |
|
Course Outcome |
|
CO1: Describe various data structures such as arrays, linked lists, stacks, queues, trees, and graphs, along with their properties and basic operations. CO2: Understanding data elements within different data structures, describing the advantages and disadvantages of each structure. CO3: Apply data structures to solve complex computational problems, implementing algorithms using appropriate data structures and programming languages. CO4: Synthesize / Evaluate data structures and algorithms by designing and developing innovative solutions to real-world problems, integrating multiple data structures and algorithms. |
Unit-1 |
Teaching Hours:15 |
ARRAYS
|
|
Introduction to data structures- Abstract Data Type - Arrays – Introduction -Array Operations, Linear Search - Iterative Binary Search – Recursions - Recursive Binary Search. Lab Exercises: 1. Menu driven program for Inserting, deleting an element into one dimensional array
2. Menu driven program to implement linear search (sentinel) and binary search | |
Unit-2 |
Teaching Hours:15 |
LINKED LIST
|
|
ntroduction: Pointers - Using Dynamically Allocated Storage - Singly Linked Lists - Polynomials, Representing Polynomials as Singly Linked Lists - Circularly Linked Lists - Doubly Linked Lists. Lab Exercises: 1. Menu driven program to implement singly linked list insertion.
2. Menu driven program to implement singly linked list deletion. | |
Unit-3 |
Teaching Hours:15 |
STACK & QUEUE
|
|
Introduction: Stack Operations using arrays and linked lists - Infix to Prefix - Queue Operations using array and linked list. Applications: Evaluation of Expressions, Evaluating Postfix Expressions, Infix to Postfix. Lab Exercises: 1. Menu driven program to implement stack operations using an array and linked list 2. Menu driven program to implement queue operations using an array and linked list | |
Unit-4 |
Teaching Hours:15 |
TREES
|
|
Introduction - Binary Trees- Properties of Binary Trees - Binary Tree Representations - Binary Tree Traversals. Binary Search Trees: Introduction - Searching a Binary Search Tree - Inserting, Deleting an Element - Limitations of Binary Search Tree. Lab Exercises:
1. Menu driven program for Binary Tree creation and Traversals | |
Unit-5 |
Teaching Hours:15 |
SORTING TECHNIQUES AND GRAPHS
|
|
Sorting: Bubble Sort – Selection Sort – Insertion Sort – Quick Sort. Graphs: Introduction – Definitions and terminology – Graph representations – Depth First Search – Breadth First Search Lab Exercises: 1. Menu driven program to implement bubble sort and Selection sort. 2. Menu driven program to implement Insertion sort 3. Menu driven program to implement Quick sort. | |
Text Books And Reference Books: [1] Yashwant Kanetkar, Data Structures through C, BPB Publication, 2nd edition, reprint 2016. | |
Essential Reading / Recommended Reading [1] Horowitz Sahni Anderson-Freed, Fundamental of Data Structures in C, Universities Press, Reprint 2009. [2] Seymour Lipschultz: Data Structures, Schaum series TMH, 2010.
Web Resources:
https://in.coursera.org/specializations/data-structures-algorithms
| |
Evaluation Pattern ESE 50% CIA 50% | |
CSC103-2 - OPERATING SYSTEMS (2024 Batch) | |
Total Teaching Hours for Semester:75 |
No of Lecture Hours/Week:4 |
Max Marks:100 |
Credits:4 |
Course Objectives/Course Description |
|
The objective of this course is to provide a comprehensive knowledge of operating system concepts, System structure, Process management, Deadlock, Memory management and File system along with the practical exposure by using C – Programming language for the working principles of operating system. |
|
Course Outcome |
|
CO1: Understand the fundamental principles of operating system and system structure.
CO2: To evaluate the process scheduling, deadlock system and effective memory management.
CO3: To analyse the file structure, directory structure, allocation methods and system security. CO4: Implement the Operating System concepts by using C Programming.
|
Unit-1 |
Teaching Hours:15 |
INTRODUCTION
|
|
Introduction - What Operating Systems - Computer-System Organization - Computer-System Architecture - Operating-System Operations - Resource Management - Security and Protection - Virtualization - Distributed Systems - Kernel Data Structures - Computing Environments - Free and Open -Source Operating Systems OPERATING – SYSTEM STRUCTURES Operating-System Services - User and Operating-System Interface - System Calls - System Services - Linkers and Loaders - Why Applications Are Operating-System Specific - Operating-System Design and Implementation - Operating-System Structure - Building and Booting an Operating System - Operating-System Debugging
Lab Exercises:
| |
Unit-2 |
Teaching Hours:15 |
PROCESS MANAGEMENT
|
|
Process Concept - Process Scheduling - Operations on Processes – Inter process Communication - IPC in Shared-Memory Systems - IPC in Message-Passing Systems - Examples of IPC Systems - Communication in Client – Server Systems CPU SCHEDULING Basic Concepts - Scheduling Criteria - Scheduling Algorithms - Thread Scheduling - Multi-Processor Scheduling - Real-Time CPU Scheduling - Operating-System Examples - Algorithm Evaluation Lab Exercises:
| |
Unit-3 |
Teaching Hours:15 |
PROCESS SYNCHRONIZATION
|
|
Synchronization Tools: Background - The Critical-Section Problem - Peterson’s Solution - Hardware Support for Synchronization - Mutex Locks – Semaphores Deadlocks: System Model - Deadlock in Multithreaded Applications - Deadlock Characterization - Methods for Handling Deadlocks - Deadlock Prevention - Deadlock Avoidance - Deadlock Detection - Recovery from Deadlock Lab Exercises:
| |
Unit-4 |
Teaching Hours:15 |
MEMORY MANAGEMENT
|
|
Main memory: Background - Contiguous Memory Allocation - Paging - Structure of the Page Table - Swapping Virtual Memory: Background - Demand Paging - Copy-on-Write - Page Replacement - Allocation of Frames – Thrashing - Memory Compression Lab Exercises:
| |
Unit-5 |
Teaching Hours:15 |
FILE SYSTEM AND SECURITY
|
|
File-System Interface: File Concept - Access Methods - Directory Structure File-System Implementation: File-System Structure - File-System Operations - Directory Implementation - Allocation Methods - Free-Space Management - Efficiency and Performance Security: The Security Problem - Program Threats - System and Network Threats Cryptography as a Security Tool - User Authentication
| |
Text Books And Reference Books:
| |
Essential Reading / Recommended Reading
3rd Edition, 2007 | |
Evaluation Pattern ESE 50% CIA 50% | |
DMT141 - DANCE MOVEMENT THERAPY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
|
This course has been conceptualized in order to understand and explore Dance Movement Therapy, a discipline that is supported by a solid theoretical and technical background. It has huge applicability: it works in the clinical, social, educational, and artistic fields. At the same time, the different matrices, like artistic, anthropology, psychiatric, and psychodynamic – make Dance Movement Therapy one of the most holistic disciplines for the ability to combine and include elements from different subjects. |
|
Course Outcome |
|
CO1: Demonstrate practical understandings about dance: from ancient social function to performance, from performance to therapy CO2: Demonstrate human body expression through the Gross Motor Skills Development, and the Global Motor Coordination Schemes according to Bartenieff, the Effort/Shape system of movement analysis according Laban. CO3: Demonstrate how to work on the body schema, body image, and physical self-concept. CO4: Apply the body schema, body image and physical self-concepts to express emotion through dance approaches, improving confidence and self-esteem. CO5: Discuss how Dance Movement Therapy deals with life: instances of different social areas in which DMT is practiced |
Unit-1 |
Teaching Hours:15 |
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Introduction, Outline, and Overview
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Brief history of Dance Movement Therapy history and different methodologies
To understand and to gain practical understanding about the human body expression through the Gross Motor Skills Development through specific dance patterns of movement
| |||||||||||||||||||||
Unit-2 |
Teaching Hours:15 |
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Human Body Expressions
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Exploration of the Six Fundamentals of Bartenieff Rhythmic in a structured and semi-structured warm-up Structured warm -up Imitative warm-up Which music for Dance Movement Therapy Size and dynamic of different groups: small, medium, large group | |||||||||||||||||||||
Unit-3 |
Teaching Hours:15 |
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Human Body Expression
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Introduction to some of the props used in Dance Movement Therapy: strings, sticks, balls. | |||||||||||||||||||||
Unit-4 |
Teaching Hours:10 |
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The Artistic Matrix of Dance Movement
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How to create sequence of dance choreography | |||||||||||||||||||||
Text Books And Reference Books: A body among other bodies. Relational Expressive Dance Movement Therapy, A&G CUECM, 2020 | |||||||||||||||||||||
Essential Reading / Recommended Reading Bartenieff I., Lewis D., Body Movement : Coping with the Environment. Gordon and Breach, 1980. | |||||||||||||||||||||
Evaluation Pattern
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DSC143 - DATA VISUALIZATION (2024 Batch) | |||||||||||||||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Pre Requisite: As a prerequisite the students should have the fundamental knowledge of Python programing
Course description: This course is designed to build the logical thinking ability and to provide hands-on experience in data visualization using Python with hands-on experience. The course provides the platform to explore various data visualization libraries and techniques used to analyze, and interpret data visually. Course Objectives:
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Course Outcome |
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CO1: Possess hands-on experience of visualization techniques using Python. CO2: Ability to tell a compelling story by visualizing data. CO3: Able to analyze and interpret the data using data visualization techniques. |
Unit-1 |
Teaching Hours:15 |
Introduction to Data Visualization
|
|
Introduction: Definition- Need- Advantages-Applications- Data Visualization Process-Knowing your Data- Python as Visualization Tool-Visualization Libraries - Data Visualization techniques.
| |
Unit-2 |
Teaching Hours:15 |
Basic and Specialized Visualization Techniques
|
|
Line Plot – Pie Charts-Histograms-Bar Charts -Box Plots- Scatter Plots – Swarm Plot - Pivot Table-Waffle Charts - Word Cloud – regression Plot- Heat Map - Maps with Markers- Geo Spatial Charts - Choropleth Maps Visualization Libraries: Plotting with Matplotlib - Plotting with Seaborn
| |
Unit-3 |
Teaching Hours:15 |
Data Story Telling with Dashboards
|
|
Dashboarding Overview -Introduction to Plotly-Introduction to Dash-Make Dashboards Interactive -Understanding the Lab Environment. Real world case studies using dashboard.
| |
Text Books And Reference Books: 1. 1. Igor Milovanovic, Giuseppe Vettigli and Dimitri Foures, Python Data Visualization Cookbook, Second-Edition, Packt Publishing Ltd., Bringham Mumbai, India 2018. 2. 2. Ossama Embarak, Data Analysis and Visualization Using Python, Apress, United States of America, 2018. | |
Essential Reading / Recommended Reading Wes McKinney, Python for Data Analysis, Orielly, United States of America,2013 | |
Evaluation Pattern CIA 50% ESE 50% | |
ECO143 - DEMOCRACY AND ECONOMY (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
|
This course is aimed at undergraduate students to introduce to them the prominent debates on democracy and emerging issues in economies. The course discusses how various socio-economic factors acts as constraints on economic growth and development. This basic framework allows a student to delve into the causes and consequences of various strategies/methods taken/applied by policy makers and practitioners, and how it affects the overall objective of the state/economy through trifocal analysis of economy, society and market keeping the central theme of ‘Democracy’. |
|
Course Outcome |
|
CO1: recognise the growing crisis of wealth and income inequality among the members of the economy. CO2: understand the economic crisis in different sectors and government interventions in practices. CO3: get familiar informal sector and labour market participation and rights. CO4: understand debates about transparency, competition and privatization and its relevance to corruption. CO5: investigate issues from various perspectives, such as, viewing challenges in economies through the lens of democracy. |
Unit-1 |
Teaching Hours:11 |
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Democracy, Democratization and Society
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Theories of Democratization; Democratic and Undemocratic States; Measuring Democracy and Democratization; The Global Wave of Democratization; Causes and Dimensions of Democratization: Social Movements and Contention in Democratization Processes: Role, impact on policy reforms and cultural change. | |||||||||
Unit-2 |
Teaching Hours:8 |
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Actors and Institutions
|
|||||||||
Conventional Citizen Participation; Institutional Design in New Democracies; Gender and Democratization; A Decade of Democratic Decline and Stagnation | |||||||||
Unit-3 |
Teaching Hours:8 |
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Democracy and Redistribution
|
|||||||||
Democracy and the public sector; the state, the treat of expropriation and the possibility of development: Social and economic wellbeing and policy reforms. | |||||||||
Unit-4 |
Teaching Hours:8 |
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Democracy and Economic growth and development
|
|||||||||
Democracy and Development; Democracy in Developing Countries; Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain Democracies | |||||||||
Unit-5 |
Teaching Hours:10 |
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Democracy and Economic growth and development: Indian experience
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|||||||||
India’s Tryst with Destiny; Democracy, Inequality and Public Reasoning; A case study on Gujarat experience of development: Approaches, impact and outcome; Kerala experience of development: Approaches, impact and outcome. | |||||||||
Text Books And Reference Books: Bhagwati, J. N., & Panagariya, A. (2012). India's tryst with destiny: debunking myths that undermine progress and addressing new challenges. HarperCollins Publishers. Boix, C. (2003). Democracy and redistribution. Cambridge University Press. Drèze, J., & Sen, A. (2015). An uncertain glory: India and its contradictions. Economics Books. | |||||||||
Essential Reading / Recommended Reading Giugni, M. G., McAdam, D., & Tilly, C. (Eds.). (1998). From contention to democracy. Rowman & Littlefield Publishers. Hirway, I. (1995). Selective development and widening disparities in Gujarat. Economic and Political weekly, 2603-2618. Hirway, I., Kashyap, S. P., & Shah, A. (Eds.). (2002). Dynamics of development in Gujarat. Concept Publishing Company Kollmeyer, C. (2015). Globalization and income inequality: How public sector spending moderates this relationship in affluent countries. International Journal of Comparative Sociology, 56(1), 3-28. Munck, G. L. (1992). Capitalism and Democracy: The Importance of Social Class in Historical Comparative Perspective. Journal of Interamerican Studies and World Affairs, 34(4), 225-244. Parayil, G. (Ed.). (2000). Kerala: the development experience: reflections on sustainability and replicability. Zed Books. Prakash, B. A. (Ed.). (1994). Kerala's economy: Performance, problems, prospects. SAGE Publications Pvt. Limited. Sambandan, V. S. (2013). Bhagwati, Sen and India’s fight against poverty. The Hindu. Welzel, C., Haerpfer, C. W., Bernhagen, P., & Inglehart, R. F. (Eds.). (2018). Democratization. Oxford University Press, USA | |||||||||
Evaluation Pattern
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ECO144 - GLOBALISATION AND DEVELOPMENT (2024 Batch) | |||||||||
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
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Max Marks:50 |
Credits:3 |
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Course Objectives/Course Description |
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Liberalisation policies being pursued by most national economies in the world today, including India creates the need to acquire knowledge and comprehension of Globalisation as ideology along with its practical dynamics. The course intends to provide a sound understanding about the various components, and issues of this ideology at an introductory level. The methodology will be learning centered and so will be one of intensive facilitation by faculty of the reading to be done by students |
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Course Outcome |
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CO1: In depth knowledge of globalisation and development CO2: The students will be able to strengthen the knowledge of important development issues in India |
Unit-1 |
Teaching Hours:15 |
Globalisation
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Globalisation: Brief History – The Marrakesh Meet – Globalisation as a contested concept – Debate of Globalisation as a new phenomenon | |
Unit-2 |
Teaching Hours:15 |
Dimensions of Globalisation
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Dimensions of Globalisation: The Economics Dimension – The Political Dimension – The Cultural Dimension | |
Unit-3 |
Teaching Hours:15 |
Ideology
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Ideology: The Ideological Dimension of Globalisation – Challenges to Globalism – Assessing the Future of Globalisation. | |
Text Books And Reference Books: Stiglitz, J. E. (2002). Globalization and its discontents. W.W. Norton & Company. Lora, E. (Ed.). (2005). Globalization and development: A Latin American and Caribbean perspective. Inter-American Development Bank. Hettne, B. (Ed.). (2007). Globalization and development: Themes and concepts in current research. Springer.
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Essential Reading / Recommended Reading Nissanke, M., & Thorbecke, E. (2006). Globalization and its impact on the poverty of developing countries. Routledge. Dapice, D. J., & Vu, T.-M. (Eds.). (2015). Globalization and development in the Mekong economies. Palgrave Macmillan. | |
Evaluation Pattern CIA 1-20 Marks CIA 2- 20 Marks CIA 3- 50 Marks
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ECO145 - ECOLOGY AND DEVELOPMENT (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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This course aims to provide a holistic and a deeper understanding of the very trade-off between ecology and development. Through an inter-disciplinary lens an organic approach is adopted to understand the trade-off. This course therefore seeks to cultivate not only the moral and ethical thinking of the ecology but also it tries to put forth an action plan from a policy front. |
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Course Outcome |
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CO1: To evoke a sense of deep ecology and social justice. CO2: To provoke students with the development paradigms and how it affects the ecology. This would subsequently make them fit to propose an action plan. CO3: To understand the problematic behind value designations. |
Unit-1 |
Teaching Hours:12 |
Ecology and Value
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The Value Problem in Ecological Economics- Values in Ecological Value Analysis: What Should We Be Learning from Contingent Valuation Studies? - Natural Capital in Ecological Economics-Entropy in Ecological Economics | |
Unit-2 |
Teaching Hours:12 |
Ecology and Development
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The environmental impact of land development-Development of water resources-Development and changing air quality- Urban development and environmental change-Environmental economics and ecological economics: Where they can converge?- Power Inequality and the Environment | |
Unit-3 |
Teaching Hours:10 |
Ecofeminism and Ecocriticism
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Gender and environment; Ecofeminism; androcentrism; Deep ecology – ecofeminism debate; Ecocriticism; Nature writings; Thinking like a mountain; The forgetting and remembering of the air - The Varna Trophic System An Ecological Theory of Caste Formation | |
Unit-4 |
Teaching Hours:11 |
Action Plans
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Reading Ecology, Reinventing Democracy-Scientists or Spies?- Revisiting the Debates on Man-Nature Relation- Lecture of Medha Patkar- Ecological Fiscal Transfers and State-level Budgetary Spending in India- -Bourgeois Environmentalism, the State, the Judiciary, Urban Poor, Significance of Silent Valley-Silent Valley: A controversy that focused global attention on a rainforest 40 years ago- Equity and Justice
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Text Books And Reference Books: 1. Burkett, Paul. (2006). Marxism and Ecological Economics. Brill 2. Daly & Farley. (2011). Ecological Economics (Principles and Applications). Island Press Pepper, D. (2002). Eco-socialism: from deep ecology to social justice. Routledge. 1. Gupta, Avijit. (1998).Ecology and Development in Third World. Routledge 2. Patel, S. (1997). Ecology and Development. Economic and Political Weekly, 2388-2391. 3. Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press 4. Burkett, Paul. (2006). Marxism and Ecological Economics. Brill Venkatachalam, L. (2007). Environmental economics and ecological economics: Where they can converge?. Ecological economics, 61(2-3), 550-558. 1. Plumwood, V. (1993). Feminism and the Mastery of Nature. London: Routledge 2. Warren, K.J. (ed), (1994). Ecological Feminism. London: Routledge. 3. Shiva, V. (2016). Staying alive: Women, ecology, and development. North Atlantic Books. Kavoori, P. S. (2002). The Varna Trophic system: an ecological theory of caste formation. Economic and Political Weekly, 1156-1164 1. Gill, K. (2009). Bourgeois environmentalism’, the State, the Judiciary, and the ‘urban poor’: The political mobilization of a scheduled caste market. Of Poverty and Plastic (Oxford, UK: Oxford University Press, 2010), 209. 2. Kaur, A., Mohanty, R. K., Chakraborty, L., & Rangan, D. (2021). Ecological fiscal transfers and state-level budgetary spending in India: Analyzing the flypaper effects. Levy Economics Institute, Working Papers Series July. 3. Parameswaran, M. P. (1979). Significance of Silent Valley. Economic and Political Weekly, 1117-1119. 4. Lewis, M. (2002). Scientists or spies? Ecology in a climate of Cold War suspicion. Economic and Political Weekly, 2323-2332. 5. Viswanathan.S &Palmer. (2022). Reading Ecology, Reinventing Democracy The Gadgil Report on the Western Ghats. Economic and Political Weekly 6. On the road to equity and Justice – Medha Patkarhttps://youtu.be/Gca-BlALkt0 | |
Essential Reading / Recommended Reading G. Tyler Miller and Scott Spoolman (2018) “Living in the Environment”, International Edition Eldon D. Enger (2016) “Environmental Science: A study of interrelationships” Richard T. Wright, Dorothy F. Boorse (2017) Environmental Science: Toward A Sustainable Future, Pearson, 13th Edition | |
Evaluation Pattern CIA I and CIA 2 These are assessments to check the general and up to date knowledge that students possess on the ecology and development front. These assessments intend to drive students to look at ecology from a inter-disciplinary background keeping the contemporary nature of development very much in the loop. As a result it will provide the students a platform to bridge the theoretical contours of ecology and development explained through classroom lectures with practical knowledge of theirs with their own everyday lived life and media reports. CIA 3 This will be an assessment based on a question paper formulated on the basis of classroom lectures following the syllabus for 50 marks. Certain questions on the contemporary environment debates also will be included. | |
ECO146 - GENDER AND DEVELOPMENT (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:2 |
Course Objectives/Course Description |
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This course aims to provide knowledge of the fundamental differences between genders from economic, biological, political, , psychological and feminist perspectives. It also provides the necessary analytical tools to analyze differences in bargaining positions of men and women within households alongside explaining consequences of marriage , women’s education, health, career choices and wellbeing. The course also examines developmental outcomes from a gendered lens.
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Course Outcome |
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CO1: Demonstrate an understanding of the various disciplinary perspectives from which gender differences could be analysed such as the biological, the economic, the psychological or the feminist perspectives
CO2: To understand different gender inequality index CO3: Critically evaluate ways by which women could be empowered with a focus on public policy |
Unit-1 |
Teaching Hours:15 |
Introduction to Gender and Development
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Basic concepts and subject matters. Gender statistics and System of gender inequality- - Impact of Economic Growth on Gender Equality -Gender Differences in Incomes, education, health and labour market- Women’s Contribution to GDP - Estimation of Women’s Unpaid Work. . Impact of Globalization on Gender Status- Globalization of the World Economy and Gender Status | |
Unit-2 |
Teaching Hours:15 |
Economic Growth and Gender Equality
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Gender Equity Index - Gender Inequality Index of UNDP - Gender Status Index - Gender in Human Development - Gender Development Index - Gender Empowerment Measure - Gender in Social Development Indicators - the OECD Social Institutions and Gender Index (SIGI). – | |
Unit-3 |
Teaching Hours:15 |
Gender Development and Mainstreaming Initiatives in India
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Women’s Empowerment in India-Gender Inclusive Planning -Role of Institutions in Gender Mainstreaming - Gender Sensitization of institutions and policies - Mainstreaming Gender into Development Policies - Rights Based Approach to Gender Development. | |
Text Books And Reference Books: 1) Eswaran, M (2014), Why Gender Matters in Economics, Princeton University, Princeton and Oxford 2) Joyce P. Jacobsen (2020), Advanced Introduction to Feminist Economics, Edward Elagar Publishing 3) Time use survey report 2019, Government of India 4) Agarwal, B., & Bina, A. (1994). A field of one's own: Gender and land rights in South Asia (No. 58).Cambridge UniversityPress. 5) Klasen S. (2006) UNDP’s Gender-Related Measures: Some Conceptual Problems and Possible Solutions, Journal of Human Development and Capabilities 7 (2), pp.243-74 | |
Essential Reading / Recommended Reading 1. Klasen S. (2006) UNDP’s Gender-Related Measures: Some Conceptual Problems and Possible Solutions, Journal of Human Development and Capabilities 7 (2), pp.243-74 2.Book chapter: Kabeer Naila, Benevolent Dictators, Maternal Altruists and Patriarchal Contracts: Gender and Household Economics, Chapter 5 in Reversed Realities: Gender Hierarchies in Development Thought
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Evaluation Pattern CIA 1 for 30 marks CIA 2 for 20 marks CIA 3 for 50 marks | |
ECO147 - THINKING THROUGH THE ENVIRONMENT (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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The natural environment necessarily lends itself to multiple disciplinary inquiries. While science and economics provide data, systems of information, knowledge, and models of management about the earth and its resources, environmental ethics enables one to ask ‘How then, should we live?’ This course aims to provide a holistic and deeper understanding of the environment, its varied interpretations, and ways of relating to it. This course also seeks to cultivate moral and ethical thinking about the environment to develop the basics of sustainable living. To sensitize the students and make them think critically about the environment, especially when technology and infrastructure projects rule over the environmental spaces. |
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Course Outcome |
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Unit-1 |
Teaching Hours:10 |
Environmentalism
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Environmentalism – tracing the history of global environmental consciousness and movements – Varieties of environmentalism – English love of the country – Wilderness thinking in America – Chipko and Silent Valley movements in India | |
Unit-2 |
Teaching Hours:15 |
Economics of the Environment and its Critique
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Environmental Economics – resource economics – ecological economics; How economists see the environment; Economics of renewable and exhaustible resources; Carbon trading; Economist’s perspective on Sustainability; Concepts of environmental values – Total economic value; Standard methods to value the environment; Reconsidering Economics; Bounded rationality and the environment | |
Unit-3 |
Teaching Hours:10 |
Ecofeminism and Ecocriticism
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Gender and environment; Ecofeminism; androcentrism; Deep ecology – ecofeminism debate; Ecocriticism; Romantic ecology; Nature writings; Thinking like a mountain; The forgetting and remembering of the air | |
Unit-4 |
Teaching Hours:10 |
Environmental Ethics
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Environmental Ethics; An autobiography of your relationship with the earth; Environmental justice; Discounting; Climate change debates; Environmental refugees; The inconvenient truth; Basics of sustainable living; Know your carbon footprints | |
Text Books And Reference Books: 1. Abram, D. (1996). The Spell of the Sensuous: Perception and Language in a More-than-human World. New York: Vintage Books 2. Bhattacharya, R.N. (2004). Environmental Economics. Oxford University Press 3. Clark, T. (2011). Literature and the Environment. Cambridge University Press 4. Garrard, G. (2011). Ecocriticism. Routledge 5. Guha, R. (2000). Environmentalism. Oxford University Press 6. Leopold, A. (1949). A Sand County Almanac. Oxford: Oxford University Press 7. Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press 8. Stavins, R.N. (Ed.) (2012). Economics of the Environment. New York, London: W.W. Norton 9. Carson, R. (1963). Silent Spring. London: Hamish Hamilton 10. Martinez – Alier, J. (2002). The Environmentalism of the Poor: A Study of Ecological Conflicts and Valuation. Cheltenham: Edward Elgar 11. Plumwood, V. (1993). Feminism and the Mastery of Nature. London: Routledge
12. Warren, K.J. (ed), (1994). Ecological Feminism. London: Routledge. | |
Essential Reading / Recommended Reading Bhattacharya, R.N. (2004). Environmental Economics. Oxford University Press Sankar, U. (ed.) (2000). Environmental Economics. Oxford University Press Guha, R. (2000). Environmentalism. Oxford University Press | |
Evaluation Pattern CIA1-20 MARKS CIA11-20 MARKS CIA111-20 MARKS ATTENDANCE-5 MARKS | |
ENG001 - ACADEMIC WRITING FOR UNIVERSITY (2024 Batch) | |
Total Teaching Hours for Semester:20 |
No of Lecture Hours/Week:4 |
Max Marks:50 |
Credits:0 |
Course Objectives/Course Description |
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Learning at the University is demonstrated and assessed through written assignments. It is important that the learners indicate understanding of the expectations, disciplinary context, use appropriate structure, style, incorporate relevant sources, express their individual voice in the writing. The bridge course relies on two beliefs – 1) academic writing can be taught; 2) academic writing is a process. The modules illustrate the process and thinking required for writing rather than reinforcing grammar. |
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Course Outcome |
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CO1: Understand the rhetorical situation. Recognize specific keywords to decide the structure of the response
CO2: Write critically, clearly and precisely
CO3: Use source material/avoid plagiarism CO4: Develop academic vocabulary. Find individual voice
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Unit-1 |
Teaching Hours:3 |
Module 1
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· Understanding context | |
Unit-2 |
Teaching Hours:4 |
Module 2
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· Writing process · Writing critically · Using sources Ethics of writing | |
Unit-3 |
Teaching Hours:4 |
Module 3
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· Significance of finding one’s voice · Demonstrating individual voice in writing | |
Unit-4 |
Teaching Hours:4 |
Module 4
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· Writing for an audience · Creating a clear assignment structure · Developing individual writing style · Using words precisely | |
Text Books And Reference Books: · Writing for University, Jeanne Godfrey, London: Bloomsbury Academic, 2022 (A softcopy will be provided) · | |
Essential Reading / Recommended Reading Student Phrasebook: Vocabulary for writing at university, Jeanne Godfrey, London: Red Globe Press, 2020 | |
Evaluation Pattern 5 Assignments - 15 marks each 1 Assignment - 25 marks (Final) | |
ENG181-2 - ENGLISH (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:100 |
Credits:2 |
Course Objectives/Course Description |
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· To help improve their communication skills for larger academic purposes and vocational purposes · To enable learners to learn the contextual use of words and the generic meaning · To enable learners to listen to audio content and infer contextual meaning · To enable learners to be able to speak for various purposes and occasions using context specific language and expressions · To enable learners to develop the ability to write for various purposes using suitable and precise language. |
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Course Outcome |
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CO1: Understand how to engage with texts from various countries, historical, cultural specificities, and politics and develop the ability to reflect upon and comment on texts with various themes CO2: Develop an analytical and critical bent of mind to compare and analyze the various literature they read and discuss in class CO3: Develop the ability to communicate both orally and in writing for various purposes |
Unit-1 |
Teaching Hours:4 |
language
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Presentation skills | |
Unit-1 |
Teaching Hours:4 |
food
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Witches’ Loaves O Henry
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Unit-2 |
Teaching Hours:6 |
Language
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Report writing | |
Unit-2 |
Teaching Hours:6 |
Fashion
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In the Height of Fashion-Henry Lawson | |
Unit-3 |
Teaching Hours:4 |
Language
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Resume Writing | |
Unit-3 |
Teaching Hours:4 |
Management
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The Story of Mumbai Dabbawalas- ShivaniPandita
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Unit-4 |
Teaching Hours:3 |
Management
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If By Rudyard Kipling | |
Unit-4 |
Teaching Hours:3 |
Language
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Interview skills and CV writing | |
Unit-5 |
Teaching Hours:4 |
History
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Who were the Shudras? By Dr Ambedkar
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Unit-5 |
Teaching Hours:4 |
language
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Developing arguments- debating | |
Unit-6 |
Teaching Hours:3 |
History
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Dhauli By JayantaMahapatra | |
Unit-6 |
Teaching Hours:3 |
language
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Developing arguments- debating | |
Unit-7 |
Teaching Hours:4 |
language
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email writing | |
Unit-7 |
Teaching Hours:4 |
Social Media
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An Occurrence at Owl Creek Bridge by Ambrose Bierce | |
Unit-8 |
Teaching Hours:2 |
Social Media
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Truth in the time of Social Media' by Girish Balachandran | |
Text Books And Reference Books: ENGlogue 1 | |
Essential Reading / Recommended Reading teacher manual and worksheets that teachers would provide. Listening skills worksheets. | |
Evaluation Pattern CIA1- 20 MSE-50 CIA3- 20 ESE- 50 | |
EST144 - DESIGN THINKING AND SOCIAL ENTREPRENEURSHIP (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:45 |
Max Marks:100 |
Credits:3 |
Course Objectives/Course Description |
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Course Description
Rural India comprises 66.46% of India’s population and contributes to a large portion of India’s GDP by way of agriculture, services, skilled and non-skilled labour. Rural India suffers from socio-economic distress due to several factors, small land holding, rain dependent agriculture, and lack of alternative sources of income, migration to urban centers and due to several sociological factors. Rural India in its diverse geographies has a huge potential to provide solutions to some of the gravest global challenges pertaining to environment and sustainable development and which remains largely untapped. This calls for a focused approach in exploring the potential opportunities through a scientific approach of critical thinking and creativity, pro-active engagement of rural communities, creating effective structures to implement and create global visibility for the proprietary products and services created. Such an approach will substantially mitigate socio-economic distress in rural communities by providing them income generating opportunities by engaging social enterprises and also contribute to the sustainability goals of the UN. The course of Social Innovation and Entrepreneurship for students of English Language and Literature seeks to sensitise students with an on field immersion with rural India and explore possibilities for enterprise through case studies on innovative rural enterprises. The course seeks to apply their finer eye for aesthetics and culture and Course Objectives
• To familiarize students with the Sustainability goals envisioned by UN and motivate them to proactively contribute towards its attainment. • To create a firsthand awareness of rural India and challenges which can be translated into entrepreneurial opportunities. • To study and analyze different Social Enterprise models and their relative outcomes • To gain an understanding of the challenges of running a social enterprise. • To give students a firsthand experience of understanding the challenges of capacity building and leadership creation in rural communities for an enterprise and engage them proactively in building a sustainable business. • To stimulate curiosity in students to identify the areas of gaps in products and services and come up with creative solutions which can be translated into profitable enterprises. • To help students develop ethical business models founded on the principles of equity and fair play vis-à-vis the engagement of rural and grass root communities • To enable students to curate branding and market strategies for products and services emerging from a social enterprise to make them profitable and sustainable |
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Course Outcome |
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CO1: Students will have a comprehensive understanding of the U N Sustainability goals and get engaged in it proactively. CO2: Students will have gained a firsthand awareness of rural India and challenges which can be translated into entrepreneurial opportunities. CO3: Students will be exposed to different Social Enterprise models and their relative outcomes CO4: Students will have envisaged the challenges of running a social enterprise. CO5: Students will have gained on-field experience of engaging with rural communities for capacity building and leadership CO6: Students will have envisaged the challenges of running a social enterprise. CO7: Students will have identified at least one problem/gap area in a product or service and will have come up with creative solutions as part of their project. CO8: Students will develop business models founded on the principles of equity and fair play vis-Ã -vis the engagement of rural and grass root communities CO9: Students will develop branding and market strategies for products and services which they will have developed as part of their project work. |
Unit-1 |
Teaching Hours:4 |
Understanding UN Sustainability Development Goals
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Session on 17 UN Sustainability Development Goals. After the disucssion, students are asked to identify any two sustainability goals and asked to suggest any action steps that can be taken at the community level to reach the goals. Students present their ideas. | |
Unit-2 |
Teaching Hours:8 |
Understanding Rural India
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Field Visit and online interactive session Students visit a village near Bangalore and interact with the communities. Students also have online interactive sessions with women groups in three villages one each in Karnataka, Kerala, and Tamil Nadu. Students study how political, societal, and domestic spheres vary in different geographies of India and how they impact their life and living. Student groups present their finidings. | |
Unit-2 |
Teaching Hours:8 |
Understanding Rural India
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Field visit and online interaction with members of rural communities to understand how political, societal, and domestic realities vary among different geographies and how they impact life and living of rural communities. | |
Unit-3 |
Teaching Hours:6 |
Rural Enterprise: Case Study
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Student groups identify one Social Entrepreneur in India and analyze their social enterprise vis-a-vis problem identified and addressed, understanding how they converted the problem into a viable business, the business model, challenges and opportunities. Student groups make their presentation | |
Unit-4 |
Teaching Hours:8 |
Grassroots Innovation: Problem Identification and Building the Value Proposition Canvas
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Student groups are given the task of identifying one problem/gap in service which can be converted into an opportunity. Students are taught how to build the value proposition around a problem or gap in service by identifying the pain points and possible gain creators which can result in a business opportunity | |
Unit-5 |
Teaching Hours:8 |
Buildling Proof of Concept, Prototyping/Piloting
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Students are taught how to iterate and build a proof of concept of their solution. Students are facilitated to prototype their products/pilot their innovative solutions i | |
Unit-6 |
Teaching Hours:9 |
Business Model Canvas/Pitch Deck/Presentation
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Students are taught to build a Business Model Canvas of their solution, and prepare a pitch deck and make their final business presentation | |
Text Books And Reference Books: Frugal Innovation: How to Do More With Less: Navi Radjou Jaideep Prabhu • Jugaad Innovation: Navi Radjou, Jaideep Prabhu, Simone Ahuja • Poor Economics: Abhijit Bannerjee, Esther Duflo • The Open Book of Social Innovation: Geoff Mulgan, Robin Murray • The 22 Immutable Laws of Branding: Al Ries • Marketing Strategy- A Decision-Focused Approach: Walker, Mullins | |
Essential Reading / Recommended Reading A Handbook of Rural India (Readings on Economy, Polity and Society) Surinder S Jodka • Women in Rural India: Vani Prabhakar • Rural Development in India Strategies and Processes: G Sreedhar and D Rajasekar • Communication for Rural Innovation: Cees Leeuwis, A. W. van den ban | |
Evaluation Pattern Two Case Studies-40 Marks Live Project-40 Marks Presentation-20 Marks | |
EST146 - FOOD AND LITERATURE (2024 Batch) | |
Total Teaching Hours for Semester:45 |
No of Lecture Hours/Week:3 |
Max Marks:50 |
Credits:3 |
Course Objectives/Course Description |
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Course Description:
This course offers an interdisciplinary exploration of the connections between food and literature, focusing on how food has been represented in literary works from different cultures and time periods. In addition, the course will provide an overview of the history and evolution of food culture, as well as the politics and economics of food production and consumption. By examining culinary themes in literary works, students will gain a deeper understanding of how food functions as a powerful symbol and narrative device in literature, reflecting social, cultural, and historical contexts. This course provides an opportunity for students to explore the rich connections between food and literature, fostering critical thinking, cultural awareness, and personal reflection.
Course Objectives
1. To enhance the ability to identify and interpret the symbolic, metaphorical, and cultural significance of food within literary works.
2. To help explore how food reflects and shapes social, historical, and cultural aspects of different societies and communities, shaping individual and collective identities and reflect social hierarchies and inequalities.
3. To develop the ability to craft vivid and evocative descriptions by learning techniques for using sensory details, imagery, and figurative language to bring culinary experiences to life in their own writing.
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Course Outcome |
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CO1: Develop a deeper understanding of the cultural context of food and its representation in literature and its portrayal in journalistic genres. CO2: Appreciate the influence of food on individual and collective identities. CO3: Understand how food can reinforce or challenge social hierarchies and inequalities. |
Unit-1 |
Teaching Hours:3 |
Unit I- Introduction to Food and Literature
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